Conditions for personality development in the learning process. The driving forces of the learning process in the development of the personality of schoolchildren. Questions for self-control

INTRODUCTION 3

1. Formation of attitudes towards learning, the development of cognitive interests and the formation of moral qualities of a person in a junior school age.

1.1. Formation of attitudes towards learning at primary school age.

1.2. Formation of the moral qualities of the personality in the younger schoolchild.

2. Formation of attitudes towards learning, development of personality traits in middle school age.

2.1. Formation of attitudes towards learning in middle school age

2.2. Development of personality traits in middle school age.

3. Formation of attitudes towards learning, development of personality traits in senior school age.

3.1. Formation of attitudes towards learning in senior school age.

3.2. Personal development and self-determination in senior school age.

CONCLUSION

INTRODUCTION

The concept of "personality" expresses the totality of social qualities that an individual has acquired in the process of life and manifests them in various forms of activity and behavior. This concept is used as a social characteristic of a person.

Personality is a social characteristic of a person, it is one who is capable of independent (culturally similar) socially useful activity. In the process of development, a person reveals his inner properties, laid down in him by nature and formed in him by life and upbringing, that is, a person is a dual being, he is characterized by dualism, like everything in nature: biological and social.

Personality is awareness of oneself, the external world and a place in it. Such a definition of personality was given in his time by Hegel.

The concept of "personality" is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.

Personality (the central concept for human studies) is a person as a bearer of consciousness, social roles, a participant in social processes, as a social being and formed in joint activities and communication with others.

The word "personality" is used only in relation to a person, and moreover, starting only from a certain stage of his development. We do not say "the personality of the newborn", understanding him as an individual. We are not seriously talking about the personality of even a two-year-old child, although he has acquired a lot from the social environment. Therefore, the personality is not a product of the intersection of biological and social factors. Split personality is by no means a figurative expression, but a real fact. But the expression "duality of the individual" is nonsense, a contradiction in terms. Both are integrity, but different. The personality, in contrast to the individual, is not an integrity conditioned by the genotype: they are not born a personality, they become a personality. Personality is a relatively late product of the socio-historical and ontogenetic development of man.

In Russian psychology (K.K. Platonov) there are four substructures of personality:

Biopsychic properties: temperament, sex, age characteristics;

Mental processes: attention, memory, will, thinking, etc.;

Experience: abilities, skills, knowledge, habits;

Focus: worldview, aspirations, interests, etc.

From this it is clear that the nature of personality is biosocial: it contains biological structures on the basis of which mental functions and the personal principle itself develop. As you can see, different teachings distinguish approximately the same structures in the personality: natural, lower, layers and higher properties (spirit, direction, super - I), however, they explain their origin and nature in different ways.

The concept of personality shows how socially significant traits are individually reflected in each personality, and its essence is manifested as the totality of all social relations.

Personality is a complex system capable of perceiving external influences, selecting certain information from them and influencing the world on social programs.

The inalienable, characteristic features of the personality are self-awareness, value social relations, a certain autonomy in relation to society, responsibility for their actions. Hence it is clear that people are not born, but become.

Most psychologists now agree with the idea that people are not born, but become. However, their points of view differ significantly. These differences in understanding of the driving forces of development, in particular the importance of society and various social groups for personality development, patterns and stages of development, the presence of specificity and the role in this process of crises of personality development, opportunities to accelerate the development process, etc.

Personality development is understood as a process of quantitative and qualitative changes under the influence of external and internal factors... Development leads to a change in personality traits, to the emergence of new properties; psychologists call them neoplasms. Personality change from age to age proceeds in the following directions:

Physiological development (musculoskeletal and other body systems);

Mental development (processes of perception, thinking, etc.);

Social development (the formation of moral feelings, the assimilation of social roles, etc.).

The process of personality development is subject to psychological laws that are reproduced relatively independently of the characteristics of the group in which it takes place: in the elementary grades of the school, and in a new company, and in a production team, and in a military unit, and in a sports team. They will repeat over and over again, but each time they will be filled with new content. They can be called phases of personality development.

In our example, we will look at how the school affects the development of the child's personality. In general, the influence of the school on the development of the child as a person is episodic, although chronologically it takes about 10 years, from 6-7 to 16-17 years. At a certain period in a child's life, school plays an essential role in his personal formation. This is the younger and the beginning of adolescence - the years of accelerated development of abilities, and the older age is the time most conducive to the development and ideological attitudes, the personality's system of views on the world.

