Library
materials

Introduction……………………………………………………………………………3

Chapter 1. At the origins of developmental education………………………………………6

1. Historical roots of developing learning……………………6

   Developing education in the heritage of M. Montaigne…………………….8

   Developmental education in the heritage of Ya. A. Comenius……………..10

   Developing education in the heritage of J. J. Rousseau…………………...13

   The idea of ​​developmental education I. Pestalozzi…………………….....15

   The idea of ​​developmental education U. A. Diesterweg……………………..17

Chapter 1 Conclusions……………………………………………………………...19

Chapter 2 Developing education in modern times……………………………20

2.1. The idea of ​​developmental education by L. V. Zankov…………………………...20

2.2. The system of developing education by D. B. Elkonin and

V.V. Davydova…………………………………………………………………22

2.3. Problems of the idea of ​​developing education in Russia modern

period………………………………………………………………………..25

Chapter 2 Conclusions……………………………………………………………...32

Conclusion……………………………………………………………………...33

List of sources and literature…………………………………………...35

INTRODUCTION

In modern pedagogy, the question of the benefits that education brings to society is widely discussed. The discussion is supported by people who are not indifferent to the future of Russian education, and, consequently, the future of the whole country.

It has already become axiomatic that at the turn of two centuries, serious changes are taking place in the system of Russian education, the meaning and significance of which are due to the search for new educational paradigms that correspond to the trends and prospects for the development of society on the principles of humanism and democracy.

In this regard, various approaches have appeared in the field of the educational process and methods, types of training. One of these approaches is developmental education. This approach expressed a humane attitude towards the student of the science of pedagogy. This approach has existed for a long time, but in Russia it was paid close attention only in the process of democratic reforms. Here the object becomes the subject. The student is given relative freedom of behavior. Complete freedom within the school is not possible to achieve.

The system of developmental education is alternative to the traditional one in terms of its psychological basis, goals, objectives, content, forms, methods, and effectiveness criteria. When talking about developmental education, we are talking about the orientation of education to solve the problem of developing the student. New textbooks, didactic recommendations are being published, where the system of developmental education is used, many schools and other educational institutions throughout Russia are switching to this principle of education.

Development is a directed, regular change in nature and society. As a result of development, a new qualitative state of the object of its composition or structure arises.

If we follow this definition, then the object of development is a person, a student, a living child's soul. But in developing education, the carrier of educational activity is its subject. The younger student in this role performs learning activities initially with others and with the help of a teacher. The development of the subject occurs in the very process of its formation, when the student gradually turns into a student, i.e. into a child who changes and improves himself. To do this, he must be aware of his limited abilities in something, strive and be able to overcome his limitations. This means that the child must consider the basis of his own actions and knowledge, i.e. reflect.

The acquisition by the child of the need for learning activities, appropriate motives contributes to the strengthening of the desire to learn. It is the desire to learn that characterizes the younger student as the subject of educational activity.

The practice of education, the real requirements for the student today, the analysis of the state of pedagogical science in the aspect of the study of developmental education made it possible to identifycontradictions between the historical roots of developmental learning and modern approaches to developmental learning.

This contradiction helped to formulate the researchproblem , a modern understanding of developmental learning from a historical perspective.

The problem led to the choicethemes : "Developing education: history and modernity".

An object : The theory of developmental learning.

Thing : developmental education in the historical and modern aspect.Target research - to consider one of the main problems of pedagogy, namely the problem of developmental education, as well-known teachers understood it at different times. The purpose of the study determined ittasks:

View and analyze the historical roots of developmental learning.

To characterize modern approaches to developmental education.

Consider the problem of developmental education in Russia.

Methodological basis of the study amounted to modern philosophical, general scientific concepts in the field of culture and education; historical-pedagogical and general pedagogical theories; characteristics and assessments of the period under consideration in historical, historical and pedagogical literature and periodicals; methodological experience of studying the genesis of scientific problems.

Research methods - theoretical analysis of pedagogical and historical literature, dissertation research on the problem under study.

Theoretical significance of the study work is seen in the problematization of a number of issues of the historical and pedagogical, methodological, didactic, technological plan, as well as the features of the relationship and mutual influence of pedagogical theory and advanced pedagogical experience.

The structure of the course work consists of an introduction, two chapters, a conclusion, a list of sources and references.

Chapter 1.

At the origins of developmental learning

1.1. Historical roots of developing learning

The history of the idea of ​​developmental education goes back to the timesconfucius , who, in his pedagogical and didactic statements, argued that the main thing in learning is to ensure comprehensive development. Then this idea was continued by Socrates, Plato, Democritus, Aristotle - in Ancient Greece, Quintilian - in Ancient Rome. They are known not only as philosophers, but also as authors of pedagogical works. Their thoughts still attract the attention of scientists.

Technology Socrates (469 or 470 - 399 BC), on which he built conversations with young people, and is now used by innovative teachers who, overcoming dogmatism, develop creative thinking in schoolchildren. Socrates did not teach, he encouraged the interlocutor to reflect and independently find the truth.

Plato (427 or 428 - 347 or 348 BC) closely connected philosophy with politics and pedagogy. He saw the task of education in strengthening the rational part of the soul by developing virtue in the offspring. Despite the authoritarian positions, Plato emphasized that it is necessary to develop and educate a child not by force, but playfully, because a free person should not learn any science slavishly. .

Democritus (460 or 470 - 370 BC) answered the question that still worries many teachers: what is more useful in teaching a child - mastering the amount of various knowledge orhis development of thinking . Comparing the importance of both, he gives preference to the latter: "One should strive not so much for knowledge as for the comprehensive education of the mind."

The purpose of educationAristotle (384 - 322 BC), the development of the higher aspects of the soul (reasonable and animal). Aristotle argued that all types of education (physical, moral and mental) should be carried out in unity - one cannot give preference to any one type. They should be united by a person's desire for beauty. The main factors of education: natural inclinations, habits, development of the ability to reason. Based on the idea of ​​development, he believed that by nature a person has only the germs of abilities that develop in the process of education.

ancient roman philosopherQuintilian (c. 35 - c. 96) in his work "On the Education of the Orator" characterizes the abilities of free-born citizens, reveals the conditions for the development of abilities, determines the means for the development of thinking and speech. According to Quintilian, the very nature of man contains the “understanding” necessary for his further education, and children who are not capable of learning are a rare exception, like physical ugliness; upbringing on the part of adults and diligence in performing exercises on the part of children contribute to the development of what is given to a person already at his birth.

The idea of ​​developmental education received the greatest rise in XVI- X I10th century She was engaged in such famous teachers and philosophers as M. Montaigne, J. A. Comenius, J.-J. Rousseau, I. G. Pestalozzi, A. Diesterweg and others. This work is based on the analysis of development ideas in the pedagogical works of the authors listed above. They left behind a colossal pedagogical legacy, thanks to which the ideas of development are studied and practiced to this day.

Among the Russian teachers who studied this problem, it should be noted N. I. Novikov, V. F. Odoevsky, Pirogov, Chernyshevsky, Dobrolyubov, Tolstoy.

1.2. Developmental education in the heritage of M. Montaigne

Michel Montaigne (1533 - 1592) - an outstanding French thinker of the Renaissance, one of the representatives of philosophical skepticism, who preached the relativity of human knowledge, its dependence on many conditions.

Being an opponent of the scholastic science of the Middle Ages, which spent all its strength on commenting on a small number of works recognized by the church, Montaigne advocated an experimental science, studying the things themselves, penetrating into their essence. From this stemmed the pedagogical views of Montaigne: he is a supporter of developing education, which does not load the memory with mechanically memorized information, but contributes to the development of independent thinking, accustoms to critical analysis. This is achieved by studying both the humanities and the natural sciences. The latter were hardly studied in modern Montaigne schools.

Like all humanists, Montaigne spoke out against the harsh discipline of medieval schools, for an attentive attitude towards children.

Education, according to Montaigne, should contribute to the development of all aspects of the child's personality, theoretical education should be supplemented by physical exercises, the development of aesthetic taste, and the education of high moral qualities. Many of Montaigne's thoughts were accepted by teachers XVII – XVIII centuries

The main idea in Montaigne's theory of developmental education is that developmental education is unthinkable without the establishment of humane relations with children. For this, education must be carried out without punishment, without coercion and violence (Plato once spoke about this). Montaigne believes that developmental learning is possible only with the individualization of learning. In his book “Experiments”, in the chapter “On the education of children”, he writes: “I would like the educator from the very beginning, in accordance with the spiritual inclinations of the child entrusted to him, to give him the opportunity to freely manifest these inclinations, offering him to taste different things, choose between them and distinguish them independently, sometimes showing him the way, sometimes, on the contrary, allowing him to find the way himself. I do not want the mentor alone to decide everything and only one to speak; I want him to listen to his pet too.” Here Montaigne follows Socrates, who, as you know, first forced his students to speak, and then spoke himself.

According to Montaigne, the child turns into a person not so much due to the knowledge gained, but by developing the ability to make critical judgments. “Let the teacher ask the student not only the words of the completed lesson, but also the meaning and very essence of it, and judge the benefits that he brought, not according to the memory of his pet, but according to his life. And when explaining something to a student, let him show it to him from a hundred different sides and apply it to many different subjects in order to check whether the student has understood it properly and to what extent he has mastered it.

“May a noble curiosity be instilled in his soul; let him inquire about everything without exception; let him inspect everything remarkable that only he will not meet, be it some building, a fountain, a person, a battlefield taking place in antiquity, places where Caesar or Charlemagne passed.

“After the young man is explained what, in fact, he needs in order to become better and more reasonable, he should be introduced to the basics of logic, physics, geometry and rhetoric; and whichever of these sciences he chooses, since his mind will already be developed by this time, he will quickly achieve success in it. It must be taught either by interview or by books; sometimes the mentor will simply indicate to him the author suitable for this purpose, and sometimes he will present the content and essence of the book in a completely chewed form.

1.3. Developmental education in the heritage of Ya. A. Comenius

Jan Amos Comenius (1592 - 1670) - the largest teacher, an outstanding public figureXVII century.

Comenius was the founder of modern pedagogy. In his theoretical works on the teaching and upbringing of children ("Mother's School", "Great Didactics", "The Newest Method of Languages", "Pansophic School", etc.), all pedagogical problems are considered. Very good advice from Comenius to educators: "Training young people correctly does not mean hammering a mixture of phrases and opinions collected from authors into their heads, but this means developing the ability to understand things so that streams of knowledge flow from this ability ..." Ya.A. Comenius attached great importance to the activity and independence of children in learning: in order to develop cognitive abilities and cultivate a thirst for knowledge, it is necessary to encourage children's curiosity and organize independence in observations, in speech, in exercises, in applying knowledge in practice.

One of the most important ideas in the pedagogical heritage of Comenius isidea developmental learning . The ideas of development in the learning process permeate almost all the works of Ya. A. Comenius. Development is understood by him as the realization of natural inclinations and talents, in accordance with the principle of natural conformity.

In the art of education, this means developing what a person has “embedded in the bud”, developing from within, waiting for the “maturation of forces”, not pushing nature where it does not seek, following the general rule: “Let everything flow freely, away from violence in deeds." Based on the thesis that the seeds of the mind, morality and piety and their desire for the development of nature are inherent in all people, Comenius defined the role of education "as the easiest motivation and some reasonable guidance" of the natural process of self-development of the pupil.

At the same time, they meant not just the immanence (immanent - inherent in any phenomenon, arising from its nature) of this process, but conscious self-development: the pedagogical process is addressed to the personality of the student and the assertion in him of self-esteem, self-respect, a serious attitude towards his own responsibilities for learning. And at the same time, natural education, as already noted, is a “non-violent” pedagogy of the natural and free development of natural forces and abilities.

Comenius in his writings paid much attention to revealing the nature of the child and his abilities. In this regard, along with the "Great Didactics", his work "On the Culture of Natural Talents" should be especially noted.

Questions about the child and his abilities Comenius solves at the level of advanced science of his time. What is a child and with what abilities and qualities is he born? Comenius basically stands on the positions of the theory of empiricism (i.e., the denial of the “innateness” of ideas and the development of the theory of the so-called “blank slate”) and, in accordance with his democratic worldview, believes that every child, regardless of race, class and gender, is able to learn and become educated man.

As already mentioned, the main attention, according to Comenius, should be given to the problem of the development of natural talents.

“Man is born with four parts, or qualities, or abilities. The first is called the mind - the mirror of all things, with judgment - the living scales and lever of all things, and, finally, with memory - the pantry for things. In second place is the will - the judge, who decides and commands everything. The third is the ability to move, the performer of all decisions. Finally, speech is the interpreter of everything for everyone. For these four figures in our body there are the same number of main receptacles and organs: brain, heart, hand and tongue. In the brain we carry, as it were, the workshop of the mind; in the heart, like a queen in her palace, dwells the will; the hand, the organ of human activity, is an admirable performer; language, finally, is a master of speech, an intermediary between different minds, enclosed in different bodies separated from each other, binds many people into one society for consultation and action.

“Giving” denotes that innate power of our soul that makes us human.

“It is easy to understand what the education of natural talents consists in. Namely, in the sense in which a person is said to perfect the field, the garden, the vineyard, and any art, and, finally, his own body, in the same sense it can be said that he perfects his soul or his natural talent. He perfects every thing, adapting and adapting it to his needs, preparing, refining, smoothing, decorating it in such a way that it suits its purpose and actually brings the greatest benefit. “Art is considered well improved when it produces its creations with ease and grace. The body is well-groomed when the hair is well combed, the skin is smooth and healthy in color, and when it is agile in work. In the same way, a person's spiritual talent will then be perfected when, first, he acquires the ability to think about many things and quickly delve into everything; secondly, when he is experienced in carefully distinguishing things from one another, in choosing and pursuing everywhere the good one, and also in neglecting and removing everything evil; thirdly, when he will be skillful in performing the most perfect deeds; fourthly, when he will be able to speak eloquently and instructively in order to better spread the light of wisdom and to brightly illuminate everything that exists and is conceivable.

So, from the foregoing, we can conclude that a person is not born with knowledge, but with the ability to know, which must be developed in accordance with the principle of conformity to nature. And this is the main point of view of Comenius in the theory of developmental learning.

1.4. Developmental education in the heritage of J. J. Rousseau

Jean Jacques Rousseau (1712 - 1778) - the most prominent thinker, teacher, educatorXVIII centuries.

In his main works “Did the progress of the sciences and arts contribute to the improvement or deterioration of morals?”, “The Social Contract”, “Emile, or on Education”, “Julia, or the New Eloise”, Rousseau condemned many prejudices, vices and social injustices generated by feudal system. In particular, he sharply criticized his contemporary upbringing, which suppressed the personality of the child, did not take into account either the age and individual characteristics of children, or the needs of life.

Rousseau is the founder of the theory of natural, free education, consistent with the laws of the physical, mental and moral development of children.

Rousseau's pedagogical ideas are presented systematically in his novel "Emil, or on Education", where an attempt is made to outline the age periodization of the child's development and the tasks, content and methods of raising and educating the child corresponding to each period.

Rousseau's pedagogical statements are permeated with the ideas of humanism and democracy, deep love for the child, concern for his all-round development. Rousseau put forward the requirement to intensify the methods of teaching children based on their personal experience, the need for systematic labor training. On the one hand, it should equip children with useful practical skills and abilities, and on the other hand, it should contribute to the formation of positive moral qualities inherent in the working people.

As mentioned above, Rousseau is the founder of the theory of natural, free education. Through the theory of free education runs like a red threaddevelopment idea. What is the essence of these ideas? Rousseau argued that from nature a person receives only opportunities for development, a weak physical constitution and some inclinations that are improved through education. “The point is not to suppress natural qualities, but rather to develop them.” This is the main principle of the idea of ​​developmental education according to Rousseau.

The education of each person, wrote Rousseau, is given by nature through the direct development of innate abilities and drives. “Watch nature and follow the path that it lays out for you.”

Addressing parents and educators, Rousseau urged them to develop naturalness in the child, to instill a sense of freedom and independence, a desire for work, to respect the personality and all useful reasonable inclinations in him.

Paying a good tribute to childhood, Rousseau continues: remember that nature wants "children to be children before they become adults." Parents and educators should least of all seek to make their children capable of serious reflection at an early age. "If you want to educate the mind of your student, educate the forces that he must control."

