System approach in pedagogy: an example

When analyzing the teaching activity as a discipline, a systemic, personal, activity-based approach is used. свойственна многогранность, сложное структурное строение. Pedagogy is characterized by its versatility, complex structural structure. This causes a number of problems arising in the study. Solve them and allow existing approaches in science . приемы анализа позволяют сконструировать наиболее адекватные модели взаимодействия преподавателя и ученика. Pedagogy system, personal methods of analysis allow you to design the most appropriate models of interaction between the teacher and the student.

general information

As one of the founders of the system approach, Karl Ludwig f. Bertalanffy. This Austrian biologist lived in America and studied isomorphism in various spheres of scientific knowledge. Chandler, Drucker, Simon and Bogdanov also formulated the ideas and principles of the approach. These scientists were far from the teaching disciplines. . However, thanks to their work, a systematic approach to pedagogy began to form.

It is worth saying that the modern concept differs significantly from the one that was prevalent in the past. была заложена еще в то время. Nevertheless, the essence of the systematic approach as a general scientific methodology of pedagogy was laid down at that time. All its elements are subject to the same goals.

Specificity

, как и в других дисциплинах, базируется на нескольких положениях: множественности, иерархичности, целостности, структуризации. The systemic approach in pedagogy , as in other disciplines, is based on several provisions: plurality, hierarchy, integrity, structuring. In contrast to traditional subject technology, it is considered more qualitative and corresponding to modern conditions. . That is why the systemic approach is a general scientific principle of pedagogy . Hierarchy is expressed in the mutual subordination of some elements to others. Structurization is manifested in the combination of components in subgroups, between which certain relationships are established.

Characteristic

Education, acting as a pedagogical phenomenon, is viewed as a process and result of the adoption and assimilation of the system of knowledge. It is aimed at satisfying the interests and needs of the state, society and the individual. Education is a diverse individual-oriented work of subjects. It ensures self-realization and self-determination of a person in constantly changing sociocultural conditions. Accordingly, education itself is a system.

A systematic approach to pedagogy gives a complete form. It provides an understanding of the totality of the set of interconnected components that form a certain unity and interact with each other. In the opinion of the scientist Peter Anokhin, the system can be called only such a complex of components, in which mutual relations have the character of mutual assistance of elements oriented towards obtaining a useful result.

Structural components

, следует отметить, что на практике используются самые разные варианты его анализа. Considering the essence of the system approach as a general scientific methodology of pedagogy , it should be noted that in practice, various versions of its analysis are used. In particular, the outstanding contemporary scholar Nina Kuzmina identifies five of its structural components:

1. Subject.
2. An object.
3. The subject of joint activity.
4. Goals.
5. Means of communication.

All these components make up the system. If you remove one of the elements, it will collapse. At the same time, no component can be replaced by another link or a group of them. Meanwhile, the allocation of structural elements is not sufficient for a complete description of the system. Of no small importance is the establishment of a complex of connections between them. ориентируется на существование как прямой, так и обратной зависимости между звеньями. The systemic approach in pedagogy is guided by the existence of both direct and inverse relationship between links.

Functional links

To describe the direct dependence of the components on each other Kuzmina formulated the structure of the teacher's work. In her model there are 5 functional elements:

• Gnostic.
• Designing.
• Communicative.
• Organizational.
• Constructive.

Description of functional components

The gnostic element is related to the sphere of knowledge of the teacher. In this case, it is not only information related directly to the subject of specialization. Of no small importance is the knowledge of the ways of communication, the psychological characteristics of students, self-knowledge.

The design element consists of an idea of the prospective goals of education and training, strategies and means to achieve them. Constructive includes the features of modeling the teacher's activities, the activity of students in accordance with the immediate tasks.

The communicative element expresses the specifics of the teacher's interaction with schoolchildren and students. In this case, attention is paid to its connection with activities aimed at achieving educational and educational goals. As for the organizational component, it reflects the system of the teacher's abilities to plan his work and the activity of the students.

Interconnection

, можно описать все указанные выше компоненты через комплекс соответствующих умений преподавателя. Using the system-activity approach in pedagogy , you can describe all of the above components through a set of relevant skills of the teacher. These elements appear to be not only interconnected, but also intersecting in many cases.

Consider the following example. можно использовать при планировании и построении хода урока. The system approach in pedagogy can be used in planning and constructing the course of the lesson. In the process of this work, the teacher must take into account, among other things, from what lesson the children will come to him for a lesson.