With admission to school, a new powerful channel of educational influence on the personality of the child opens up through peers, teachers, school subjects and affairs.

In the senior school age, the processes that began in adolescence continue, but intimate and personal communication becomes the leading one in development. Inside it, senior schoolchildren develop views on life, on their position in society, professional and personal self-determination is carried out.

1. Formation of attitudes towards learning, the development of cognitive interests and the formation of moral qualities of the individual in younger, middle and senior school age.

1.1. Formation of attitudes towards learning, the development of cognitive interests in primary school age, the formation of the moral qualities of the personality in the younger schoolchild.

Formation of attitudes towards learning and the development of cognitive interests in primary school age. The transition to schooling and a new way of life associated with the position of the student, in the event that the child has internally adopted the appropriate position, opens up for the further formation of his personality.

However, the formation of a child's personality practically proceeds in different ways, depending, firstly, on the degree of readiness for schooling the child comes with, and, secondly, on the system of those pedagogical influences that he receives.

Children come to school with a desire to learn, learn new things, with an interest in the knowledge itself. At the same time, their interest in knowledge is closely intertwined with their attitude to learning as a serious, socially significant activity. This explains their exceptionally conscientious and diligent attitude to business.

Studies show that in the vast majority of cases, young schoolchildren are very fond of learning. At the same time, they are attracted precisely by serious studies and they are much colder towards those types of work that remind them of preschool-type activities. Experimental conversations with students in grades I-II show that they like reading, writing, and arithmetic lessons more than physical education, handicrafts, and singing lessons. They prefer the lesson to change, want to shorten their vacation, get upset if they are not given homework. In this relation to learning, the cognitive interests of children and their experience of the social significance of their educational work are expressed.

The social meaning of learning is clearly visible from the attitude of young schoolchildren to grades. For a long time, they perceive the mark as an assessment of their efforts, and not the quality of the work done.

This attitude towards the mark subsequently disappears; its presence testifies that the initial social meaning of educational activity is concluded for children not so much as a result of it, but in the very process of educational work. These are the remnants of the child's still unresolved attitude to his activities, which was typical for him in preschool childhood.

Experimental research carried out by M.F.Morozov showed that already in the first grade, students begin to attract knowledge that requires a certain intellectual activity, mental exertion. Children were especially attracted by the increasingly complex content of the classroom. M.F. Morozov cites data evidence that, with what interest the pupils of the first grade move from sticks and elements of letters to writing the letter itself and the whole word, how they want to learn how to write correctly and beautifully. He made similar observations in reading lessons and in arithmetic lessons. And here they show exceptional activity and diligence; especially like children when they are given new material and in such a way that it makes them think.

Thus, the findings of this study contradict the still existing opinion that the interests of primary schoolchildren arise from and are supported by amusement.

It turns out that the overwhelming majority of schoolchildren always preferred a difficult and difficult task to an easier and simpler one. Interestingly, even the introduction of a teacher's assessment of work did not fundamentally change the nature of the choice of assignments.

Summarizing the observations and experiments given in the study by M.F.Morozov, it can be argued that primary schoolchildren are interested in all types of serious educational work, but they prefer those that, being more complex and difficult, require a lot of mental stress, activate the students' thought, give them new knowledge and skills.

And one more fact was established in the presented study. By the end of primary school age, children begin to develop a selective interest in particular subjects. Moreover, for some students, it acquires the character of a relatively stable interest, expressed in the fact that they, on their own initiative, begin to read popular science literature on this subject.

The data obtained in our study of the motives of the educational activity of schoolchildren show that a turning point in the attitude of students to learning occurs, approximately, from the third grade.

Here, many children are already beginning to feel burdened by their school duties, tend to miss a lesson, their diligence decreases, the teacher's authority falls.

Relations between children in the classroom are built mainly through the teacher: the teacher singles out one of the students as a role model, he determines their judgments about each other, he organizes their joint activities and communication, his requirements and grades are accepted and assimilated by the students. Thus, the teacher is the central figure for students in grades I-II, the bearer of public opinion existing among them.