1.5. The idea of ​​developing education I. Pestalozzi

Johann Pestalozzi (1746 - 1827) - an outstanding Swiss teacher. For many years he developed such a natural method of education that would contribute to the development of mental, physical and moral forces of each person in their full. In his last work, symbolically titled "Swan Song", Pestalozzi sums up his many years of pedagogical research. The work consists of two parts: in one, the essence of the idea of ​​elementary education - developing school education is revealed in detail, and in the other, an attempt is made to establish the reasons why he failed to fully implement it. According to the figurative expression of K. D. Ushinsky, Pestalozzi's idea of ​​developing school education was a great discovery that has brought and continues to bring more benefits to mankind than the discovery of America. .

The most important goal of Pestalozzi's education is the development of a person's natural abilities. At the same time, the teacher put forward and defendedidea of ​​self-development of forces:The eye wants to look, the ear wants to hear, the leg wants to walk andthe hand wants to grab, but also the heart wants to believe and love, the mind wants to think. This desire of man for physical and spiritual activity was invested in him from birth by the Creator himself, and education should help in this.

I. Pestalozzi emphasized that nature is a rock, and education is a building, forces are given to man by nature, you only need to be able to develop them, strengthen, direct and eliminate harmful external influences and obstacles that can disrupt the natural course of development, and for this you should master the laws development of the physical and spiritual nature of the child. "The hour of a child's birth is the first hour of his education." The center of all education, Pestalozzi pointed out, is the formation of a person, his moral character. An active love for people is what should lead a person forward morally.

He was the first to set the task of psychologizing learning, i.e. building it in the natural way that nature itself uses to develop the human mind - learning should be aimed not so much at the accumulation of knowledge as at the development of mental abilities. The learning process, according to its requirements, should be carried out taking into account the age and individual characteristics of children, and for this it is necessary to study child psychology in depth.

His theory of the formation of the human personality, its comprehensive development Pestalozzi called elementary for 2 reasons. First, in the implementation of natural development should proceed from the initial foundations of education, its simplest elements. To achieve this, he developed a system of exercises arranged in strict sequence. The initial stage of the process of cognition is observation. In order to proceed to concepts, it is necessary to realize the three basic elements of any knowledge: form, number, word. In the initial learning, the form corresponds to the measurement, the number - the account, the word - the speech. In each of the beginnings, the simplest element is distinguished, respectively: line, unit, sound. The relationship of the child with the mother, a sense of harmony, orderliness, beauty are elements of moral education; a chain of interconnected simple body movements, the ability to throw, catch and others are elements of physical and labor education. The exercises in each direction of education were intended to set in motion that desire for activity, which is inherent in the natural forces of man. According to the author, it is impossible to carry out the natural development of the child without the stimulation of amateur activity, the manifestation of activity both mentally and physically and morally. Secondly, the theory was called elementary because the teaching methodology was presented so easily and accessible that any mother, even a simple peasant woman, could master it.

1.6. The idea of ​​developmental education U. A. Diesterweg

Diesterweg (1790-1866) based his education on three principles:

naturalness, understood by him as the development of good inclinations inherent in the child by nature;

amateur performancechildren and their activity;

cultural conformity, those. taking into account the conditions and level of culture of a given time and country, the child's homeland.

His great merit is the development and resolute advocacy of the ideadevelopmental learning. It was on this basis that he built 33 didactic rules, according to which the teacher should know his student well, his characteristics and level of development, range of interests, concepts and ideas. Only in this case it is possible to conduct classes in a “natural way”, overcoming difficulties gradually and consistently. At the same time, students overcome them on the basis of their own efforts, passing through three stages: the dominance of sensations, memory or the accumulation of ideas, reason.

According to Diesterweg, "education does not consist in the amount of knowledge, but in the full understanding and skillful application of everything that you know."

A. Diesterweg's seminarians recalled how fascinating his lessons were. They were like mental tournaments. The teacher developed the students' ability to think independently. He structured the lesson in such a way, he led the students from one position to another in such a way that it seemed to everyone as if he himself had already foreseen the conclusion at the beginning of the lesson and himself arrived at it as a result of independent reflections. Diesterweg's lessons, as a rule, were built in the form of a conversation. Exactly at 7 o'clock in the morning the training began. After the prayer, his first words were: "Extinguish the lamps." “Note,” the students recalled, “this is in winter, the windows are covered with ice and snow; around us is perfect night, so that we could not see each other. “Begin!” was usually his second word, addressed to one of us. And the skirmish, consisting of a lesson from questions and answers, began. We had to depict complex constructions of geometric figures in the dark, without a blackboard, through only oral speech , and then evidence was required - it was such work that strained all our strength, but in this way we learned to master the word and draw conclusions.

Chapter 1 Conclusions

Thus, the theory of developmental learning originates in the works of such philosophers as Confucius, Socrates, Plato, Democritus, Aristotle - in Ancient Greece, Quintilian - in Ancient Rome. All these philosophers developed creative thinking so that the student himself would come to an answer, he himself would strive for knowledge and it was interesting for him, they believed that it was necessary to develop a child not by force, but playfully.

But the idea of ​​developing education received the greatest rise in the 16th - 11th centuries. She was engaged in such famous teachers and philosophers as M. Montaigne, J. A. Comenius, J.-J. Rousseau, I. G. Pestalozzi, A. Diesterweg and others. It was believed that developmental education is unthinkable without the establishment of humane relations with children. Jan Amos Comenius gives good advice to teachers: “To properly educate youth does not mean hammering a mixture of phrases and opinions collected from authors into their heads, but this means developing the ability to understand things so that streams of knowledge flow from this ability ... ".

the main principle of the idea of ​​developmental education according to Rousseau: "The point is not to suppress natural qualities, but rather to develop them."

Thanks to the works of A. Diesterweg, the most important link in pedagogy, the theory of developmental education, became stronger.

Confucius, Socrates, Plato, Democritus, Aristotle, Quintilian, M. Montaigne, J. A. Comenius, J.-J. Rousseau, I. G. Pestalozzi, A. Diesterweg and others made a huge contribution to the development of society, and the whole world as a whole.

Chapter 2

Developmental education in modern times

2.1 The idea of ​​developing education L. V. Zankova.

In the early 30s. 20th century the well-known psychologist L. S. Vygotsky substantiated the possibility and necessity of education focused on the development of the child as its immediate main goal. And in the 50-60s of the last century, life (production and science) strongly demanded that pedagogy develop problem-based learning in which the mental abilities of schoolchildren would develop. And so in the 60s. 20th century The laboratory organized by L. V. Zankov within the structure of the Academy of Pedagogical Sciences developed the technology of developmental education in the primary grades, which contributes to the overall mental development of schoolchildren. The technology of L. V. Zankov was patented in a number of European countries (in France, Germany, the Czech Republic).

Already in the primary grades, conditions are created for the development of the ability to self-education. The standard parts of the lesson are blurred: survey, explanation, consolidation. The knowledge of students moves with the constant close interweaving of new knowledge with previously acquired.

L.V. Zankov in his book "Education and Development" connected the idea of ​​optimal development of schoolchildren with didactic principles. At the same time, he warned that the principles of his experimental system of primary education should not be confused with the principles of traditional didactics (visibility, consciousness, etc.). His system of principles works to achieve higher efficiency in the development of schoolchildren.

Basic principles.

High level of difficulty.

Leading role in teaching theoretical knowledge, linear

building curricula.

Progress in the study of the material at a rapid pace with

continuous concomitant repetition and consolidation in new conditions.

Students' awareness of the course of mental actions.

Education in students of positive motivation for learning and cognitive interests, the inclusion of the emotional sphere in the learning process.

Humanization of relationships between teachers and students in the educational process. (The educational process is built in a trusting atmosphere of co-creation between the student and the teacher.)

development of each student.

The essence of technology.

The lesson has a flexible structure.

At the lessons, discussions are organized on what has been read and seen, on fine arts, music, work, problem situations are created.

Didactic games, intensive independent activity of students, collective search based on observation, comparison, grouping, classification, elucidation of patterns, independent formulation of conclusions are widely used.

Pedagogical situations of communication are created in the classroom, allowing each student to show initiative, independence, selectivity in the ways of working, an environment for the natural self-expression of the student.

As I have already said, according to Zankov, at the heart of classes at school, there should be easy communication between the teacher and the students. And, by the way, this advice was used in Athenian schools in the 5th century BC.

Zankov's didactic system focuses the teacher's attention on the development of children's ability to think, observe, act practically. Some researchers, however, believe that this system develops empirical consciousness well and insufficiently theoretical.

2. 2. The system of developmental education by D. B. Elkonin and V. V. Davydov

In the 60-80s. the concept of developmental education of schoolchildren was developed under the general guidance of D. B. Elkonin and V. V. Davydov.

V.V. Davydov in the book "Problems of Developmental Education" outlined the psychological and pedagogical foundations of developmental education and noted that "only such a theory corresponds to the tasks of school reform, which takes into account the developmental role of education and upbringing in the formation of the child's personality."

The Elkonin-Davydov developmental education technology is fundamentally different from others in that it focuses on the development of the theoretical thinking of schoolchildren.

Theoretical thinking is understood as a verbally expressed understanding by a person of the origin of this or that thing, this or that phenomenon, concept.

A theoretical concept can only be assimilated in the course of a discussion. What becomes significant in this system of education is not so much knowledge as ways of mental actions, which is achieved by reproducing the logic of scientific knowledge in the educational activities of children: from the general to the particular, from the abstract to the concrete.

The system began to take shape in the late 1950s; in the mass school of the Soviet Union, including in Belarus, it began to spread in the 80s and 90sXX centuries.

Basic principles.

deduction based on meaningful generalizations;

theoretical meaningful generalization;

the ascent from the abstract to the concrete;

Course of study.

acquaintance with the proposed scientific situation or task;

orientation in it;

material conversion sample;

fixing the revealed relations in the form of a subject or sign model;

determination of the properties of the selected relation, thanks to which the conditions and methods for solving the original problem are derived, general approaches to the solution are formulated;

filling the selected general formula, the conclusion with specific content.

Technology features.

Rejection of the concentric construction of curricula.

Non-recognition of the universality of the use of concrete visualization in elementary school.

Freedom of choice and variability of homework assignments that are creative in nature.

The features of the lesson in this system are collective mental activity, dialogue, discussion, business communication of children.

Only a problematic presentation of knowledge is acceptable, when the teacher goes to schoolchildren not with ready-made knowledge, but with a question.

At the first stage of training, the method of learning tasks is the main one, at the second - problem-based learning.

The learning task in this concept is similar to the problem situation:

Acceptance from a teacher or independent setting of a learning task;

Transformation of the conditions of the problem in order to discover the general relationship of the object under study;

Modeling a selected relationship to study its properties in subject, graphic and letter forms;

Transformation of the relationship model to study its properties in a "pure form";

Construction of a system of particular problems solved in a general way;

Monitoring the implementation of previous actions;

Evaluation of the assimilation of the general method as a result of solving this educational problem.

The quality and volume of work are evaluated in terms of the subjective capabilities of students.

The assessment reflects the personal development of the student, the perfection of his educational activities.

Education according to this system significantly increases the theoretical level of education by teaching schoolchildren not only knowledge and practical skills, but also scientific concepts, artistic images, and moral values. The goal of the teacher is to bring the personality of each student into the mode of development, to awaken the need for knowledge.

2.3. Problems of the idea of ​​developing education in Russia in the modern period.

One of the most significant phenomena of the last decade in the education of Russia has been the spread of the ideas of developmental education, i.e. systems of educational technologies of a new generation, the priority goal of which is the mental and personal development of the child in the learning process. More than ten years have passed since the transition of the didactic system of developmental education by L.V. Zankov into a new quality: from a large-scale pedagogical experiment to mass school practice.

Over the past decade, the educational system of Russia (as well as in the political, economic, legal, and other systems) has undergone fundamental changes: the unified monolith of the Soviet school has been replaced by a varied education: schools, teachers, parents have received a real and statutory right to choose programs, textbooks, educational technologies. There is an urgent need for a meaningful analysis of the process of implementing L.V. Zankov in the changed social and educational situation: in understanding positive and negative trends, achievements, problems, contradictions and prospects.

One of the significant results of the scientific development and implementation in school practice of the didactic system of L.V. Zankov (certainly, and the systems of developmental education by D.B. Elkonin - V.V. Davydov) is the fact that the ideas of developmental education have become established in the pedagogical and social consciousness and have an impact on the entire system of Russian education. With any pedagogical innovations, it has become good form to refer to L.S. Vygotsky, D.B. Elkonina, L.V. Zankova, V.V. Davydov; emphasize the problematic structure of educational materials, focus on the zone of proximal development of children, focus on the organization of educational and search activities of children in an atmosphere of cooperation and co-creation of the teacher and children. Until recently, the administrative assessment of the success of the pedagogical activity of a school teacher included, first of all, information on the percentage of progress. Now official documents declare that the meaning of the professional activity of a teacher is seen in creating conditions favorable for the manifestation and development of the personal potential of students. What is actually meant by these concepts is another matter. But there is no doubt that a change of priorities is taking place in the public and pedagogical consciousness, that the ideas of developmental education have entered Russian education.

In the early 1990s, the process of updating primary education began in the country, focused on a fundamental change in the understanding of the goals of education. The developmental function of teaching, the formation and development of the personality of a younger student are brought to the fore. Since the 1991-92 academic year, mass testing began in Russian schools. It was a time of hope: teachers, parents, the public hoped that the transition to work on developmental education textbooks would finally see the "light at the end of the tunnel." Since 1996, both systems of developmental education have been introduced into the practice of general educational institutions as state-owned, parallel to the traditional system of education. It seemed that the trend towards more and more use of developmental education programs would intensify. However, the first signs appeared that the pendulum had swung in the opposite direction; there has been a decline in interest in the introduction of pedagogical systems of developing education. Euphoria has been replaced by disappointment. This found expression, firstly, in a reduction in the number of classes that implement the concepts of developmental education by D.B. Elkonina - V.V. Davydova, L.V. Zankov; secondly, in a sharp increase in the number of teachers combining traditional textbooks with variable textbooks of developing learning systems. Conversations with primary and secondary teachers, with school administrations, and with parents revealed that the evaluation of the effectiveness of the use of developmental education programs is carried out in the spirit of such alternatives: on the one hand, evaluation is failure, on the opposite, success. Skeptics argue that hopes did not materialize; systems of developing education have not been any convincing alternative to the traditional system of education; in the preparation of children enrolled in these programs, you can find a lot of shortcomings. Proponents of the opposite point of view are convinced that developmental education systems have a humanistic orientation and are most in line with the nature of the child; they not only contribute to success in the development of the child's personality, stimulate the child's interest in learning, but also conceal still fully undiscovered reserves for improving knowledge, skills and abilities. Developing education teaches the main thing: the ability to teach oneself, forms the need to learn, i.e. to "what remains when all is forgotten." An analysis of the assessments of the effectiveness of the use of developmental learning systems prompts us to recall the parable of ten blind men who, by touch, determined what an elephant was. Many of them, who are inclined to see only the shortcomings of developmental education, imagine this beast wounded, dying from a lack of methodological support. But thoughtful teachers who have worked in the traditional system and switched to work in developmental programs often come to completely opposite conclusions.

It seems that in order to overcome subjectivity in evaluating the effectiveness of developmental learning systems, it is advisable to distinguish between the teaching and developing potential of these systems, on the one hand, and the non-controversial, ambiguous ways of introducing and applying them in a real educational situation, on the other hand.

However, in school practice, technological violations of developmental education are recorded. The dominant place in the lessons is still occupied by explanatory and illustrative teaching methods. Technological procedures associated with the formulation of an educational problem, with the organization of educational and search activities of children, turn out to be unclaimed in the practice of school lessons. The skill of the teacher of the didactic system L.V. Zankov is not to explain this or that material to the student in an accessible and visual way, but in the ability to create such a learning situation when the student has a need to know this material, and in these conditions to organize the activities of children to independently acquire knowledge. According to the teachers themselves, significant difficulties in organizing the educational and search activities of younger students are due to the fact that teachers often lack a deep understanding of the essence of the scientific and theoretical concepts that underlie the subject content. It is possible to pose an educational problem and develop a system of questions and tasks, the fulfillment of which will lead children to solve the problem in the mode of an educational dialogue, provided that the teacher himself is deeply aware of the subject content, the essential interconceptual connections. What makes a lesson developing is not the very fact of using such a technique as an educational discussion, but the subject of discussion, the result of the discussion, and the nature of the arguments that help keep the subject content in the spotlight. This difficulty is exacerbated by the fact that school textbooks and teaching aids for teachers do not solve the problem of organizing educational and search activities for schoolchildren. Teachers feel an urgent need for work, where, in accordance with the internal logic of the subject problem and educational discussion, the mechanisms for posing and resolving educational problems would be revealed. In the meantime, the culture of organizing educational and search activities of children on the material of the Russian language (as well as on other subject content) remains the property of individual thinking teachers who understand the essence of the matter.