So, after physical education, it will be difficult for them to concentrate on mathematics. In addition, individual problems and the characteristics of each child's character should be taken into account. In particular, it is not advisable to call a student upset by the troubles of the house. In addition, a teacher should prove to be a diplomat if a serious poem is read with laughter. If the teacher is nervous, then such a misconduct of the student may well disrupt the occupation. In such situations, the connection between the gnostic and organizational elements becomes particularly important.

Model of Doctor of Pedagogical Sciences Vladislav Ginetsinsky

This scheme also involves the allocation of functional components:

1. Presentational. It consists in presenting the content of the material to the trainees. The isolation of this element is based on abstraction from a particular form of learning. The presentation function is aimed at the immediate fact of the presentation of the material.
2. An insetive. This component is aimed at causing the students to interest in the knowledge and assimilation of the material. This is provided by posing questions and evaluating the answers.
3. Corrective. This component is associated with the correction and comparison of the results of the work of the students themselves.
4. Diagnostic. This element is designed to provide feedback.

The main tasks of implementing a systems approach

свойственны особенности, которые могут проявляться в зависимости от конкретных условий. Pedagogy is characterized by features that can manifest themselves depending on specific conditions. Thus, the predominance of one or another component in the work of the teacher indicates that the activity of the students has a specific form. This is due to the implementation of a certain method of training.

In particular, the priority position of an inset component is usually accompanied by the use of a problem approach. The concept of psychologist Aelita Markova is quite original. In her model, through the structural components of the teacher's work, the implementation of the system approach is shown. Pedagogy, in particular, is characterized by the following elements:

• Professional and psychological knowledge and skills of the teacher.
• Individual features, through which it is ensured the mastery of abilities and the perception of information.
• Professional and psychological attitudes and positions of the teacher.

Within the framework of his concept, Markov, through the description of groups of pedagogical skills, formulates the key tasks of the teacher's activity.

Initial skills

To realize the tasks set, the teacher should be able to:

1. To see the problem in the educational situation and formulate it. When setting the task, the teacher should focus on the learner as an active subject of the process, investigate and transform the pedagogical environment.
2. Specify goals, make optimal decisions in any situation, assume the results of activities in the near and long term.

The following skills can also be assigned to the initial skills:

• Work with the content of the material.
• Interpret information in the pedagogical direction.
• Form social skills and skills in schoolchildren, establish intersubject communications.
• To study the state of mental functions of children, to keep records of their cognitive abilities, to anticipate typical difficulties of students.
• To proceed from the motivation of each child in the organization and planning of the educational process.
• Use combinations of different forms of education and training, take into account the time and labor costs of children and the teacher.

Planning and introspection

A group of skills related to the sphere of pedagogical and psychological knowledge is associated with them. Teachers need to be able to relate the difficulties encountered by students, analyze shortcomings in their own work. In addition, he must make plans to improve his work.

Scope of Communications

Markova, within the framework of his model, identifies skill groups that are closely related to the establishment of the relationship between the teacher and the student. To them, first of all, they include the skills of creating conditions for providing psychological security in communication and realizing the internal potential of the communication partner. To achieve a high level of interaction, the instructor must possess:

1. Ability to understand the position of another person, show interest in his personality, focus on the development of the individual characteristics of the child.
2. The ability to understand the inner state of the student by nuances in his behavior, to possess non-verbal means of communication (gestures, facial expressions).
3. Ability to take the point of view of the child, create an atmosphere of trust in communication.
4. Possession of rhetoric techniques.
5. The ability to use organizing influences.

Additionally

Important in the application of the system approach is the teacher's ability to maintain his professional position. The teacher must understand the importance of his work, have the ability to manage his own emotional state, give it a constructive character. At the same time, the teacher should be aware of the prospects of his development in the professional sphere, be able to determine the individual style of work, use his potential.

Undoubtedly, an important element in the activity of the teacher is a regular analysis of the achievements of students. The teacher should be able to determine the characteristics of the children's knowledge, skills, stimulate their readiness for independent instruction and continuous education.

Conclusion

As Professor Galina Kodzhaspirova points out, the systemic approach in pedagogy is oriented towards revealing the whole variety of elements studied in educational processes and their connections. For this, it is necessary to conduct a sufficiently large-scale work. Considering pedagogy as a system, it is important not only to identify the components and their connections, but also to classify them, determine the structure and organization of science, and establish ways and means to manage it as a single entity.