Let us recall that among students in grades I-II, their needs and aspirations, their interest and experiences are primarily related to their new social status. However, by grades III-IV, children are already getting used to this position, mastering their new responsibilities, mastering the necessary requirements. The direct experience of the significance of the student's position, its novelty and uniqueness, which initially aroused a sense of pride in children and, without any additional educational measures, gave rise to their desire to be at the level of the requirements imposed on them, loses its emotional attractiveness.

At the same time, an adult also begins to occupy a different place in the life of children during this period. First, with age, children become more independent and less dependent on adult help. But the most important thing is that, having entered school, they acquire a new sphere of life, full of their own concerns, interests, their relationships with peers.

Now, not only the opinion of an adult, but also the attitude of classmates determines the position of the child among other children and ensures that they experience more or less emotional well-being. Thus, the assessments of comrades, the opinion of the children's collective are gradually becoming the main motives of the student's behavior.

1.2. Formation of the moral qualities of the personality in the younger schoolchild.

To form in children not only organization, but also many other personality traits. These conditions are: the presence of a sufficiently strong and long-term motive of behavior; the constancy of its assimilated forms, as well as their division into more elementary ones; the presence of external means that are a support in the child's mastering of his behavior.

Studies on the formation of the personality traits of a schoolchild made it possible to draw conclusions on some general laws of this process, which can and should be used by pedagogy when it develops specific questions of constructing the methodology of the educational process.

These conclusions basically boil down to the following.

Personality qualities are the result of the child's assimilation of the forms of behavior existing in a given society. By their psychological nature, they are, as it were, a synthesis, an alloy of a motive specific to a given quality and specific forms and methods of behavior for it.

The formation of personality traits occurs in the process of exercising the child in the appropriate forms of behavior, carried out in the presence of a certain motivation.

The assimilated form of behavior becomes stable if the child, on the one hand, learns the appropriate ways of behavior, on the other, if he has an inner urge to behave according to the learned patterns.

The upbringing of the stability of the moral and psychological qualities of a child requires a certain organization, both his motivational sphere and behavior. As for motivation, the stability of quality arises, firstly, when the child feels the need for the behavior that forms the basis of the given quality; - secondly, when this behavior acts for him as a model, as an ideal to which he aspires. We would like to especially emphasize this last point, since there is still no sufficient understanding in pedagogy of the need to include the child's own activity in the upbringing process. Meanwhile, studies show that the most important condition for successful upbringing is the presence of models presented to the child (maybe even in a visual sense) and the mobilization of his active desire to master these models. It is often possible even now to meet teachers and educators who are deeply convinced that one of the effective methods of upbringing is forcing children to obey their demands, and a lack of understanding that the moral formation of a personality is impossible through coercion.

2. Formation of attitudes towards learning, development of personality traits in middle school age.

2.1. Formation of attitudes towards learning in middle school age.

In the middle grades, students begin to grasp certain academic subjects, that is, to assimilate the system of scientific concepts, the system of cause-and-effect relationships that make up the content of the corresponding academic subject. True, at the end of primary school age, subjects such as natural science, geography, and history are already being introduced into the curriculum. But at this stage of learning, these subjects are still very specific, descriptive. In grades V-VIII, these same subjects acquire a much more abstract content, but, most importantly, completely new academic subjects begin to enter the curriculum, making fundamentally different requirements for the assimilation of knowledge by students. Such subjects include physics, chemistry, algebra, geometry, etc.

These academic subjects appear before students as a special area of theoretical knowledge, which often does not have direct visual support either in the child's life ideas or in the knowledge that he acquired in the elementary grades of school. Moreover, sometimes this new knowledge even comes into conflict with his sensory experience and with those ideas that he acquired before teaching in middle school. For example, a child should understand and comprehend that when dividing a fraction by a fraction, the number increases, and when multiplying, it decreases, although in elementary grades, referring to whole numbers, he is used to thinking just the opposite. Moreover, this opposite idea (namely, that when dividing the number decreases, and when multiplying it increases) is fully consistent with his everyday practical experience.

2.2. Development of personality traits in middle school age.

Great importance learning plays a role in the formation of the personality in general in middle school age. Education in school always takes place on the basis of the knowledge that the child already has, which he acquired in the course of his life experience. At the same time, the child's knowledge, acquired by him before training, is not a simple sum of impressions, images, ideas and concepts. They make up some meaningful whole, internally connected with the characteristic given age ways of thinking of the child, with the peculiarities of his relationship to reality, with his personality as a whole.