In addition to the contradiction considered, in the didactic organization of the educational process in school practice, there is also a contradiction between the need to organize the educational process in the logic of educational and search activities and the limited study time allotted for studying program material. The organization of the development of subject content in the form of educational and search activities requires more time than when explaining the material by the teacher himself. As a result, primary school teachers have questions: how to avoid a lag in the passage of program material? Where can I get study time for the formation of skills and abilities, because it is their formation that the administration will control? And the teacher replaces the statement of the problem and its solution with an explanation of the topic. In addition to the problems of psychological and pedagogical, methodological, subject nature, the process of implementing the didactic system of developmental education L.V. Zankov is characterized by problems and contradictions of a socio-pedagogical and socio-psychological nature.

The introduction of developing learning systems and, in particular, the didactic system of L.V. Zankov's work has taken place and is taking place in the system of traditional education, which, in terms of its content, methods of teaching and control, and the style of relationships between the teacher and children, contradicts the principles of developmental education. This initial position predetermined the emergence of a contradiction between a fundamentally new understanding of the goals, content, didactic organization of the educational process in new technologies and the desire of the traditional education system, within which they are implemented, to assimilate them, to liken them to themselves. The process of assimilation of systems of developmental education occurs, in addition to those previously considered, in several directions: the widespread merging of classes of developmental education with the classes of the traditional system during the transition to the middle link; lack of continuity in the goals, content, teaching methods between primary and secondary levels, turning into a desire to belittle, discredit the results of training children trained in developing technologies, etc. It should be noted that the process of implementing developmental education systems in school practice is often accompanied by overt or covert psychological conflict in teaching staff, expressed in discontent, tension, jealously hostile attitude of colleagues towards teachers working on new educational technologies.

Analyzing the problems of introducing and implementing new educational technologies in the current social and educational situation, it should be noted that the gap between the increasing requirements for the level of professional preparedness of the teacher, his pedagogical activity and the meager material and financial support of the teacher, his social status is widening.

Thus, the implementation of the didactic learning system of L.V. Zankov, as well as other developing technologies of the new generation, along with obvious significant positive results and achievements, is characterized by a whole range of problems and contradictions of a psychological-pedagogical, methodological, subject, socio-pedagogical and socio-psychological nature. How to relate to these contradictions and difficulties in real school practice? Probably, it is necessary to accept their presence as an objectively existing reality of the modern practice of developmental education. Difficulties and problems arise in any really new and complex business, such as developmental education. At the same time, one should recognize the futility of trying to find simple solutions to complex problems. It seems that overcoming the considered difficulties and contradictions requires an integrated approach. On the one hand, the efforts of society and the state are needed to create socio-pedagogical, socio-psychological, material and financial conditions for the implementation in school practice of modern variable educational systems focused on the psychological and personal development of children. On the other hand, it is necessary to revise the traditional ideas about the professional training of primary school teachers and the scientific development of new approaches to the organization of professional and, in particular, linguistic training and retraining of primary school teachers as a subject of a fundamentally new type of pedagogical activity focused on the development of the child's personality in the learning process. .

Chapter 2 Conclusions

In educational practice, the systems of developmental education of B.D. Elkonin - V.V. Davydova and L.V. Zankov, which have been mastered and implemented by school teachers for decades.

Each of the theories of developmental education is a rather complex educational technology, which a teacher can master only in conditions of special professional training. The problem arises, can a teacher independently combine a personal approach and personality development in the educational process?

To do this, he must have knowledge of the basic patterns of traditional developmental education and the ability to use them in the educational process.

In Russia, there is a problem of developmental education, since not all teachers are ready to move from traditional education to developmental education, not everyone understands the true meaning of this education. They are trying to combine two learnings together, but this is not correct. Also, developmental learning requires a lot of time, and not everyone is ready to teach according to such a system and spend their personal time developing such lessons.

CONCLUSION

As long as there is a school in general, so much the best minds solve the problem - how to teach, what to teach, what to develop. What unites these great educators isdevelopmental learning idea . Almost all of their pedagogical works are permeated with this idea: Montaigne's "Experiments", Comenius's "Great Didactics", Rousseau's "Emile, or On Education", Pestalozzi's "Swan Song" and others.

If in the works of Montaigne the idea of ​​developmental education is mainly of a theoretical nature, then, for example, Comenius and Rousseau in their writings already give a large number of practical advice, in particular, what, where, how and when to teach and what to teach.

Developing education is a holistic pedagogical system, an alternative to the traditional system of school education. All the main characteristics of developmental education - its content, methods, type of learning activity of students, features of interaction between participants in the educational process - are interrelated and ultimately determined by the goals of developmental education. Developing education can only be carried out as an integral system, in the totality of its components.

The main goal and result of developing education is the formation of a spiritual and moral personality with humanistic value orientations.

There is a need for such educational programs that are adequate to the age of students cause an interested attitude to learning. The practice of individual learning, the study of elective subjects, the general decrease in the classroom load in the form of classical studies - all this has a positive effect on the health of schoolchildren.

Mastering the theory and technology of personality-developing education becomes a necessary condition for the successful work of a teacher in another, more advanced to the humanistic values ​​of education, personality-oriented paradigm.

It is not easy to implement this condition, since this raises a number of problems.

One of them is that the theory of developmental education does not currently represent a single scientific concept, but consists of various directions based on the original, experimentally verified ideas of their creators. At the same time, it should be remembered that each of them developed his own theory, based on traditional understandings of personality learning, as the development of its intellectual and mental abilities.

Concluding all of the above in the final framework, I would like to say that didactic systems of developmental education have an undeniable advantage over the traditional system. The world and society are developing, and education is developing along with them. In turn, training cannot but affect the development process.

The fact that in the center of everything is a man, his soul should become true for every pedagogical worker. Perhaps our education has already chosen the path it will take inXXIcentury. And it seems that this path is more productive, more humane compared to the current real state of education.

List of used literature

Varenova T.V. Brief history of pedagogy. - Mn., 2004. - 289 p.

Vorontsov Vl. The power of knowledge. Aphorisms of domestic and foreign authors. - M., 1979. - 158 p.

Vygotsky L.S. Pedagogical psychology. M., 1996. - 234 p.

Palaces A. T. Jean-Jacques Rousseau. -M.: Nauka, 1980. - 178 p.

Davydov V.V. The theory of developmental learning. M., 1996. - 175 p.

Zankov L.V. Selected pedagogical works. M., 1990. - 132 p.

Zyabkin V.E. Educational trilogy. - M., 2002. - 347 p.

Historical education in modern Russia: Reference manual for teachers. - M., 1997. - 260 p.

Klarin V. M., Dzhurinsky A. N. Ya. A. Comenius, D. Locke, J.-J. Rousseau, J. G. Pestalozzi. -M.: Pedagogy, 1988. - 439 p.

Comenius Ya. A. "Selected Pedagogical Works". T.2. - M.: Pedagogy, 1982. - 345 p.

Kostyuk G.S. Selected psychological works. M., 1988. - 168 p.

Kornetov G.B. General Pedagogy: Textbook. - M.: Publishing house of URAO, 2003. - 192 p.

Koffka K. Collected Works. T.1. M., 1992. - 489 p.

Latyshina D. I. History of Pedagogy. - M., 1998. - 285 p.

Montaigne M. Experiments. - M.: Pravda, 1991. - 221 p.

Pedagogy: Proc. allowance for students. higher ped. textbook institutions /V. A. Slastenin, I.F. Isaev, E. N. Shiyanov; Under the editorship of V. A. Slastenin.- M.: Publishing Center "Academy", 2002.-184p.

Piskunov AI Reader on the history of foreign pedagogy. - M., 1981. - 506 p.

Prokopiev I.I., Mikhalkovich N.V. Pedagogy. - Mn., 2006 - 456 p.

Podlasy I.P. Pedagogy. New course. In 2 hours - M .: "Vlados", 1998, - part 1. - 253 p.

Repkin V.V., Repkina N.V. Developmental education: theory and practice. Tomsk, 1997. - 456 p.

Chechel I.D. Anthology of humane pedagogy. Comenius. - M.: Ed. house of Shalva Amonashvili, 1996. - 356 p.

Elkonin D.B. Psychology of development: Proc. allowance for students. higher textbook establishments. M., 2001. - 234 p.

Elkonin D.B. Selected psychological works. M., 2002 - 420 p.

Find material for any lesson,

Preview:

Perspectives of the system of developmental education in elementary school.

Introduction

3. Technology of developing education D.B. Elkonina - V.V. Davydov

Conclusion

Introduction

In recent years, the attention of teachers has been increasingly attracted to the ideas of developmental education, with which they associate the possibility of changes in the school. Developing education is aimed at preparing students for an independent "adult" life. The main goal of a modern school is to ensure that students acquire a certain range of skills, knowledge and skills that they will need in their professional, social, and family spheres of life.

The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Diesterwega, K.D. Ushinsky and others. The scientific substantiation of this theory is given in the works of L.S. Vygotsky. It received its further development in the experimental works of L.V. Zankova, D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of one process.

1. The concept of developmental learning

The problem of developmental education is of interest to teachers of many generations: Ya.A. Comenius and Zh.Zh. Russo, I.G. Pestalozzi and I.F. Herbart, K.D. Ushinsky and others. In Soviet times, it was intensively developed by psychologists and educators L.S. Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, N.A. Menchinskaya, as well as A.K. Dusavitsky, N.F. Talyzina, V.V. Repkin, S.D. Maksimenko and others. Naturally, at different historical times, researchers unequally represent and interpret the very concept of developmental education. The complexity and, at the same time, the positive side of the development of this topic lies in the organic, natural combination of the problems of pedagogy and psychology: learning is a component of didactics, while development is a psychological process.

The term "developmental education" owes its origin to V.V. Davydov. Introduced to designate a limited range of phenomena, it soon entered mass pedagogical practice. Today, its use is so diverse that a special study is required to understand its modern meaning.

The concept of "developmental education" can be considered a meaningful generalization (V.V. Davydov). Its content, semantic meaning, relationships with the main psychological and pedagogical categories are revealed in this chapter in a number of definitions-generalizations.

Developmental learning is understood as a new, active-activity way (type) of learning, replacing the explanatory-illustrative way (type).

Development of personality and its patterns.

Personality is a dynamic concept: it undergoes changes during life, which are called development (progressive or regressive).

Development (progressive) is a process of physical and mental change of an individual over time, involving improvement, a transition in any of its properties and parameters from smaller to larger, from simple to complex, from lower to higher.

The term "personality formation" is used as:

1) a synonym for "development", i.e. the process of internal personality change;

2) a synonym for "education", "socialization", i.e. creation and implementation of external conditions for personal development.

Properties and regularities of the development process. The development of personality occurs in accordance with universal dialectical laws. The specific properties (regularities) of this process are as follows.

Immanence: the ability to develop is inherent in a person by nature, it is an integral property of the personality.

Biogenicity: the mental development of a person is largely determined by the biological mechanism of heredity.

Sociogenicity: the social environment in which a person develops has a huge impact on the formation of personality.

Psychogenicity: a person is a self-regulating and self-governing system, the development process is subject to self-regulation and self-government.

Individuality: a personality is a unique phenomenon, characterized by an individual selection of qualities and its own development option.

Staging: the development of personality is subject to the universal law of cyclicity, undergoing the stages of origin, growth, climax, withering, decline.

Unevenness (nonlinearity): the individual is unique, each person develops at his own pace, experiencing randomly distributed accelerations (spontaneity) and contradictions of growth (crisis).

Physical age determines the quantitative (limitation) and qualitative (sensitivity) possibilities of mental development.

Developing education takes into account and uses the laws of development, adapts to the level and characteristics of the individual.

Education and development

The physical development of a child is carried out very clearly according to the genetic program in the form of an increase in the size of the skeleton, muscle mass, etc. It is also obvious that external conditions determine a huge range of results: a child can be more or less healthy, physically trained, hardy.

How is it with the psyche, with the personality? To what extent does the development of consciousness depend on learning and social conditions, and to what extent does it depend on natural age-related maturation? The answer to this question is fundamentally important: it defines the boundaries of a person's potential, and, consequently, the goals and objectives of external pedagogical influences.

In the history of pedagogy, the problem is represented by two extreme points of view. The first (biologisator, Cartesian) proceeds from the rigid predetermination of development by hereditary or God-given factors. Socrates said that the teacher is a midwife, he cannot give anything, but only helps to give birth.

The second (sociologising, behaviorist), on the contrary, attributes all the results of development to the influence of the environment. The odious Soviet academician T.D. Lysenko wrote: "A woman must give us an organism, and we will make a Soviet man out of it."

Modern science has established that every act of mental development is associated with a reflection of the external environment in the brain, it is appropriation, the acquisition of experience of cognition and activity, and in this sense it is training. Education is a form of human mental development, a necessary element of development. Any training develops, enriches the bank of memory and conditioned reflexes.

Training and development cannot act as separate processes, they are correlated as the form and content of a single process of personality development.

However, here, too, there are two fundamentally different concepts (Fig. 1).

The concept of learning development (J. Piaget, Z. Freud, D. Dewey): a child must go through strictly defined age stages in his development (pre-operational structures - formal operations - formal intelligence) before learning can begin to perform its specific tasks. Development always goes ahead of learning, and the latter builds on top of it, as if “teaching” it.

The concept of developing education: a decisive role in the development of the child belongs to education. It was established in the 20th century thanks to the works of Russian scientists L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonina, P.Ya. Galperin, E.V. Ilyenkova, L.V. Zankova, V.V. Davydova and others. In the interests of society and the individual himself, training should be organized in such a way as to achieve maximum development results in the shortest possible time. It should go ahead of development, making maximum use of the genetic age prerequisites and making significant adjustments to them. This is provided by a special pedagogical technology, which is called developmental education.

In developing education, pedagogical influences lead, stimulate, direct and accelerate the development of the personality's hereditary data.

The child is the subject of his own development.

In the technology of developing education, the child is assigned the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals and analysis of performance results. Each of the stages makes its own specific contribution to the development of personality.

Goal-setting activities bring up: freedom, purposefulness, dignity, honor, pride, independence.

When planning: independence, will, creativity, creation, initiative, organization.

At the stage of achieving the goals: diligence, skill, diligence, discipline, activity.

At the stage of analysis are formed: relationships, honesty, evaluation criteria, conscience, responsibility, duty.

The child's position as an object of learning (TO) deprives him in whole or in part of the actions of goal-setting, planning, analysis and leads to deformations and development costs. Only in the full-fledged activity of the subject is the development of independence, a positive self-concept, the moral-volitional sphere of the personality achieved, self-realization, self-change occur. Therefore, one of the main goals of developmental education is the formation of the subject of learning - the individual who teaches himself.

Recognition of the role of the subject for the learner marks a change in the paradigm of mental development: the sociological and biological theories of learning traditional for the 20th century give way to methods based on subjective, psychogenic factors of development.

In developing education, the child is a full-fledged subject of activity.

An extremely important problem in this hypothesis is the motivation of the activity of the child-subject. According to the way it is solved, developmental learning technologies are divided into groups that exploit various needs, abilities and other personality traits as the basis of motivation:

Technologies based on cognitive interest (L.V. Zankov, D.B. Elkonin - V.V. Davydov),

On the needs of self-improvement (G.K. Selevko),

On the individual experience of a person (technology by I.S. Yakimanskaya),

For creative needs (I.P. Volkov, G.S. Altshuller),

On social instincts (I.P. Ivanov).

The current stage of pedagogical practice is the transition from information and explanatory technology of education to activity-developing, forming a wide range of personal qualities of the child. Not only acquired knowledge becomes important, but also the very methods of assimilation and processing of educational information, the development of cognitive forces and the creative potential of students.

In an effort to develop individuality, the technology under consideration does not single out any of the listed groups of personality traits, it focuses on their comprehensive development.

Developing education is aimed at developing the entire set of personality traits.

From this point of view, it would be more correct to call developmental education developmental pedagogy, or developmental pedagogy.

Zone of Proximal Development

L.S. Vygotsky wrote: "Pedagogy should focus not on yesterday, but on the future of child development." He singled out two levels in the development of the child:

1) the sphere (level) of actual development - already formed qualities and what the child can do independently;

2) the zone of proximal development - those activities that the child is not yet able to independently perform, but which he can cope with with the help of adults.

The zone of proximal development is a greater or lesser opportunity to move from what the child can do on his own to what he can and knows how to do in cooperation.

For development, it is extremely effective to constantly overcome the line between the sphere of actual development and the zone of proximal development - an area unknown, but potentially accessible to knowledge.

Generalization 6. Developmental learning takes place in the child's zone of proximal development.

To determine the outer boundaries of the zone of proximal development, to distinguish it from the actual and inaccessible zone is a task that can be solved so far only at an intuitive level, depending on the experience and skill of the teacher.

2. The system of developing education L.V. Zankov

The learning system of L.V. Zankova arose in the course of an interdisciplinary study of the relationship between learning and development. The interdisciplinary character was expressed, firstly, in the integration of the achievements of several sciences involved in the study of the child: physiologists, defectologists, psychologists and teachers, and secondly, in the integration of experiment, theory and practice. For the first time, the results of scientific research through a psychological and pedagogical experiment took the form of an integral pedagogical system and, thus, were brought to their practical implementation.

Conclusion on the research problem: development occurs as a complex process of interaction between external and internal factors, that is, the individual, deep qualities of the child. This understanding of the relationship between learning and development corresponds to a special type of learning, in which, on the one hand, exceptional attention is paid to the construction of learning, its content, principles, methods, and so on. as reflecting social experience, social order, on the other hand, equally exceptional attention is paid to the inner world of the child: his individual and age characteristics, his needs and interests.

The general development of L.V. Zankov understands it as an integral movement of the psyche, when each neoplasm arises as a result of the interaction of his mind, will, and feelings. At the same time, special importance is attached to moral, aesthetic development. We are talking about unity and equivalence in the development of the intellectual and emotional, volitional and moral.

At present, the ideals of developmental education are recognized as the priorities of education: the ability to learn, subject and universal (general educational) methods of action, the individual progress of the child in the emotional, social, and cognitive spheres. To implement these priorities, a scientifically based, time-tested developing pedagogical system is needed. Such is the system of L.V. Zankov, which is characterized by the integrity and interdependence of its following parts.

The goal of education is the optimal overall development of each child.

The task of teaching is to present students with a holistic broad picture of the world by means of science, literature, art and direct knowledge.

Didactic principles - teaching at a high level of difficulty in compliance with the measure of difficulty; the leading role of theoretical knowledge; awareness of the learning process; fast pace of learning material; work on the development of each child, including the weak.

Typical properties of a methodological system are versatility, processuality, collisions, and variance.

The upbringing of a person who meets the modern requirements of society is possible only if, according to the well-known statement of L.S. Vygotsky, learning will run ahead of the development of the child, that is, it will be carried out in the zone of proximal development, and not at the current, already achieved level. This basic psychological position for the modern school was comprehended by L.V. Zankov as a didactic principle: "learning at a high level of difficulty while observing the measure of difficulty." A prerequisite for its correct implementation is knowledge of the characteristics of pupils, knowledge of the current level of their development. The constant study of the child, starting from his admission to school, makes it possible to accurately indicate the maximum level of difficulty for each student of the proposed content and methods of mastering it.

New knowledge about the personality of the student and the rethinking of the already known ones were the scientific basis on the basis of which the next generation of training courses for primary grades were created, which are recommended for use in schools by the Ministry of Education and Science.

Below we will dwell on some of the essential features of modern primary school students, which were taken into account when developing curricula. Through these features, we will reveal the meaning of the didactic system of L.V. Zankov.

In the unity of the intellectual and emotional in a child of primary school age, the emphasis is on the emotional, which gives impetus to the intellectual, moral, and creative principles (a methodological property of versatility).

Collisions can be an impulse to search activity. They occur when:

The child is faced with a lack (excess) of information or methods of activity to solve the problem;

He finds himself in a situation of choosing an opinion, approach, solution, etc.;

He is faced with new conditions for the use of existing knowledge.

In such situations, learning does not go from simple to complex, but rather from complex to simple: from some unfamiliar, unexpected situation through a collective search (under the guidance of a teacher) to its resolution.

The implementation of the didactic principle of "learning at a high level of difficulty while observing the measure of difficulty" requires selecting and structuring the content in such a way that students experience maximum mental stress when working with it. The measure of difficulty varies depending on the capabilities of each student, up to direct assistance. But first, the student must face a cognitive difficulty, which causes emotions that stimulate the search activity of the student, the class.

Younger schoolchildren are characterized by syncretism (unity, indivisibility) of thinking, a rather low level of development of analysis and synthesis. We proceed from a general idea of ​​development as a process of transition from low stages, which are characterized by merged, syncretic forms, to increasingly dissected and ordered forms, which are characteristic of high levels. Psychologists call this transition the law of differentiation. He is subject to mental development in general and mental development in particular. Therefore, at the initial stage of training, the child should be provided with a broad, holistic picture of the world that integrated courses create. The courses built in this way are most consistent with the age characteristics of younger students and the characteristics of the modern information flow, which is not divided into separate areas of knowledge.

In accordance with these features, all training courses are built on an integrated basis. The course "The World Around" activates the connections between knowledge about the Earth, its nature and the socio-cultural life of a person, which takes place at a certain historical time, in certain natural conditions. The subtitles of the courses on technology “Create, invent, try!” speak for themselves. and "Handmade". "Literary reading" organically combines work on the perception of works of literature, music and fine arts. On the basis of broad intra-subject integration, a Russian language course was built, in which the language system, speech activity and the history of the language are presented in interconnections; the course of mathematics is built on the same integration, which organically combines the content of arithmetic, geometry, the beginnings of algebra, and the history of mathematics. In the course of music, the musical activity of students is organized as a unity of performance, listening and improvisation. In the course of this activity, knowledge about music, its history, about composers is integrated with knowledge about literature, fine arts, and folklore.

L.V. Zankov resolutely abandoned the practice of treating each segment of the course as an independent and complete unit, when one can move on to a new segment only after the previous one has been "thoroughly" mastered. “True knowledge of each element,” writes L.V. Zankov - progresses all the time as he masters other, subsequent elements of the subject and realizes the corresponding whole up to the entire training course and its continuation in the next classes. This ensures the effectiveness of the didactic principle "fast pace of learning material". This principle requires constant movement forward. The continuous enrichment of the student's mind with versatile content creates favorable conditions for its ever deeper comprehension, since it is included in a widely developed system.

Thus, the development of the main, basic content, indicated in the State Standards, is carried out systematically:

1) propaedeutic study of the future program material, essentially related to the actual content for a given year of study;

2) its study while updating objectively existing links with previously studied material;

3) the inclusion of this material in new connections when studying a new topic.

The novelty of the content or learning situation is a prerequisite for organizing the process of developmental learning. Therefore, in none of the textbooks, as in previous editions, there are no sections "Repetition of the past." What has been learned is organically included in the study of the new. This creates the conditions for repeated operation of the same content for a long time, which ensures its study in various relationships and functions, and as a result leads to the strength of assimilation of the material (a new level of implementation of the methodological property of procedurality and variance).

The next feature of primary school students is directly related to the previous ones: the mental operations of younger students (analysis, synthesis, generalization) are most productively carried out at the visual-effective, visual-figurative and, to some extent, verbal-figurative levels.

Let us name the important features of the educational and methodological set, which is based on modern knowledge about the age and individual characteristics of the younger student. The kit provides:

Understanding the interconnections and interdependencies of the studied objects, phenomena due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (above-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional richness;

Knowledge of the concepts necessary for further education;

Relevance, practical significance of educational material for the student;

Conditions for solving educational problems, social-personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;

Active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;

Carrying out research and design work, development of information culture;

Individualization of learning, which is closely related to the formation of motives for activity, extending to children of different types according to the nature of cognitive activity, emotional and communicative characteristics, and gender. Individualization is realized, among other things, through three levels of content: basic, advanced and in-depth.

In the learning process, a wide range of forms of education is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, the characteristics of the class and individual preferences of students.

To study the effectiveness of mastering curricula and the teaching materials developed on their basis, the teacher is offered materials on the qualitative accounting of the success of schoolchildren, including integrated test work, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Marks evaluate only the results of written work from the second half of the 2nd grade. The lesson score is not set.

The initial focus of curricula and teaching materials on the development of each student creates conditions for its implementation in all types of educational institutions (general education, gymnasiums, lyceums).8

3.Technology of developing education D.B. Elkonin - V.V. Davydova

Hypotheses D.B. Elkonina - V.V. Davydov

a) many general theoretical concepts are available to children from preschool age; they accept and master them before they learn to act with their particular empirical manifestations;

b) the child's opportunities for learning (and, consequently, development) are enormous, but are not used by the school;

c) the ability to intensify mental development lies primarily in the content of the educational material, therefore the basis of developmental learning is its content, from which the methods of organizing learning are derived;

d) an increase in the theoretical level of educational material in elementary school stimulates the growth of the child's mental abilities.

Content Features

A special construction of the subject, modeling the content and methods of the scientific field, organizing the child's cognition of the genetically initial, theoretically essential properties and relations of objects, the conditions for their origin and transformation.

Raising the theoretical level of education, transferring to children not only empirical knowledge and practical skills, but also "high" forms of social consciousness (scientific concepts, artistic images, moral values).

The developing nature of learning in D.B. Elkonina - V.V. Davydov is connected primarily with the fact that its content is built on the basis of theoretical knowledge. As is known, empirical knowledge is based on observation, visual representations, external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relationships and connections. They are formed by genetic analysis of the role and functions of certain general relationships within an integral system of elements.

The most general concepts of science, expressing deep cause-and-effect relationships and patterns, fundamental genetically initial ideas, categories (number, word, energy, matter, etc.);

Concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);

Theoretical images obtained by mental operations with abstract objects.

didactic structures. In the didactic structure of educational subjects, deduction based on meaningful generalizations predominates.

According to V.V. Davydov, ways of mental actions, ways of thinking are divided into rational (empirical, based on visual images) to reasonable, or dialectical.

The rational-empirical thinking is aimed at dismembering and comparing the properties of objects in order to abstract the formal generality and give it the form of a concept. This thinking is the initial stage of cognition, its types (induction, deduction, abstraction, analysis, synthesis, etc.) are also available to higher animals, the difference is only in degree.

Reasonable-theoretical, dialectical thinking is connected with the study of the nature of the concepts themselves, reveals their transitions, movement, development. At the same time, naturally, rational logic enters dialectical logic as logic of a higher form.

The essence of theoretical thinking, according to V.V. Davydov, lies in the fact that this is a special way of a person's approach to understanding things and events by analyzing the conditions of their origin and development.

The basis of theoretical thinking is mentally idealized concepts, systems of symbols (acting as primary in relation to specific empirical objects and phenomena). In this regard, the methods of mental actions in the technology of D.B. Elkonina - V.V. Davydov have a number of characteristic differences from the formal-logical interpretation.

Of particular importance in the technology of D.B. Elkonina - V.V. Davydov has a generalization action. In formal logic, it consists in isolating essential features in objects and combining objects according to these features, bringing them under a common concept.

Empirical generalization goes from particular objects and phenomena through their comparison to a general empirical concept.

Theoretical, meaningful generalization, according to V.V. Davydov, is carried out by analyzing a certain whole in order to discover its genetically original, essential, universal relation as the basis of the internal unity of this whole.

The ascent from the abstract to the concrete is the use of a meaningful generalization as a high-level concept for the subsequent derivation of other, more specific "concrete" abstractions. The ascent from the abstract to the concrete is the general principle of student orientation in all the variety of actual educational material.

Thus, the content of an educational subject is a system of concepts that are not set as a way to write off an object, but as a basis for its transformation, a regulatory basis for ways to obtain meaningful results.9

Approaches V.V. Davydov were originally developed for teaching schoolchildren, but a number of provisions can also be useful in teaching adults.

Developing education according to the system of V.V. Davydov is opposed to the existing traditional system of schooling, mainly directed from the particular, concrete, individual to the general, abstract, whole; from chance, fact to system; from appearance to essence.

V.V. Davydov raised the question of the possibility of theoretical development of a new system of education with a direction opposite to the traditional one: from the general to the particular, from the abstract to the specific, from the systemic to the singular.

V.V. Davydov formulates the main provisions that characterize not only the content of educational subjects, but also those skills that should be formed in students when mastering these subjects in educational activities:

“The assimilation of knowledge that is general and abstract in nature precedes the acquaintance of students with more particular and specific knowledge; the latter are derived by students from the general and the abstract as from their single basis.

The knowledge that constitutes a given academic subject or its main sections, students learn by analyzing the conditions of their origin, due to which they become necessary.

When identifying the subject sources of certain knowledge, students must first of all be able to detect in the educational material a genetically original, essential, universal relation that determines the content and structure of the object of this knowledge.

This relationship is reproduced by students in special subject, graphic or letter models, which allow studying its properties in its purest form.

Students should be able to concretize the genetically initial, universal relation of the object under study in the system of particular knowledge about it in such a unity that ensures the thinking of the transition from the general to the particular and vice versa.

Students should be able to move from performing actions in the mental plane to performing them in the external plane and vice versa.”10

4. The role of developmental education for the development of the creative personality of a younger student

The goal of upbringing and education in modern society is a comprehensively developed personality. In this regard, pedagogical science and practice set the task: to theoretically substantiate and practically implement such training that would ensure the formation of a personality with high spiritual needs, developed cognitive abilities. This, in turn, dictates the need to build cognitive activity in the classroom in such a way as to ensure the development of students' creative activity.

The creative activity of a schoolchild differs from the creative activity of an adult in that the results of his activity are often not new in the universal human sense, but in the process of creating a new result for himself, the student models and forms in himself the skills and abilities of the creator necessary in future independent labor activity. Thus, the activity for the development of the creative activity of students in the classroom is a system of pedagogical influences of the teacher, aimed at developing in all students the ability to assimilate new knowledge, new ways of working with the help of acquired knowledge, skills and abilities.

The study of psychological and pedagogical literature shows that developmental education meets the tasks of developing the creative activity of students. In developing education, the following task is set: not only to ensure that the child masters the scientific knowledge required by society, but also to ensure that at each lesson the student masters, and then, with an increasing degree of independence, uses the very methods of obtaining knowledge. Signs of such training are its intensity and the presence of a conscious developmental goal.

So, developmental education is such education, in which the forms, methods, techniques, means of teaching are aimed not only at mastering knowledge, skills, but also at the intensive comprehensive development of the student's personality; mastering by him the methods of obtaining knowledge, the development of his creative activity.

Developing education opens the way to success in pedagogical creativity for those who love their work and are interested in obtaining positive results. Many factors depend on its successful implementation: on the administration, on teachers, on the level of creativity that exists in the team, on the right atmosphere. Such training provides a full-fledged cognitive activity, and it, this activity, requires a high professional level from the teacher.

Developmental learning focuses on children learning to be creative, actively seeking knowledge, acquiring listening and listening skills, having a meaningful attitude towards their work and actively using the knowledge gained. Such training qualitatively changes the attitude of the teacher to the child, raising him to a higher level of cooperative relations. In addition, it contains not scattered recommendations, but a comprehensive solution to all school problems. The textbooks, built on the principles of developmental education, contain new content of education, new methods and forms of work, which are really aimed at revealing the individual inclinations and abilities of younger students. Developing education also attracts with its approach to understanding the importance of learning and development of each student. The richness of the content of education, the variety of methods of work of the teacher, based on special didactic principles and typical methodological properties of developmental education, make it possible to provide a variety of activities for students, allow the teacher to observe each child in terms of the success of his education and development. Good, trusting relationships between the teacher and students, saturated with positive emotions, the atmosphere of children's enthusiasm for learning - all this allows each student to realize himself in educational activities.

The core of developmental education is to achieve the maximum result in the overall development of schoolchildren. Therefore, the main path is aimed at the formation of knowledge, skills and abilities not by a large number of exercises or tasks, but by independent acquisition of new knowledge by the whole class. The engine of the process of cognition is the desire to learn something new, unknown. Children already at the very beginning of learning experience satisfaction from directed mental activity, the joy of completing a complex task.

Teaching methods, built on the basis of the relevant didactic principles of developmental education, appeal not only to the intellect, but also to feelings - the "gates of virtue" of children when they discuss a new, difficult issue for them, freely express their judgments and opinions.