New knowledge does not just replace old knowledge, it changes and rebuilds it; they also rebuild the old ways of children's thinking. As a result, children develop new personality traits, which are expressed in a new motivation, a new attitude towards reality, towards practice and towards knowledge itself.

The process of mastering school knowledge is not only a process of education, but also a complex process of upbringing, directly related to the formation of the student's personality. That is why it is so important to understand the specifics of the assimilation of knowledge in the middle grades of school in order to find out the influence that it has on the formation of the personality of a teenager.

The formation of personal interests in middle school age creates a special image of adolescents: they respond vividly to new discoveries, inventions, are widely interested in technology, begin to attend various study circles, read popular science, technical literature, begin to make some experiments themselves, make models, collect and disassemble radios, etc. It should be emphasized that this kind of interest is necessary in the acquisition of school subjects in the middle grades of school and that its absence, as will be seen from the further presentation, leads to inadequate assimilation of knowledge and to incorrect personality formation teenager.

Interest in the moral qualities of people, the norms of their behavior, in their relationship with each other, in their moral actions leads in the middle school age to the formation of moral ideals embodied in the spiritual image of a person. The adolescent's moral and psychological ideal is not only an objective ethical category he knows, it is an emotionally colored, internally accepted image by the adolescent, which becomes a regulator of his own behavior and a criterion for assessing the behavior of other people.

The ideals of the middle-aged schoolchild, as well as the younger ones, are presented, as a rule, in the guise of a specific person. However, unlike younger schoolchildren, adolescents rarely find the embodiment of their ideals in the people around them (teachers, parents, comrades), they are mainly attracted by heroic images of works of art, heroes of the Great Patriotic War and other people who have performed feats that require courage and self-control.

The formation of self-awareness occurs on the basis of the analysis and assessment of the adolescent's objective features of his behavior and activities, which reveal the qualities of his personality. Consequently, the problem of self-awareness is not reduced to the problem of introspection, as it was customary to think in traditional psychology. The formation of a teenager's self-awareness, as shown by the data of numerous studies, consists in the fact that he gradually begins to single out certain qualities from certain types of activities and actions, to generalize and interpret them first as features of his behavior, and then as relatively stable qualities of his personality. In order for the entire complex process of self-awareness to take place, it is necessary that the child reaches that level of life experience and mental development at which it becomes possible to cognize and evaluate such a complex activity as the moral and psychological appearance of a person. At the same time, the development of thinking in concepts in adolescents, which we have already discussed in detail above, and the appearance of qualitatively higher features of speech, acquire especially great importance. The most important of them is that in connection with the study of grammatical concepts, the adolescent makes language the subject of his consciousness, which leads him to a conscious and voluntary attitude towards his own speech. By making his speech an object of consciousness, he thereby becomes able to make his own thought an object of consciousness. In order to highlight a certain quality and define one's attitude towards it, it is necessary to designate it with a word and introduce it into the system of moral and psychological concepts.

3. Formation of attitudes towards learning, development of personality traits in senior school age.

3.1. Formation of attitudes towards learning in senior school age.

Senior school age is called early adolescence, it corresponds to the age of students in grades 9-11 (15-17 years old) of secondary school.

Early adolescence is considered the "third world" that exists between childhood and adulthood. At this time, the growing child is on the verge of real adult life.

Leading activity: educational and professional. Educational activity, actively combined with a variety of work, is of great importance, both for choosing a profession and for developing value orientations. The cognitive sphere develops, the knowledge of professions takes place.

Of greater interest among older schoolchildren are not peers, but adults, whose experience, knowledge helps to navigate in issues related to future life.

A high school student says goodbye to childhood, to the old familiar life. Having found himself on the threshold of true adulthood, he is directed to the future, which simultaneously attracts and worries him. Without sufficient self-confidence, self-acceptance, he will not be able to take the necessary step, determine his further path. Therefore, self-esteem in early adolescence is higher than in adolescence. At this time, a system of stable views of the world and their place in it - a worldview - is taking shape. Known associated with this youthful maximalism in assessments, passion in defending their point of view. The central neoformation of the period is self-determination. A high school student decides who to be and what to be in his future life. The final formation of the life world is connected with the development of ideological attitudes, personal and professional self-determination.