Of exceptional importance for the child is the opportunity to share his personal observations in the classroom. At the same time, the teacher does not lose his leading, organizing role, but at the same time becomes a participant in the collective process of cognition. In his work, the notes of "command" that usually sound strongly in elementary school disappear.

Thus, developmental education is increasingly being asserted as a key psychological and pedagogical principle of organizing the educational process, on which the effectiveness of the reorientation of the education system towards the development of a creative personality largely depends.

The ultimate goal of developmental learning is to have a need for self-change and be able to satisfy it through learning, i.e. want, love and be able to learn.

For the first time, a child declares himself as a subject at preschool age (I myself!). But preschoolers have neither the need for self-change, nor the ability for it. Both that and another can develop only at school age. But whether this opportunity will be realized depends on a number of conditions that develop in the learning process.

Crossing the threshold of the school, the child immediately falls into submission to the requirements and norms, which are rigidly determined by the program, textbooks, teacher. There is no room left for the child to realize himself as a subject. But one should not look for an explanation of this fact in the underestimation of the laws of development, in the evil will of the teacher, in the undemocratic nature of the school education system. The conflict situation is generated by the very content of schooling, which is based on methods for solving typical problems.

Conclusion

In the early 1930s, the outstanding Russian psychologist L.S. Vygotsky substantiated the possibility and expediency of education focused on the development of the child. According to him, “pedagogy should focus not on yesterday, but on the future of child development… Teaching is good only when it goes ahead of development”11. Of course, L.S. Vygotsky in no way denied the need to master knowledge, skills and abilities. But they are not the ultimate goal of learning, but only a means of developing students.

In the early 50s and 60s, L.V. Zankov tried to put into practice the ideas of developmental education. He developed a new system of elementary education, but it was never implemented in the school.

At the beginning of the 60s, D.B. Elkonin, having analyzed the educational activity of schoolchildren, noted its originality and essence not in the assimilation of certain knowledge and skills, but in the child's self-measurement of himself as a subject. The foundation was laid for the concept of developmental learning, in which the child is seen not as an object of the teacher's learning objects, but as a self-changing subject of learning.

In the late 1980s, work began on the implementation of this concept. Programs were developed and published, the creation of textbooks and teaching aids began, and the retraining of teachers who begin teaching under these programs began. The teacher is faced with the need to make a choice between two teaching systems. If a creative teacher has to make a choice between different methods, forms and means of teaching, then this time he is offered a new goal. He must clearly understand where, to achieve what goal he is called, how reliable and realistic this path, on which he is invited to enter.

List of used literature

1. Repkina N.V. What is developmental learning? - Tomsk: Peleng, 1993.
2. Selevko G.K. Modern educational technologies: Textbook. - M.: National education, 1998. - 256 p.
3. Stolyarenko L.D., Pedagogical psychology for university students, Rostov-on-Don, "Phoenix", 2004

INTRODUCTION

The change in social conditions in the late 80s - early 90s led to a crisis in teaching and educational work in the system of educational institutions. Traditional methods have ceased to fully meet the needs of society in the education and upbringing of the younger generation.

The requirements of humanization and democratization of education necessitated a new type of pedagogical activity. The developmental concept of education expanded the scope of pedagogical creativity, offered a wide variety of pedagogical technologies and methodological developments aimed at providing favorable conditions for the harmonious development of students.

Developing education is a direction in the theory and practice of education, focusing on the development of the physical, cognitive and moral abilities of schoolchildren by using their potential.

The foundations of the theory of developmental learning were laid in the 1930s by L.S. Vygotsky when considering the issue of the relationship between education and development: “Pedagogy should focus not on yesterday, but on the future of child development ... Education is only good when it goes ahead of development.”

F. Fröbel, A. Diesterweg, K.D. Ushinsky.

A group of psychologists led by D.B. Elkonina considered development mainly as mental, and Elkonin considered the content of education to be the main means of ensuring such development.

P.Ya.Galperin studied the process of internalization (transition from outside to inside) and developed theories of the gradual formation of mental and practical actions.

Thus, the relevance of this issue determined the choice research topics: "Developing learning in the educational process."

Object of study: educational process

Subject of study: the use of developmental learning in the educational process.

The purpose of this work: to reveal the features of the application of developmental education and its influence on the development of the student's personality.

Research hypothesis: the use of developmental education in the educational process creates the most favorable conditions for the formation of the personality of schoolchildren.

To achieve this goal, it was necessary to solve the following tasks :

1. Analyze the scientific literature on the research problem.

2. Identify the features of developmental education

3. To reveal the value of developmental education in the formation of the student's personality.

To solve the tasks, the following methods were used:

Analysis of scientific and methodological literature on the research problem;

Classification, systematization and generalization of the received information;

Observation of the educational process at school;

Interviews with teachers and children.

This work consists of an introduction, two sections, a conclusion, a list of references and applications.

SECTION I. THEORETICAL APPROACHES TO THE PROBLEM OF DEVELOPING EDUCATION

1.1. Fundamentals of Developmental Learning

Recently, the attention of teachers is increasingly attracted to developmental education, which is associated with the possibility of fundamental and necessary changes in education.

Developing education is a system that offers a qualitatively new construction of educational activity, which has nothing to do with reproductive, based on coaching and memorization, learning and conservative pedagogical consciousness. The essence of the concept of developing education is to create such conditions when the development of the student becomes the main task, both for the teacher and for the student himself.

This complex pedagogical problem is solved sequentially: at the first stage, by forming the child's need and ability for self-development, and in subsequent years, by strengthening this ability and creating conditions for its maximum implementation.

The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Diesterwega, K.D. Ushinsky and others. The scientific substantiation of this theory is given in the works of L.S. Vygotsky, in the 1930s when he considered the question of the relationship between learning and development.

It should be noted that the question of the relationship between learning and development of schoolchildren is, according to L.S. Vygotsky, "the most central and basic question, without which the problems of educational psychology ... cannot be not only correctly resolved, but even posed" . This was the state of affairs more than sixty years ago when these words were spoken, but the fundamental question of the relationship between learning and development remains today. In our opinion, many theoretical and practical problems of modern pedagogical psychology and psychological pedagogy can be successfully solved depending on how seriously and deeply the problems of developmental education are developed. Let's go back to the history of these problems.

In 1935, a collection of articles by L.S. Vygotsky under the general title "Mental development of children in the learning process". It included the article "The problem of learning and mental development at school age", written in 1933-34, as well as the texts of the transcripts of several reports processed after the death of L.S. Vygotsky in 1934 by his students L.V. Zankov, Zh.I. Shif and D.B. Elkonin. The main problems of training and development are considered most deeply and consistently by L.S. Vygotsky in the mentioned article (it was republished in 1956 in Selected Psychological Studies by L.S. Vygotsky, and then again in 1991 in one of the collections of his works).

Already by the beginning of the 30s. the main psychological theories concerning the relationship between learning and development were more or less clearly revealed; these theories were precisely described in the indicated article by L.S. Vygotsky.

The first theory is based on the idea of ​​the independence of child development from learning processes. According to this theory, “development must go through certain complete cycles, certain functions must mature before the school can begin to teach certain knowledge and skills to the child. Development cycles always precede learning cycles. Learning lags behind development, development always goes ahead of learning. Thanks to this alone, any possibility of raising the question of the role of learning itself in the course of the development and maturation of those functions that are activated by learning is precluded in advance. Their development and maturation are rather a prerequisite than the result of training. Training is built on top of development, without changing anything in its essence.

The first theory was adhered to by such psychologists as A. Gesell, Z. Freud and others. The views of the outstanding psychologist J. Piaget on the mental development of children were entirely consistent with this theory. A significant part of modern domestic and foreign child psychologists and teachers follow the positions of this theory, which were so vividly and unambiguously described by L.S. Vygotsky.

Many believe that pedagogical life itself, long-term practice of well-established education, stands behind such positions, because this psychological theory corresponds to the famous didactic principle - the principle of accessibility (according to it, as you know, a child can and should be taught only what he “can understand”, for which he has already matured certain cognitive abilities). The first theory, of course, does not recognize developmental learning - this theoretical substantiation of the practice of education, in principle, excludes any possibility of manifestation of such learning.

The second theory, according to L.S. Vygotsky, corresponds to the point of view that learning is development, that the first completely merges with child development, when each step in learning corresponds to a step in development (in this case, development is reduced mainly to the accumulation of all kinds of habits). A supporter of this theory was, for example, such a prominent American psychologist as W. James.

Naturally, according to this theory, any education is developmental, since teaching children, for example, some mathematical knowledge, can lead to the development of valuable intellectual habits in them. It should be borne in mind that teachers and methodologists, who rely primarily on practical experience in their work, may be supporters of just such a theory, which does not require sufficiently complex procedures to distinguish between the processes of "learning" and the processes of "development" (and they are sometimes really difficult distinguishable).

In the third theory, attempts are made to overcome the extremes of the first two by simply combining them. On the one hand, development is conceived as a process independent of learning. On the other hand, learning itself, in which the child acquires new forms of behavior, is regarded as identical to learning. In the third theory, development (maturation) prepares and makes learning possible, and the latter, as it were, stimulates and advances development (maturation).

At the same time, according to this theory, as L.S. Vygotsky, “development always turns out to be a wider range than learning... The child has learned to perform some kind of operation. In this way, he has assimilated some structural principle, the scope of which is wider than just operations of the type on which this principle was assimilated. Consequently, by taking a step in learning, the child advances in development by two steps, i.e. learning and development don't match." This theory separates the processes of learning and development and at the same time establishes their relationship (development prepares learning, and learning stimulates development).

At present, more and more information is accumulating that makes it possible to quite definitely distinguish between the process of "learning" and the process of "development", and in "development" to see significant changes in the intellectual, emotional and personal spheres of schoolchildren.

In the third theory L.S. Vygotsky singled out two main features. The first feature is the relationship between learning and development, the disclosure of which allows us to find the stimulating effect of learning on development and how a certain level of development contributes to the implementation of a particular learning. In our opinion, this feature of the theory of developmental learning was actively developed by such prominent Russian psychologists as G.S. Kostyuk, N.A. Menchinskaya and others.

The second feature of the third theory consists in attempts to explain the existence of developmental learning, based on the principles of structural psychology (Gestalt psychology), which was represented by one of its creators, the prominent German psychologist K. Koffka. The essence of this explanation lies in the following assumption: in mastering a particular operation, the child at the same time masters a certain general structural principle, the scope of which is much wider than that of the given operation. Therefore, by mastering a particular operation, children later get the opportunity to use this principle when performing other operations, which indicates the presence of a certain developmental effect. L.S. Vygotsky noted that, according to the views of K. Koffka, the formation of a structure in any one area inevitably leads to facilitating the development of structural functions in other areas.

Some of the ideas of structural psychology do make it possible to identify certain conditions of developmental learning. In domestic psychology, these ideas (often without indicating primary sources) were used, for example, in the study of the problems of the so-called transfer of acquired knowledge and skills to any other areas. The study of transfer is also, to one degree or another, related to the problems of developmental education.

The question of the relationship between education and development of children L.S. Vygotsky hypothetically solved, relying on the general law of the genesis of the child's mental functions, which is found in the zones of proximal development that are created in the process of his education, i.e. in communication and cooperation with adults and comrades. The child will be able to do something new on his own after he has done it in cooperation with others. A new mental function appears in the child as a kind of "individual continuation" of its implementation in collective activity, the organization of which is training.

In the works of L.S. Vygotsky, unfortunately, there is no detailed description of concrete-subject manifestations of the so-understood developmental learning. For many years, his hypothesis remained only a hypothesis, although his students sought to concretize, clarify and substantiate it with a certain subject content (P.Ya. Galperin, A.N. Leontiev, D.B. Elkonin and others worked especially successfully in this direction). True, this hypothesis, in terms of its prospective scientific and practical significance, is much higher than all theories related to the question of the relationship between learning and development.

The problems of developmental education were posed and developed by many educators and psychologists, especially A. Disterweg, K.D. Ushinsky, L.S. Vygotsky and others. In the 30s. of our century, these problems began to be discussed by the famous German psychologist O. Selz, who, together with his colleagues and followers in Germany and the Netherlands, conducted serious laboratory studies that demonstrated the effect of education on the mental development of children. In Russia for 20-50 years. of our century in psychological science, the foundations of a formative experiment were laid as an essential method for solving the problems of developmental education (the works of L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, G.S. Kostyuk, N. Menchinskaya, A.V. Zaporozhets and others). In relation to the practical demands of education, these problems from different theoretical positions began to be studied especially intensively in the 60-80s. both here and in other countries.

In the 60-70s. in our country, psychological and pedagogical studies of various problems of developmental education in the field of primary education (the work of the teams of Sh.A. Amonashvili, L.V. Zankov, D.B. Elkonin, etc.), secondary education, and also in relation to education children with mental retardation. In the same years, the study of similar problems began in relation to children of preschool age.

The results of these studies made it possible, firstly, to experimentally substantiate the position on the leading role of education in the mental development of children, and secondly, to determine some specific psychological and pedagogical conditions for its implementation.

Thus, based on the data obtained, one can seriously criticize the theory of the independence of development from learning and the theory of “coincidence” of learning and development (according to L.S. Vygotsky, these are the first and second theories). At the same time, these data, in our opinion, do not go beyond the third theory, making it possible to clarify and concretize the relationship between learning and development or the psychological conditions for the influence of learning on the development of certain mental functions of children (the latter is mainly associated with work on transference).

1.2. Characteristics of the main systems of developmental education

The theory of developmental education received its further development in the experimental works of L.V. Zankova, D.B. Elkonina, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, training and development appear as a system of dialectically interconnected aspects of one process. Education is recognized as the leading driving force in the mental development of the child, the formation of his entire set of personality traits: ZUN, SUD, SUM, SEN, SDP. All groups of personality traits: ZUN - knowledge, skills, skills; COURT - ways of mental actions; SUM - self-governing mechanisms of personality; SEN - the sphere of emotional and moral; SDP is an activity-practical sphere.
Currently, a number of technologies have been developed within the framework of developmental education, which differ in target orientations, features of content and methodology. Technology L.V. Zankova is aimed at the general, holistic development of the personality, the technology of D.B. Elkonina - V.V. Davydova emphasizes the development of SUDs, creative development technologies give priority to SENs, G.K. Selevko focuses on the development of SMS, I.S. Yakimanskaya - on the SDP. In 1986, the Ministry of Education of Russia officially recognized the existence of L.V. Zankov and D.B. Elkonina - V.V. Davydov. Other developing technologies have the status of copyright, alternative.

1.2.1. The system of developing education L.V. Zankov

Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR, follower of the school of L.S. Vygotsky, put forward and experimentally confirmed the idea of ​​developmental education.
System L.V. Zankova appeared and became widespread in the 50s. According to the scientist, the school did not reveal the reserves of the mental development of the child. He analyzed the state of affairs in education and the way of its further development. In his laboratory, the idea of ​​development as the leading criterion for the work of the school first arose. The system of developing education according to L.V. Zankov can be called a system of early intensified comprehensive development of the personality. According to L.V. Zankov, the content of the initial stage of education is enriched according to the goal of comprehensive development and streamlined; it highlights the richness of the overall picture of the world based on science, literature and various arts. In the first class, the beginnings of natural science are presented, in the second - geography, in the third - stories on history. Particular attention is paid to drawing, music, reading works of art, work in its ethical and aesthetic meaning. Not only the classroom, but also the extracurricular life of the children is taken into account. Training programs are built on the principle of dividing the whole into diverse forms and stages, differences arise in the process of content movement.
The central place is occupied by the work on a clear distinction between the various features of the objects and phenomena being studied. It is carried out within the framework of the principle of consistency and integrity: each element is assimilated in connection with the other and within a certain whole. Zankovites do not deny the deductive approach to the formation of concepts, ways of thinking, activity, but still the dominant principle in their system is the inductive path.
A special place is given to the process of comparison, because by means of a well-organized comparison, it is established that things and phenomena are similar in it and in what ways they are different, they differentiate their properties, aspects, relations. The main attention is paid to the development of analyzing observation, the ability to distinguish different aspects and properties of phenomena, their clear speech expression. The main motivation for learning activity is cognitive interest. The idea of ​​harmonization requires combining rational and emotional, facts and generalizations, collective and individual, informational and problematic, explanatory and search methods in the methodology. Developing education involves involving the student in various activities, using didactic games, discussions, as well as teaching methods aimed at enriching imagination, thinking, memory, and speech in teaching. The lesson remains the main element of the educational process, but in the system of L.V. Zankov, its functions, forms of organization can vary significantly. Its main invariant qualities:

Goals are subject not only to the message and verification of ZUN, but also to other groups of personality traits;

Cooperation between teacher and student.

Involving a student in learning activities focused on his potential, the teacher must know what methods of activity he mastered in the course of previous training, what is the psychology of this process and the degree to which students comprehend their own activities.
To identify and track the level of general development of the child, Zankov proposed the following indicators:

Observation is the initial basis for the development of many important mental functions;

Abstract thinking - analysis, synthesis, abstraction, generalization;
- practical actions - the ability to create a material object.
Successful solving of difficult problems culminates in the powerful activation of positive reinforcement systems.

1.2.2. Developmental learning technology D.B. Elkonina - V.V. Davydov

Elkonin Daniil Borisovich (1918-1959) - a famous psychologist, author of the world-famous periodization of age development.

Davydov Vasily Vasilievich - Academician, Vice-President of the Russian Academy of Education, author of the theory of developmental education, the theory of meaningful generalization.

The developing nature of learning in D.B. Elkonina - V.V. Davydov is connected, first of all, with the fact that its content is built on the basis of theoretical knowledge. As is known, empirical knowledge is based on observation, visual representations, and the external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relationships and connections. They are formed by genetic analysis of the role and functions of certain general relationships within an integral system of elements.

In the didactic structure of educational subjects, deduction based on meaningful generalizations predominates.

According to V.V. Davydov, ways of mental actions, ways of thinking are divided into rational (empirical, based on visual images) and reasonable, or dialectical.

Rational-empirical thinking is directed towards dismembering and comparing the properties of objects with the aim of abstracting a formal generality and giving it the form of a concept. This thinking is the initial stage of cognition, its types (intuition, deduction, abstraction, analysis, synthesis, etc.) are also available to higher animals, the difference is only in degree.

Reasonable-theoretical, dialectical thinking is connected with the study of the nature of the concepts themselves, reveals their transitions - movement, development. In this, naturally, rational logic enters into dialectical logic as into logic of a higher form.

The basis of theoretical thinking is mentally idealized concepts, systems of symbols (acting as primary in relation to specific empirical objects and phenomena). In this regard, the methods of mental actions in the technology of D.B. Elkonina - V.V. Davydov have a number of characteristic differences from the formal-logical interpretation.

Of particular importance in the technology of D.B. Elkonina - V.V. Davydov has a generalization action. In formal logic, it consists in isolating essential features in objects and combining objects according to these features, bringing them under a common concept:

Empirical generalization goes from particular objects and phenomena through their comparison to a general empirical concept.

Theoretical, meaningful generalization, according to V.V. Davydov, is carried out by analyzing a certain whole in order to discover its genetically original, essential, universal relation as the internal unity of this whole.

1.2.3. Personally oriented developmental education according to I.S. Yakimanskaya

Yakimanskaya Iraida Sergeevna - Doctor of Psychology, Professor, Head of the Laboratory of the Russian Academy of Education.

In the technology of student-centered developmental education, special importance is attached to such a development factor, which in traditional pedagogy, as well as in developing systems L.V. Zankova, D.B. Elkonin and V.V. Davydov was almost not taken into account - the subjective experience of life acquired by the child before school in the specific conditions of the family, sociocultural environment, in the process of perception and understanding of the world of people and things, in other words, individuality.

The individuality (subjectivity) of a person is manifested in the selectivity to the knowledge of the world (content, type and form of its presentation), the stability of this selectivity, the ways of working out the educational material, the emotional and personal attitude to the objects of knowledge (material and ideal).

The technology of student-centered learning combines learning, understood as a normatively consistent activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, and techniques are mainly aimed at revealing and using the subjective experience of each student, helping to develop personally significant ways of cognition by organizing a holistic educational (cognitive) activity.

In the educational process, the main areas of human activity (science, art, craft) are singled out; the requirements for how to master them, describe and take into account personal characteristics (type and nature of intelligence, level of its development, etc.) are substantiated.

Defining the spheres of human activity, their psychological content is singled out, the individual characteristics of the intellect, the degree of its adequacy (inadequacy) to a certain type of activity are revealed.

For each student, an educational program is drawn up, which, unlike the educational program, is individual in nature, based on knowledge of the characteristics of the student as a person, with all its inherent characteristics. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training.

The educational process is based on the educational dialogue between the student and the teacher, which is aimed at the joint design of program activities. This necessarily takes into account the student's individual selectivity to the content, type and form of educational material, his motivation, the desire to use the acquired knowledge independently, on his own initiative, in situations not specified by training.
The student is selective about everything that he perceives from the outside world. Far from all concepts organized into a system according to all the rules of scientific and pedagogical logic are assimilated by students, but only those that are part of their personal experience. Therefore, the starting point in the organization of training is the actualization of subjective experience, the search for connections, the definition of the zone of proximal development.

The method of learning is not just a unit of knowledge or a separate mental skill, but a personal education, where, as in an alloy, motivational-need, emotional and operational components are combined.

The methods of educational work reflect the subjective processing of program material by students, they fix the level of its development. Revealing the methods of educational work that are consistently preferred by the student himself is an important means of determining his individual characteristics.

Ways of mental actions are considered as metaknowledge, techniques and methods of cognition. Since the center of the entire educational system in this technology is the individuality of the child's personality, its methodological basis is the individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student. Then the structure is determined in which these opportunities will be optimally implemented.

From the very beginning, not an isolated, but, on the contrary, a versatile school environment is created for each child in order to give him the opportunity to express himself. When this possibility is professionally identified by the teacher, then it is possible to recommend the most favorable differentiated forms of education for his development.

Flexible, soft, unobtrusive forms of individualization and differentiation, which are organized by the teacher in the classroom, make it possible to fix the selectivity of the student's cognitive preferences, the stability of their manifestations, the activity and independence of the student in their implementation through the methods of educational work.

Constantly observing each student performing different types of educational work, the teacher accumulates a data bank about the individual cognitive “profile” that is being formed in him, which changes “from class to class”. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (specialized classes, individual training programs, etc.).

Pedagogical (clinical) observation of each student in the process of his daily, systematic educational work should be the basis for identifying his individual cognitive "profile".
The technology of a personality-oriented educational process involves the special construction of an educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support that implements the principle of subjective education, we can talk about building a personality-oriented process.

Basic requirements for the development of didactic support for a personality-oriented developmental process:

The educational material (the nature of its presentation) should contribute to revealing the content of the student's subjective experience, including the experience of his previous learning;

The presentation of knowledge in a textbook (by a teacher) is aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student;

In the course of training, it is necessary to constantly coordinate the student's experience with the scientific content of the knowledge offered;

Active stimulation of the student to self-valuable educational activity provides him with the opportunity for self-education, self-development, self-expression in the process of mastering knowledge;

The educational material is organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;

It is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;

When introducing knowledge about the methods of performing educational actions, it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;

It is necessary to control and evaluate not only the result, but mainly the learning process, i.e. those transformations that the student carries out, assimilating the educational material;

Educational material provides construction, implementation, reflection, evaluation of teaching as a subjective activity.

1.2.4. The technology of self-developing learning according to G.K. Selevko

Selevko German Konstantinovich – Candidate of Pedagogical Sciences, Scientific Supervisor of the author’s “School of Dominant Self-Improvement of the Personality”.

The course "Self-Improvement of the Personality" serves as a system-forming and integrating theoretical base for the entire process of school education.

The conceptual provisions are such that the student is the subject, not the object of the learning process, the priority of learning over development, and learning is aimed at comprehensive development with a predominant focus on the self-governing mechanisms of the individual.

"Self-Improvement of the Personality" gives the child basic psychological and pedagogical training for conscious control of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement.

The course is built taking into account age opportunities and presents the following structure by class:

I-IV class - the beginning of ethics (self-regulation of behavior);

V class - know yourself (psychology of personality);

Grade VI - do it yourself (self-education);

Grade VII - learn to learn (self-education);

VIII class - culture of communication (self-affirmation);

IX class - self-determination;

X class - self-regulation;

Class XI - self-actualization.

Methods of mental actions are the operational part of the intellect, they dispose, manage, apply the information available in the storerooms of ZUN. At the same time, the methods of mental actions in a conscious form represent a special kind of knowledge - methodological, evaluative and worldview.

In the psychology of the system of self-developing education, much attention is paid to this knowledge: they are assimilated both in a special course and in the study of the fundamentals of science. In the educational process, the entire arsenal of methodological methods for the formation of the SUD in the technology of D.B. Elkonina - V.V. Davydov, with the only difference being that empirical (classical logical) methods of mental actions are used on a par with theoretical (dialectical logical) ones.

Within each subject, links are established with the course "Self-improvement of the individual".

The most important quality of a self-governing complex, which underlies the purposeful activity of a person, is the psychological dominant. It is the dominant focus of excitation in the nervous system, giving the mental processes and behavior of the individual a certain direction and activity in this area. Russian physiologist and philosopher A.A. Ukhtomsky created the theory of the dominant and substantiated the need to educate the dominant of constant moral self-improvement. To do this, the technology of the self-developing learning system provides:

Awareness of the child's goals, objectives and opportunities for their development;

Participation of the individual in independent and creative activities;

Adequate style and methods of external influences.

One of the centers for the formation of SUMs is the course "Self-improvement of the individual." In the process of classes, half of the study time is devoted to practical, laboratory and training forms of work, including:

Psychological and pedagogical diagnostics and self-diagnosis of students;

Drawing up self-improvement programs for sections and periods of development;

Comprehension, reflection of life;

Trainings and exercises on self-education, self-affirmation, self-determination and self-regulation.

Another concentrator of the formation of SUMs is creative activity as the main area of ​​self-improvement of the individual; interests, inclinations, abilities, positive aspects of the self-concept are formed here, self-discovery of the personality takes place.

The creative activity of students is organized in the system of the club space of the school, which includes creative associations according to interests and directions, extracurricular work in subjects, social activities, participation in olympiads, competitions, competitions. In addition, extra-curricular creative activities are organized according to the teaching and educational system of I.P. Volkov.

The club space makes an indispensable contribution to the formation of a positive self-concept, convinces the child of the enormous possibilities of his personality (I can, I am capable, I am needed, I create, I am free, I choose, I evaluate).

The sphere of aesthetics and morality in the system of self-developing education is widely represented both in the curriculum and in extracurricular creative activities by universal human values. But the most important thing in the current situation of lack of ideas and lack of faith in our society and at school is to form the ideal of self-improvement as the meaning of life, combined with the belief of the individual in himself, which can be the ideological basis of a new system of upbringing and education.

The general methodological level of the educational process is created by the richness and variety of methods used. To create conditions for self-determination (opportunities for self-testing) of a child in various styles and methods of activity in the system of self-developing education, a system of planning methods used in academic subjects is used. Each student during the period of study must work in all the most important methodological modes (technologies).

In the technology of the system of self-developing education, the organization of mutually coordinated education of students, teachers and parents, the coordination of the functioning of all three subsystems: theory, practice and methodology, is of great importance.

Conclusion to the first section:

The outstanding psychologist L.S. Vygotsky, on the basis of a number of his studies, established that the development of any mental function, including the child's intellect, passes through the zone of proximal development, when the child is able to do something only in cooperation with an adult, and only then passes to the level of actual development, when he can do this on his own.

L.S. Vygotsky pointed out that at school the child learns not what he can already do on his own, but only what he can do in cooperation with the teacher, under his guidance, while the main form of learning is imitation in the broadest sense. Therefore, the zone of proximal development is decisive in relation to learning and development, and what a child can do today in this zone, that is, in cooperation, tomorrow he will be able to do independently and, therefore, will move to the level of actual development.

Ideas L.S. Vygotsky were developed within the framework of the psychological theory of activity (A.N. Leontiev, P.Ya. Golperin, A.V. Zaporozhets), which not only confirmed the realism and fruitfulness of these ideas, but also ultimately led to a radical revision of traditional ideas about development its relationship with education. The inclusion of these processes in the context of activity actually meant a refusal to reduce the development of the child to the development of cognitive functions and to highlight his formation as a subject of various types and forms of human activity.

This approach was formulated in the early 60s by D.B. Elkonin, who, analyzing the educational activity of schoolchildren, saw its originality and essence not in the condition of certain knowledge and skills, but in the child's self-change of himself as a subject. Thus, the foundation was laid for the concept of developmental education, in which the child is not seen as an object of the teacher's teaching influences, but as a self-changing subject of learning, as a student. This concept acquired its detailed form as a result of a number of studies carried out in
60-80s under the general supervision of D.B. Elkonin and V.V. Davydov.

The system of developmental education received its development from new positions in the studies of L.V. Zankova, I.S. Yakimanskaya, G.K. Selevko and others.

SECTION II. IMPLEMENTATION OF DEVELOPMENTAL EDUCATION IN THE EDUCATIONAL PROCESS

2.1. The use of developmental learning in the educational process

Many schools today work according to various systems of developmental education: P.Ya. Galperin, L.V. Zankova, D.B. Elkonina - V.V. Davydov. According to one of the concepts of developmental learning, the task of teachers is to evoke a special reflexive attitude towards their own learning in students, or “to form learning activities” (according to Elkonin-Davydov), when the control and assessment of knowledge become the leading functions of students “Performing actions of control and estimates, - considers V.V. Davydov - contributes to the fact that students pay attention to the content of their own actions in terms of their compliance with the task being solved. Such an attitude of schoolchildren to their own actions (or reflection) serves as an essential condition for the correctness of their construction and change.

The implementation of control actions presupposes the existence of certain criteria, the correlation with which allows us to draw conclusions about the success of the exercise. In traditional education, these criteria are offered by the teacher, in developmental education, the student plays an increasingly active role, his reflexive actions, and the assessment itself occurs in the process of interaction between the participants in the training by solving learning problems. The use of video recording of educational activities creates the prerequisites for a significant increase in the level of assessment objectivity. To do this, video recording equipment is installed in the developmental education classes - at least two video cameras and two video recorders. One video camera is installed on the back wall of the classroom, capturing everything that happens at the blackboard, the other is installed behind the teacher.

Video filming at the blackboard allows you to record the process and results of the mental activity of schoolchildren in a situation where they solve educational problems. The organization of such work should contribute to the manifestation of the creative activity of everyone. Modern wall equipment can help with this. Today, for example, constructive solutions in the form of a “rail system” are successfully used: a variety of demonstration tools and devices are attached to the carrier rail - boards, stands, flip cards, as well as for books and devices. So that the results of mental work are not “taught for nothing”, they must be recorded in a timely manner, for example, with the help of the so-called “Copy-board”, on which records are made and at the same time paper copies of everything that is reproduced on it are issued. It is possible to copy each or both surfaces at the same time.

The use of such a technique is especially important in the process of group discussion in the classroom, when all participants need to consolidate the points made during the discussion for further work. Copies of the notes on the board obtained in this way make it possible to repeatedly refer to the content of the discussion later. Each student can analyze his mental actions and the reasoning of his comrades, which greatly enhances the developmental effect of learning. Fixation of this whole process with the help of a video camera and subsequent work with the video image contribute to the development of the student's reflective activity.

The use of a second video camera aimed at the classroom helps to fulfill one of the main requirements of developmental education: in addition to mastering the methods of activity, the student must also participate in the organization of collectively distributed actions.

Organization of joint actions, from the point of view of V.V. Rubtsov, involves the inclusion of a student in the system of intra-group relations in order to master the ways of interaction with the teacher and other students; formation of joint goals of activity due to the transformation of the given patterns of behavior; mastering with the help of symbolic means of controlling one's actions by highlighting the essential properties of the object; development of mutual understanding and communication .

However, in practice, the teacher is not always able to carefully follow the dynamics of these relations directly during the lesson. The presence of a video recording allows you to organize reflective processes more deeply, taking into account the methods and means of interaction, mutual assistance and mutual control of students identified during the viewing.

In order to become a means of reflective analysis, primary video recordings are subjected to didactic processing: a complete recording of a lesson is divided into a number of fragments, depending on which student’s activity in a given situation is most fully represented on the recording; then the selected fragments are copied onto personal video cassettes of each. Thus, students form a certain bank of video information, which in the future can serve as the basis for reflective activity. At the same time, recordings made at different lessons get on the same cassette, which makes it possible to overcome the narrowness of the "subject" approach to assessing the success of education and to consider the student's learning activity in the context of the entire educational process.