Self-determination is associated with a new perception of time - the correlation of the past and the future, the perception of the present from the point of view of the future. In childhood, time was not consciously perceived and experienced, now the time perspective is realized: "I" embraces the past, present and future belonging to him.

Interpersonal relationships and family relationships are becoming less significant. The future life interests senior schoolchildren primarily from a professional point of view.

The search for the meaning of life, your place in the world can be stressful, but not for everyone. Some high school students move smoothly and gradually to a turning point in their lives, and then relatively easily engage in a new system of relationships. Nevertheless, with such a successful course of early adolescence, there are some disadvantages in personal development. Children are less independent, more passive, sometimes more superficial in their attachments and hobbies.

3.2. Personal development and self-determination in senior school age

The personality of the child changes at every age stage. It is believed that the searches and doubts characteristic of adolescence lead to the full formation of the personality.

Early adolescence is the time of the real transition to real adulthood. This age period accounts for a number of new formations in the structure of the personality - in the moral sphere, in the world outlook, the features of communication with adults and peers change significantly.

Self-determination, both professional and personal, becomes the central neoplasm of early adolescence. This is a new internal position, which includes awareness of oneself as a member of society, acceptance of one's place in it.

In this relatively short period of time, it is necessary to create a life plan - to solve the questions of who to be (professional self-determination) and what to be (personal or moral self-determination).

In the course of the research carried out by T.V. Snegireva, several types of the temporal structure of "I" were revealed, which are expressed in the relationship between the past, present and future "I".

In early adolescence, the most common variant is in which criticality towards the past childhood is accompanied by moderately high self-esteem and a focus on life prospects for the future. “I am the past” seems alien, and the attitude towards it is invariably critical. The "cash I" gravitates more towards the future and acts as a new step in personal self-determination... Probably, this option is more consistent with the youthful age norm - a combination of a critical attitude towards oneself in the past and an aspiration for the future.

In a significantly smaller number of high school students, all three “I” are successively connected with each other and equally correspond to the ideal “I”. This is a subjective harmonious idea of a person about himself.

Despite some fluctuations in the levels of self-esteem and anxiety and a variety of personality development options, we can talk about a general stabilization of the personality during this period.

Personality stabilization begins with the formation of the “I-concept” on the border of adolescence and senior school age. High school students are more accepting of themselves than adolescents, their self-esteem is generally higher.

Changes are also taking place in the emotional sphere. Self-regulation, control over one's behavior and emotions is developing intensively. The general physical and emotional well-being of children improves, anxiety decreases, their contact and sociability increase. The mood in early adolescence becomes more stable and conscious. Children aged 16-17, regardless of temperament, look more restrained, balanced than at 11-15. All of this suggests that the adolescent crisis is either past or on the decline.

Youth is characterized by increased attention to the inner world of a person, a certain age-related introversion. But these are not thoughts and reflections only about yourself. These are, as a rule, thoughts about everything: about people, about the world, about philosophical, everyday and other problems. All of them personally affect senior students.

There is a pronounced gender-role differentiation at this age, that is, the development of forms of male and female behavior in boys and girls. They know how to behave in certain situations, their role-playing behavior is flexible enough. Along with this, a kind of infantile-role rigidity is sometimes observed in situations of communication with different people.

The period of early adolescence is characterized by great contradictions, internal inconsistency and variability of many social attitudes. By the end of adolescence, the formation of a complex system of social attitudes is completed, and it concerns all components of attitudes: cognitive, emotional and behavioral.

Interpersonal communication in adolescence takes even longer than in adolescence, with most of the time spent interacting with peers.

Psychologists have determined that relationships with peers at this age are associated with the future psychological well-being of a person. Among adolescents and young people who during school years were at odds with their peers, there is a higher percentage of people with difficult temperaments, life problems and even delinquent people. Discord in relationships with peers often leads to various forms of emotional and social isolation.

CONCLUSION

Man is an active being. Having joined the system of social relations and changing in the process of activity, a person acquires personal qualities and becomes a social subject.

Unlike the individual, the personality is not an integrity conditioned by the genotype: they are not born a personality, they become a personality. The process of formation of the social “I” has a certain influence on the development and formation of the personality.

The content of the process of the formation of the social "I" is interaction with others like you. The purpose of this process is the search for one's social place in society. The result of this process is a mature personality. The main time points of personality formation are: awareness of one's "I" and comprehension of one's "I". This completes the initial socialization and personality formation.

The formation of a social "I" is possible only as a process of assimilation of opinions significant people for a person, that is, through understanding others, the child comes to the formation of his social "I" (for the first time this process was described by Ch. Cooley). It can be said differently: at the socio-psychological level, the formation of the social "I" occurs through the interiorization of cultural norms and social values. It is the process of transforming external norms into internal rules of behavior.

The personality forms such relations that do not exist, and have never existed, and, in principle, cannot exist in nature, namely, social ones. It expands through the totality of social relations, and, therefore, a dynamic ensemble of people connected by mutual ties. Therefore, the personality not only exists, but is also born, namely, as a "knot" tied in a network of mutual relations.

A person will become a person when he begins to improve the social factor of his activity, that is, that side of it, which is aimed at society. Therefore, the foundation of the personality is social relations, but only those that are realized in activity.

Realizing himself as a person, having determined his place in society and the path of life (fate), a person becomes an individuality, acquires dignity and freedom, which make it possible to distinguish him from any other person, to distinguish it among others.

Each of the school age we are considering has its own personality neoplasms.

In different age periods personal development, the number of social institutions involved in the formation of the child as a person, their educational value are different.

Learning plays a leading role in the psychological development of the children of a primary school student. In the process of learning, the formation of intellectual and cognitive abilities occurs; through teaching during these years, the entire system of relations between the child and the surrounding adults is mediated.

In adolescence, labor activity arises and develops, as well as a special form of communication - intimate and personal. The role of labor activity, which at this time takes on the form of joint hobbies of children for some kind of business, is to prepare them for future professional activities. The task of communication is to clarify and assimilate the elementary norms of camaraderie and friendship. Here, the separation of business and personal relations is outlined, which is fixed by the senior school age.

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We bring to your attention an excerpt from the book " Personal development in learning"Shiyanov E.N., Kotova I. B. - M .: Meaning: Publishing Center" Academy "- 1999

Lasting assimilation of knowledge is possible only if it is based on the level of mental development achieved by the student, was revised in the works of LS Vygotsky, LV Zankov, DB Elkonin, VV Davydov and others. proved that learning becomes more effective when it focuses not on completed cycles of mental development, but, on the contrary, pushes this development, paves the way for it.

The idea of conformity with nature of education was developed in his works by K.D. Ushinsky, who believed that the learning process is built taking into account the peculiarities cognitive activities... He specifically analyzed these activities in order to determine the nature and essence of learning.

L.N. Tolstoy considered the nature of the learning process in close connection with the laws of human cognition of the surrounding world, as they seemed to him. He noted that the cognitive activity of a student is not something worse in comparison with the cognition of an adult (for example, a writer) and should be built and evaluated on the basis of a unified approach to human cognition in general.

Personal development is a multifaceted process. It is determined by a complex combination of internal and external conditions and is inseparable from it life path, from the social context of her life, from the system of relations in which the personality is included.

The content of the main directions of human development (intellectual, personal and activity) shows that they are interrelated and interdependent. Without their joint implementation, evolutionary changes cannot occur either in the cognitive or in the personal development of a person. A special role in this unified developmental process is assigned to training. It should be developing and upbringing in its essence, since “it is included in the very process of the child's development, and is not built on just above him.” * * Rubinstein S.L. Problems of general psychology. - M., 1973.-S. 192.

Education makes the process of personal development more focused and less stressful, helps to "soften" the course of well-known developmental crises (crisis of the newborn, crisis of the first year of life, three, seven years and the crisis of adolescence). Each of these crises brings with it many problems, concerns and challenges for both development actors and parents and teachers.

The teaching principles were most fully formulated by K.D. Ushinsky: - learning should begin in a timely manner and be gradual (let the children gain a little, but do not lose anything from what they have acquired and use it to acquire new ones); - training should be conducted in a natural manner in accordance with psychological characteristics students; - order and consistency is one of the main conditions for success in training; - the school must give sufficiently deep and thorough knowledge; - teaching should in every possible way develop in children amateur performance, activity, initiative; - teaching should be feasible for students, not overly difficult and not too easy; - the teaching of any subject must by all means go in such a way that only as much labor remains for the upbringing as the young forces can overcome.