A comparative analysis of the learning activities of a particular student can be carried out in the course of solving educational tasks that are different in their logical form in the same subject; solving the same type of educational problems in different subjects; in joint educational activities with other students; in the process of free communication with classmates.

Such videos allow each student to trace the process and results of educational activities, identify and evaluate the changes that have occurred. And this is self-esteem and self-control, the need for which is so significant for further advancement in educational activities.

Pedagogical video technology also affects the development of reflection among teachers themselves. Usually their training in universities is aimed at mastering traditional methods and means of educational activity. Teaching according to the system of developmental education requires a different approach, in which the leading role belongs to professional thinking, the ability for pedagogical reflection. Forming these qualities, it is useful to use in methodical work with teachers some methods (procedures) for the development of professional pedagogical thinking and activity. These include, for example, “self-determination”, “reflection” and “understanding” (G.P. Shchedrovitsky, O.S. Anisimov, I.N. Semenov).

But it is also impossible not to notice the active introduction into the traditional educational process of various developmental activities specifically aimed at developing the personality-motivational and analytical-synthetic spheres of the child, memory, attention, spatial imagination and a number of other important mental functions, is in this regard one of the most important tasks of pedagogical team.

The significance of the above classes in the general educational process is due, first of all, to the fact that the educational activity itself, aimed in its traditional sense at mastering the requirements of the basic school curriculum by the group of students as a whole, is not associated to the proper extent with creative activity, can, paradoxically, lead to inhibition of the intellectual development of children. Getting used to performing standard tasks aimed at consolidating basic skills that have a single solution and, as a rule, the only predetermined way to achieve it based on some algorithm, children practically do not have the opportunity to act independently, effectively use and develop their own intellectual potential. On the other hand, the solution of typical tasks alone impoverishes the personality of the child, since in this case the high self-esteem of students and the assessment of their abilities by teachers depends mainly on application and diligence and does not take into account the manifestations of a number of individual intellectual qualities, such as invention, quick wit, ability to creative search, logical analysis and synthesis.

Thus, one of the main motives for using developmental exercises is to increase the creative and search activity of children, which is equally important both for students whose development corresponds to the age norm or is ahead of it (for the latter, the scope of the standard program is simply tight), and for schoolchildren, requiring special correctional work, since their developmental delay and, as a result, reduced academic performance in most cases turn out to be associated precisely with the insufficient development of basic mental functions.

Classes specifically aimed at developing the basic mental functions of children acquire special significance in the educational process of elementary school. The reason for this is the psychophysiological characteristics of younger schoolchildren, namely the fact that at the age of 6–9 years, characterized by increased sensitivity, the physiological maturation of the main brain structures proceeds most intensively and, in essence, completes. Thus, it is at this stage that the most effective impact on the intellectual and personal spheres of the child is possible, which, in particular, can compensate to a certain extent for mental retardation of an inorganic nature (caused by often insufficient attention to the upbringing and development of children by parents).

Another important reason that encourages the more active introduction of specific developmental exercises into the educational process of primary school is the possibility of conducting an effective diagnosis of the intellectual and personal development of children, which is the basis for targeted planning of individual work with them. The possibility of such continuous monitoring is due to the fact that developmental games and exercises are mostly based on various psychodiagnostic methods, and, thus, indicators of the performance of certain tasks by students provide school psychologists with direct information about the current level of development of children.

And, finally, the possibility of presenting tasks and exercises mainly in a playful form, the most accessible for children at the stage of a change in leading activity characteristic of the first months of a child’s stay at school (transition from play activity to learning activity), contributes to smoothing and shortening the adaptation period. It should also be noted that the exciting game nature of the tasks, which are at the same time psychological tests, reduces the stress factor of checking the level of development, allows children with increased anxiety to more fully demonstrate their true capabilities.

The reasons discussed above encourage active involvement in the educational process of elementary school psychologists who have experience working with children of the appropriate age and own diagnostic methods that form the basis for the development of specific tasks.

Despite the fact that conducting developmental classes with children by qualified psychologists and within the framework of a separate specific course is obviously optimal in terms of the efficiency and reliability of processing test results, the effectiveness of individual work with children and the possibility of flexible variation of the tasks offered to schoolchildren based on continuous monitoring development of their mental functions. It should also be noted the possibility and expediency of introducing specific developmental exercises into the traditional educational process as an integral part of individual subjects (in particular, mathematics). This applies to those schools that do not have psychologists on staff who purposefully work with younger students, and even more so to schools that do not have a psychologist at all.

As a basis for building a specific developmental course, the elements of which can, of course, be used within the framework of the traditional educational process, we use L.A. Venger, A.Z. Zaka, D.B. Elkonin, and a number of other authors, adapted to specific development tasks, as well as the results of their own developments. We observe the following list of tasks and exercises classified by goals, which form the basis of the above mentioned course:

1. Spatial and orientation tasks.

Graphic dictation. Students are invited to reproduce in a notebook a periodically repeating pattern of varying degrees of complexity. The pattern pattern can be presented either as a picture on the board or as an auditory instruction (for example, one cell to the right, one up, one to the right, one up, one right, two down, etc.). For the sake of complexity, patterns with two or more different colors can be used (Appendix 2). In addition, as a creative task, children can be asked to come up with a repeating graphic pattern on their own (Appendix 3, the patterns were invented by the children).

Mosaic. Children are invited from the available set of three types of cards (Appendix 3) to make various two-color pictures according to the given model (Appendix 5). When considering mosaic samples with children, the associations that certain pictures evoke in them are discussed, which contributes to the development of imagination and skills in spatial analysis and synthesis. For example, the last (Appendix 5) rather complex mosaic reminded the children of a cat with glasses, a knight's mask, scales, and even a pillow under the bed.

"Blind Fly". For this exercise, a 3x3 playing field drawn on the board is used. The "fly" moves from one cell to another according to the commands "up", "down", "left" and "right". The starting position of the fly is the central cell of the field. The players, carefully following the movements of the “fly” indicated by the teacher, must determine on which cell it will be by the end of the game (from 4 to 15 moves). Another version of the game is to give commands to the “fly” in turn, while preventing it from flying out of the playing field. At the first stage, they follow the movements of an imaginary fly, having a playing field in front of their eyes. As the task becomes more complex, there is a transition from work based on the playing field to work in a purely speculative plan.

encrypted drawing. The exercise gives the children a first introduction to the coordinate grid. Similarly to the well-known game "sea battle", the children alternately name the coordinates of the points marked by them within the playing field. With careful and correct application of all the points in the notebook, the corresponding encrypted drawing appears (Appendix 6). As the task is mastered, the pace of dictation of coordinates increases.

Labyrinths. The meaning of tasks of this kind is to find the way to a specific goal according to the appropriate signs, given either by turns in the road, or by some characteristic details (wood, stone, etc.). For example, children may be given the following instruction: find a “treasure” buried on an island, if it is known that the path to it lies from the coast to a tall palm tree, then you need to turn to a large stone and look for a treasure not far from it next to a cactus (Appendix 7 ). A task of this kind will be quite simple only if the necessary items are presented simultaneously with the maze. As schoolchildren develop, it becomes more complicated: instructions for the labyrinth are given in advance, for example, at the very beginning of the lesson, and the labyrinth itself after some time has passed, so children need to remember the necessary signs. The most difficult version of the task takes place in the case when the mentioned signs are not specially emphasized (i.e., they are not associated in advance with a specific subsequent task).

2. Logic tasks.

2.1. Development of the mathematical aspect of logical thinking.

Continue the number line. Students are invited to continue a series of numbers, using the identified pattern for this. Examples of such rows: 6, 9, 12, 15, ...

9, 1, 7, 1, 5, 1, …

16, 12, 15, 11, 14, 10, …

Continue the pattern. The task is similar to the one indicated above, however, the mathematical regularity is presented in graphical form (Appendix 8).

2.2. Development of non-verbal thinking.

Draw the ninth. This task is based on the Roven's Progressive Matrices diagnostic technique. Children are invited to complete (or choose from among the available options) the missing figure using the identified logical patterns (Appendix 9).

Continue the logical sequence. It is necessary to identify a non-mathematical pattern and continue the logical series (Appendix 10).

2.3. Development of verbal thinking.

"Remove the excess." Children are presented with a group of words, which, with the exception of one of them, are united by a common generic concept. It is necessary to find an "extra word" that is not related to the specified concept. Task examples:

Vasily, Fedor, Semyon, Ivanov, Peter

milk, cheese, lard, sour cream, curdled milk

A more complex version of the task involves the presence of several answers, based on various grounds for classification. For example, for a group of words:

fly, ostrich, crow, swallow

A “superfluous” word can be considered a fly (insect, not a bird), but an ostrich can also be considered, since, unlike all the others, it does not fly. Solving tasks of this kind and discussing them shows children the possibility of having several correct answers for one task, develops the ability to justify their point of view.

Similarities and differences. Students are encouraged to compare various objects and concepts with each other, for example:

milk - water

plane - train

summarizing all available similar features and highlighting the differences.

Guess the word. Students are invited to guess the name of an arbitrarily chosen subject, while asking clarifying questions, to which only “yes” or “no” answers can be obtained. The game contributes to the development of classification skills, the identification of the most significant features, the development of an optimal strategy for moving along the “concept tree”.

2.4. Analytical tasks.

Analytical tasks require the execution of inferences to form conclusions from several judgments.

Examples of such tasks:

Owl, Donkey and Winnie the Pooh were presented with 3 balloons - a large green one, a large blue one and a small green one. How will they share these balloons among themselves, if Owl and Donkey like big balloons, and Donkey and Winnie the Pooh like green balloons.

Three girls - Anya, Katya and Marina - are engaged in three different circles: embroidery, dancing and choral singing. Katya is not familiar with the girl involved in dancing. Anya often visits a girl who does embroidery. Katya's friend Marina wants to add singing to her hobbies next year. Which girls do what?

3. Tasks for the development of various aspects of memory.

3.1. The development of visual memory.

"Points". Children are briefly presented with a cellular field of one or another configuration (Appendix 11). It is proposed to remember the location of the points and then reproduce them, marking them on pre-prepared cards with blank fields.

Visual dictation. Children are shown several pictures in turn (from 3 to 7), which they then reproduce from memory in a notebook (Appendix 12).

Attentive artist. Children are invited to describe in detail from memory the appearance of a classmate, the interior of a room, the details of the way to school, etc.

3.2. The development of auditory memory.

"Snowball". A group game consists in the gradual formation of a sequence of words, and each subsequent participant in the game must reproduce all the previous words while maintaining their sequence, adding their own word to them. One of the variants of the game is the construction of a thematic sequence of words (for example, enumeration of deciduous trees, a chain of words with the same root, etc.).

3.3. The development of tactile memory.

"Cat in a bag". The child is invited to touch (with closed eyes) to identify this or that object, while explaining on the basis of what signs the decision was made.

Search for errors in the text. The task involves searching for various errors in the text - both grammatical, accessible for a given age (for example, a deliberately changed order of letters in words, a pronounced mismatch of cases or prepositions with cases), and logical ones (knowingly incorrect statements or causal relationships, obvious omission of words and etc.).

"And we…". Students should, in the process of listening to a text related to the plot, complete individual phrases of the teacher with the words “and we ...” (of course, only in cases where such an end is logical). For example, for a passage of text “A squirrel climbed a tree ... Sitting on a branch, it spread its fluffy tail” ... the completion “and we ...” is in principle logical at the end of the first sentence and absolutely impossible at the end of the second. It should also be noted that this task, which involves the emergence of amusing absurdities due to inattention, can be effectively used to remove elements of children's fatigue during the lesson and create a positive emotional background.

Tangled lines (tracks). Schoolchildren, carefully examining the drawing for some time, must determine in the complex interweaving of lines of communication between certain objects (persons). Plots can be very diverse (for example, who is talking to whom on the phone, who is visiting whom, etc.).

The above classification is to some extent conditional, since all cognitive processes (perception, thinking, memory, etc.) do not exist in a “pure form”, but represent a single system and, therefore, develop in a complex. For example, the “graphic dictation” exercise, which, due to its specificity, is classified as a spatial orientation task, also effectively contributes to the development of attention, memory, self-control, and fine motor skills of the hand, and the “guess the word” game, with its pronounced logical orientation, also requires the child to concentrate attention and stimulate memory development. Nevertheless, this classification can make it easier for the teacher to choose tasks that correspond to the goals and objectives of specific lessons, the level of development of students and their individual characteristics.

The use of developing games and exercises in the educational process has a beneficial effect on the development of not only the cognitive, but also the personal and motivational sphere of students. The favorable emotional background created in the lessons, to a small extent, contributes to the development of learning motivation, which is a necessary condition for the effective adaptation of a younger student to the conditions of a new environment for him and the successful flow of all subsequent educational activities.

2.2. The results of the ascertaining experiment

The purpose of the ascertaining experiment, conducted in secondary school No. 2 of the city of Evpatoria, was to study the features of the use of developmental education and its influence on the development of the student's personality.

On the basis of this school, a conversation was held with teachers, the results of which revealed the extent to which developmental education is used in the real educational process (Appendix 1). The interview showed that 20% of teachers regularly use developmental education in their work, and are satisfied with the results (improvement of memory, attention, spatial imagination and a number of other important mental functions); 55% of teachers rarely use developmental education, from time to time, and attribute this to the lack of time in the classroom. But this group of teachers noticed that they would like to use different developmental teaching methods in their work; 25% - do not use at all.

Based on the results of the conversation, it was revealed which methods are preferred by teachers. These methods turned out to be: 35% - developing games in the classroom and extracurricular activities; 15% - the use of video technologies in the educational process (50% of respondents would also like to use video technologies in their work, but, unfortunately, neither the teachers nor the school have the means for this).

To identify the features of the use of developmental education, open lessons were analyzed in the fourth grade of secondary school No. 2 in Evpatoria. Our attention was given lessons in reading, mathematics, history, Russian language and extracurricular activities. At these lessons and classes, the children learned to think creatively, express themselves freely, show independence, ingenuity, and originality. The teacher created the conditions for providing each child with a sense of psychological security, the joy of learning, contributing to the development of individuality, while the teacher only supervised the entire educational process.

The lessons were interesting, started unusually, unconventionally.

The teacher put forward questions for a general discussion - for a conversation with the guys. Many interesting reports and speeches on history, geography, reading prepared by children were presented.

An analysis of the results of the observations showed that during a lively lesson, the children became a real team in which all issues of learning, behavior, and further non-learning activities were resolved. Children learn to be responsible for their actions, condemn the unethical actions of their comrades, skillfully helped in a difficult educational situation, work creatively and purposefully in the classroom, in disputes with their comrades and the teacher they expressed their personal opinion on any issue, they themselves moved forward in mastering knowledge. Children in a lively conversation with the teacher and classmates, in a joint dialogue with each other, learned new things, discussed each other's answers, in some cases, did not agree with the statements of comrades and the teacher, offered their own solution, their hypotheses in certain knowledge and areas. Children looked for material for reports and speeches on history, geography, reading in encyclopedias, historical reference books and literary works.

There were lively discussions on the topics put forward by the teacher. The value of this work is enormous. Observation, logical thinking, a persistent desire to achieve the goal are developing. But in disputes, truth is born.

When summing up the results of an open lesson, one can give a high assessment to the work of the teaching staff of primary school teachers, who are working with dignity on the problem of developmental education in our time. The content of developing education, methods and forms of organization of the educational process, the nature of the relationship between its participants - all this determines a different, modern type of pedagogical activity.

Modern pedagogical technologies contribute to the formation of students' motivation, determine the pedagogy of cooperation, provide a student-centered approach to learning, create conditions for the free development of students - we came to this conclusion as a result of our work.

Conclusion to the second section:

Active introduction into the modern educational system of the humanistic concept of education and the versatile development of the child's personality involves the use of creative activity associated with the development of the individual inclinations of children, their cognitive activity, and the ability to solve non-standard problems. This involves the introduction into the educational process of a variety of developmental games and activities specifically aimed at developing the personality-motivational and analytical-synthetic spheres of the child, memory, attention, spatial imagination and a number of other important mental functions.

The theory of developmental learning was created in order to provide the younger generation with favorable starting conditions for entering the world, the shape of which was determined by the scientific and technological revolution. A modern person lives and works in situations where real processes and phenomena are presented to him through the multiple display of properties and objects in texts, numbers, graphs, etc. In order to make the right decisions, he is forced to evaluate the essence of the matter by its signs, i.e. act on the basis of theoretically represented reality. And the more complex the tasks are, the less opportunity to act according to the instructions without going into the essence of the matter, and the higher the requirements for a person’s ability to “see the root”, i.e. to the ability of theoretical thinking.

CONCLUSION

Education and development cannot act as separate processes, they are correlated as the form and content of a single process of personality development.

The concept of developing education: a decisive role in the development of the child belongs to education. It was established in the 20th century thanks to the works of L.S. Vygotsky, P.Ya. Galperin, V.V. Davydova, L.V. Zankova, E.V. Ilyenkova, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, and others. In the interests of society and the individual himself, training should be organized in such a way as to achieve maximum development results in the shortest possible time. It should go ahead of development, making maximum use of the genetic age prerequisites and making significant adjustments to them. This is provided by a special pedagogical technology, which is called developmental education.

Thanks to the analysis of scientific and methodological literature, classification, systematization and generalization of the information received, observation of the educational process at school and conversations with teachers, the features of developmental education were revealed and the significance of developmental education in shaping the personality of the student was revealed.

LIST OF USED LITERATURE

Babkina N.V. The use of developing games and exercises in the educational process // Primary school. - 1998. - No. 4. - p. 11-19.

2. Baranov V.F. Pedological service in the Soviet school in the 20-30s. //
Questions on psychology. No. 4. - 1991. - p. 100-112.

1. Barkhaev B.P. The use of video technology in developmental education // Pedagogy. 1998. - No. 3. - p.53.
2. Bezlyudna N.P. Developing education: experience and prospects [review of the scientific and practical conference] // Pochatk. holy - 2005. - No. 3 - p. 2-3.
3. Bezlyudna N.P. Rozvivalne navchannya in the concept of vitchiznyanoy pedagogical thought // Pochatkova school. - 2001. - No. 4. p. 52-53.

6. Bogoyavlensky D.N., Menchinskaya N.A. Psychology of learning at school, - M., 1959;

1. Vygotsky L.S., Pedagogical psychology, 2nd ed., 1991, p. 480.
2. Gershenzon M.A., Puzzles, puzzles ... // Pozaklasny hour. No. 15. - 2005. - p.16.
3. Gorenkov E.M. Technological features of the joint activity of the teacher and students in the didactic system of L.V. Zankov // Nach. school - 2002. - No. 12. p. 57-62.

10. Gusinsky E.E., Turchaninova Yu.N. L.G.O.// №1. - 1998. - p. ZZ -Z6.

1. Dusavitsky A.K. Developing education: the zone of current and immediate development // Elementary School. 1999. - No. 7. - 24-36.
2. Order. The development of theoretical thinking in younger students. - M., 1984, 370 p.
3. Zamashkina O.V. Ideas of developmental education of younger schoolchildren in the pedagogical heritage of V. Sukhomlinsky // Pochatkov school 2001. - No. 10. - p. 74-77.
4. Zankov L.V. Education and development. (Experimental-pedagogical research). Under. ed. Full member of the USSR APN L.V. Zankov. M., "Pedagogy", 1975, 440 p.
5. Zimnyaya I.A. Pedagogical psychology. Textbook for high schools. Ed. second, add. correct and reworked. – M.: Logos Publishing Corporation, 1999.-384 p.

16. Zotov A.F., Kuptsov V.I., Markov A.R., Ogurtsov A.P., Rozin V.M., Tsarev V.G., Shikin E.V. Education at the end of the 20th century. Round table. // Questions of Philosophy. 1992. - No. 9. - With. 10-12.

1. Zuban V.V. Developmental education in 2000 // Pochatkova school. 1999. - No. 7. - p. 13-15.
2. Kabanova-Meller E.N. Educational activities and developmental education. Textbook for high schools. - M., 1981. - 542 p.
3. Kalmykova Z.I. Productive thinking as the basis of learning. - M.: 1985. - 179 p.

20. Karlov N.V. On the fundamental and applied in science and education, or "Do not build your house on the sand" // Questions of Philosophy, 1995. - No. 12. - p.13-15.

Kolcheev Yu.V., Kolcheeva N.P. Game theatrical pedagogy // Education of schoolchildren No. 4. - 2000. - p. 23.

22. Krylova NB, Humanitarian aspects of higher education // Bulletin of higher education. 1986. - No. 8. – pp.18-19.

1. Latyshko N.A. On the results of work on the system of developing education L.V. Zankova // Beginning. school. - 1999. - No. 4. - p. 48-52.
2. Latyshko N.A. The practice of developing education // Primary school. 1999. - No. 7. - p. 96-102.
3. Menchinskaya N. A. Problems of teaching and mental development of a schoolchild, - M., 1989. - 320 p.

26. Moiseev N.N., With thoughts about the future of Russia. - M.: Foundation for the Promotion of the Development of Social and Political Sciences, 1997. - 260 p.

1. Obukhova L. F. Stages of development of children's thinking. - M., 1972. - 450 p.
2. Osipenko I. N. Cool holidays // Yaroslavl Acad. Holding 2002. - № 3. - p. 20-22.
3. Podlasy I.P. Pedagogy. New course: Textbook for students. ped. universities: In 2 books. – M.: Humanit. ed. center VLADOS, 1999. - Book. 1: General basics. Learning process. - 576 p.: ill.
4. Poya A.D. How to solve the problem. Tutorial. - M., 1959. - 318 p.
5. Pospelov N.N., Pospelov I.N. Formation of mental operations in high school students. - M., 1989. - 425 p.

32. Rubtsov V.V. Organization and development of joint actions in children in the learning process. // M., 1987. - 330 p.

Selevko G.K. Modern educational technologies: Textbook. - M .: People's education, 1998. - 256 p.

34. Skachkov Yu.V. Polyfunctionality of science. Questions of Philosophy // 1995. - No. 11. - pp. 15-17.

1. Turchaninova Yu.V. Games and corrective exercises // Education of schoolchildren No. 7. - 2003. - p. 36.
2. Tsukerman G.A. Types of communication in education. Learning process. - Tomsk, 1993. - 167p.
3. Fridman L.M. Is there an alternative to developmental education? // Elementary School. 1999. - No. 5. - p. 91-95.
4. Fridman L.M. Pedagogical experience through the eyes of a psychologist. - M., 1987. - p. 315.
5. Churanova R.S. Developing education on the threshold of the 21st century: the centenary of the birth of Academician L.V. Zankova // Primary school. - 2001. - No. 5. - p.16-19.
6. Shatalov V.F. Fulcrum: Study Guide. - M., 1987. - 214 p.
7. Yakimanskaya I. S. Developing education - M., 1979. - 250 p.

Annex 1

Questions to ask teachers:

1. Do you use developmental learning in the educational process?

2. If yes, what methods do you prefer?

3. If not, why not?

4. What results do you observe after applying developmental learning in practice?

5. What developmental learning systems would you like to use in your work?

Annex 2

Patterns for graphic dictation

Annex 11

The development of visual memory, the game "Dots"

Annex 12

Patterns for visual dictation

Strebkova Anastasia Viktorovna

English teacher

MAOU "Gymnasium No. 11 Harmony", Novosibirsk

Developmental training. The essence and methods of implementation.

The article is devoted to developmental education, its structure, differences from other types of education, forms of expression, goals and objectives.

Key words: development, learning, lesson, psychological aspects, characteristics of developmental learning.

What is development? So And. Kant equated the term "development" « risky adventure mind" [Internet resource 2]. According to the philosophical encyclopedic dictionary: "Development, also evolution, genesis - a natural change matter and consciousness, their generic property; actually "unfolding" until then "folded", revealing, discovering things, parts, states, properties, relationships that existed before, were already prepared, but were not accessible to perception"[Internet resource 1]. Thus, r a child, exploring the world around him, learns something new, which means that he develops, imperceptibly replenishing his inner world with knowledge, the value of which he had not thought about before. In general theoretical terms, we can say that any training and education can be called "developing". But is it really so? The whole question is what specifically develop certain types of training and education, and whether the observed development corresponds to the age capabilities of a person.

In the last decade, theorists and practitioners of domestic education have been paying more and more attention to the problems of developmental education. Developmental learning is understood as a new, active-activity way (type) of learning, replacing the explanatory-illustrative way (type). But a too general description of the term "development" will not help put all the "pieces of the puzzle" together and does not represent a complete picture of this type of learning, so I consider it relevant in this article fill and expand this term with a description of the specific conditions of its implementation.

In general, the term "developmental education" owes its origin to V.V. Davydov ( 1950s - 1970s). He introduced this term to refer to a limited range of phenomena, but pretty soon the term entered mass pedagogical practice [Internet resource 4].

The structure of developmental education is a chain of increasingly complex subject tasks that cause the student to need to master special knowledge and skills, to create a new solution scheme that has no analogue in his experience, new methods of action. At the forefront is not only the actualization of previously acquired knowledge and already formed methods of action, but also the promotion of a hypothesis, the formation of a principle (idea) and the development of an original plan for solving a problem, finding a way to check the solution by using independently noticed new connections and dependencies between the data and the desired, known and unknown. In the process of “mining” new ways of performing an action, the student receives a specific result in the form of new facts. Thus, already in the very process of learning, the student rises to new levels of intellectual and personal development.

Developing education differs from education, for example, of the explanatory-reporting type, in the nature of teaching and learning. The main role of the teacher in the process of developing education is the organization of the student's educational activities aimed at the formation of cognitive independence, the development and formation of abilities, ideological and moral convictions, and an active life position.

Developing education is carried out in the form of involving the student in various activities, using didactic games, discussions, as well as teaching methods aimed at enriching creative imagination, thinking, memory, and speech in teaching. Involving the student in learning activities focused on his potential, the teacher must know what methods of activity the student has mastered in the course of previous training, what is the psychology of this mastering process, and the degree to which students comprehend their own activities. Based on the data obtained, the teacher constructs pedagogical influences on students, placing them in the zone of proximal development of the child. Thus, pedagogical influences lead, stimulate, direct and accelerate the development of hereditary data.

Developing education takes into account and uses the laws of development, adapts to the level and characteristics of the individual. The child is a full-fledged subject of educational activity. Developing education is aimed at developing the entire set of personality traits.

The basis of learning in the structure of developmental education is the link "goal - means - control", and the central technological link is the student's independent educational and cognitive activity, based on the child's ability to regulate his actions in the course of learning in accordance with the perceived goal. These actions aimed at changing objects and phenomena evoked a certain process in the child's behavior, motivated by this or that need, which (in the student's behavior) acts temporarily as an incentive and as a goal. The motive of the teaching is expressed either directly in practical need, situational interest, or indirectly - subjectively and hidden from the student. Consequently, the assimilation of knowledge and the formation of methods of activity appear in the structure of developing education as a process and result of the student's activity.

Summarizing the above, we can conclude that developmental education is the orientation of the educational process to the potential of a person and to their implementation. The main essence of developmental education is that the student not only acquires specific knowledge, skills and abilities, but masters the methods of action. Progress in development becomes a condition for deep and lasting assimilation of knowledge. The educational activity of the student takes place in cooperation with adults, in a joint search, when the child does not receive ready-made knowledge, but strains his mind and will. Even with minimal participation in such joint activities, he feels like a co-author in solving emerging problems. Working based on the student's zone of proximal development helps to reveal his potentialities more fully and brighter. She instills in him faith in himself.

Description of the presentation on individual slides:

1 slide

Description of the slide:

2 slide

Description of the slide:

Sections: Psychological portrait of a teacher. 2. Causes and characteristics of underachieving students. 3. Practical application. 4. Problems of KRO.

3 slide

Description of the slide:

4 slide

Description of the slide:

1. Well educated, know your subject well, have good erudition. 2. Basic personal qualities: responsible, purposeful, kind, fair, honest, balanced, able to be strict. 3. Gestures and facial expressions should express a friendly attitude towards students, have pleasant manners. 4. Timely notice the fatigue of students and skillfully respond to them. 5. Speech is understandable and accessible, expressive, emotional, convincing. 6. Solve problems of varying complexity based on experience and knowledge. 7. Be able to take into account the capabilities of their students. 8. Unite students, unite the team. 9. Constantly improve, love to experiment, look for new forms and methods of work. 10. Come to work in a good mood, treat students with warmth and care. 11. Positively perceive oneself, students and colleagues.

5 slide

Description of the slide:

Causes of failure: features of the student's body; features of the student's personality; living conditions; features of education in the family; features of training and education at school; causes of shortcomings in living conditions;

6 slide

Description of the slide:

Features of underachieving students low level of knowledge, as a result of this low level of intellectual development lack of cognitive interest elementary organizational skills are not formed students require an individual approach from a psychological and pedagogical (in terms of learning) point of view there is no reliance on parents as allies of the subject teacher children, mainly , from asocial families lack of adequate self-esteem on the part of students frequent absences from classes without a good reason, which leads to a lack of a system in knowledge and, as a result, a low level of intelligence

7 slide

Description of the slide:

The system of correctional and developmental education (CED) is a form of differentiation of education that allows solving the problems of timely active assistance to children with learning difficulties. To enhance the effectiveness of work with low-performing students, new educational technologies, innovative forms and teaching methods are used: Zuldis V.V. - memos for students, various algorithms. Isina O.Zh. – student-centered learning Aitchanova Zh.K. - various situations of success (developmental education) Tukaeva V.F. - game tasks Tatarkina V.L., Akylbekova N.N. - helper cards, physical minutes. Muravyova S.V. - multi-level tasks.

8 slide

Description of the slide:

Reminders Speech sounds The sounds of our speech are formed by the organs of speech. Sounds are consonants and vowels. Consonant sounds: Voiced: l m n r b c g j z Deaf: p f k t w s x z h sch Solid: b p v f g k d z s l m n r x j w z Soft: y "h "u" b" p" c "f" g "k" d "t" z" s" l "m" n "r" x"

9 slide

Description of the slide:

Vowels: a, o, y, s, and, e Castle - castle, flour - flour, couples - couples. One syllable in a polysyllabic word is pronounced more slowly. The emphasis falls on him. It is stressed. The rest of the syllables in the word are unstressed. Consonants and vowels in a word merge with each other to form syllables. There are as many syllables in a word as there are vowels in it. The syllable that is stressed is called the stressed syllable. Syllables that are not stressed are called unstressed.

10 slide

Description of the slide:

Plan for the sound and letter analysis of the word 1. Pronounce the word as it is heard. 2. Determine how many syllables are in this slo What slok is stressed, which syllables are unstressed? 3. Determine what sounds are made up of syllables. 4. Designate these sounds correctly with letters on the letter. Sample: / [ language ] - language. d - consonant, soft a - vowel, unstressed z - consonant, hard, voiced s - vowel, stressed k - consonant, hard, deaf 4 letters, 5 sounds.

11 slide

Description of the slide:

Plan for parsing a word by composition 1. Determine which part of speech the word belongs to. Does it change or not? 2. Highlight the changeable part in the word - the ending (if the word is declined or conjugated). 3. Highlight the stem in the word. 4. Choose related words for the word. Select their common part - the root. 5. Select the prefix in the word (if any). 6. Highlight the suffix in the word (if any). Sample: Suburban, city

12 slide

Description of the slide:

Student-centered learning. Route sheet. Name ____________________________ Subject: ________________________________ 1._______________________________ 2._______________________________ 3._______________________________ 4._______________________________ Assess your work: 1. Center. "Management" 2. Center. "Tasks" 3. Center. “Expression” In the lesson I learned _________________________________ It was interesting ______________________________________ It was difficult _____________________________________________

13 slide

Description of the slide:

Evaluation paper. Name _________________________________________________ I can distinguish __________________________________________________________________________________________________________ 2) I can without help ______________________________________________________________________________________________________________________________________________ 3) I can, but I need help __________________________________________________________________________________________________ 4) I did not understand anything on the topic __________________________________________________________________________________________________________

14 slide

Description of the slide:

Situations of success (developmental education). The gender of nouns. House, land, soldier, lake, book, nest, sea, school, bread. 1. Read the words. 2. What do they have in common? 3. What is a noun? Prove it. 4. Divide these nouns into three groups. In the first column, include the words to which you can substitute OH MY. In the second column, to which you can put SHE IS MINE. In the third column, to which you can substitute IT IS MINE. Conclusion: Having distributed nouns according to these three groups, we divided them by gender. Gender is a grammatical feature of a noun. What kind of nouns to which you can substitute the words he is mine? She is mine? is it mine?