The process of general, social, moral and professional development of a personality acquires an optimal character when a student acts as a subject of training. This pattern determines the unity of the implementation of the activity-based and personal approaches. A personal approach requires treating the student as a unique phenomenon, as well as the fact that the student perceives himself as such a person and sees her in each of the people around him. The personal approach assumes that both teachers and students treat each person as an independent value, and not as a means to achieve their goals. This is due to their willingness to perceive each person as knowingly interesting, to recognize his right to be different from others. The approach to a person as a means is either non-recognition, or condemnation, or the desire to change his personality.

Purpose: substantiate the learning process as a means of personality formation in a holistic pedagogical process.

Tasks:

a) Describe the essence of learning as a component of a holistic pedagogical process and the concepts of "didactics", "learning process", "learning function", "components of learning", "driving forces of the learning process", "learning patterns", "learning principles".

b) To reveal the goals, objectives, functions of training in the structure of a holistic
the pedagogical process.

c) Substantiate didactics as a theory of learning and education.
Plan

1. Essence, goals, objectives, functions, patterns, driving forces and principles of teaching.

2. Methodological foundations of training.

3. Psychological foundations of training.

4. Didactics as a theory of learning and education.

5. Model of the learning process.

Basic concepts: didactics, learning process, learning functions, learning components, patterns and principles of learning, cognitive activity.

Interdisciplinary communications: philosophy of science, philosophy of education, psychology of learning, history of pedagogy.

Essence, goals, objectives, functions, patterns, driving forces and principles of teaching. The learning process is a purposeful, consistent, changing interaction between a teacher and a student, during which the tasks of education, upbringing and development of a student are solved.

Education is a purposeful process of the formation and development of the personality of students through the assimilation of knowledge, skills and abilities, taking into account the requirements of modern life and activity. Education as a social phenomenon is a purposeful, organized systematic transfer of social experience and its assimilation by the younger generation, the acquisition of experience in social relations, the results of the development of social consciousness, the culture of productive labor, knowledge about active transformation and protection of the environment. Education ensures the continuity of generations, the full functioning of society and the appropriate level of personality development. This is its objective purpose in society. The main mechanisms for mastering the content in the learning process are the joint activities of children and adults, purposefully organized in special forms of interaction, and their meaningful cognitive communication.

Exercising on different levels, the learning process is cyclical. The most important indicators of the development of the cycles of the educational process are the nearest didactic goals of pedagogical work, which are grouped around two main goals:

Educational - so that all students master the methods of cognitive activity and through it the basics of science, acquire a certain amount of knowledge, skills and abilities, develop their spiritual, physical and labor abilities, acquire the makings of labor and professional skills;

Educational - to educate each student as a highly moral, harmoniously developed personality with a scientific outlook, humanistic orientation, creatively active and socially mature.

In this way, The purpose of training- the mentally assumed end result expected from a certain way directed interconnected pedagogical activity of the teacher and the educational and cognitive activity of the student in assimilating various aspects of the socio-historical experience of mankind: knowledge and skills, science, morality, labor, literature, art, general and physical culture. The general goal is put forward by society in accordance with the development of the level of science, technology, as well as productive forces and production relations.

Teaching as a category of pedagogical science and the learning process, or, as it is also called, the didactic process, are not identical concepts, not synonyms. The process is a change in the state of the teaching system as an integral pedagogical phenomenon, as a fragment, as an act of pedagogical activity. The concept of function is closely related to the concept of learning as an activity, which means a range of activities, a purpose. Learning functions characterize the essence of the learning process (theoretical foundations of the learning process, (Table 1.).

The social, pedagogical, psychological essence of training is most clearly manifested in its functions. Among them, in the first place, the most significant is the formation of students' knowledge, skills and ability to experience creative activity. (educational function). The second function of teaching is the formation of the students' worldview. (educational function). It is formed in children and adults objectively, gradually, as knowledge is generalized, which makes it possible to judge the world around. The function of personality development and independent thinking is inextricably linked with the previous functions. (developmental function). The development of a person is a quantitative growth of his physical, physiological and mental characteristics, among which intellectual ones stand out above all. Of great importance is also vocational guidance function learning.

Continuing Education Preparation Function orients a person to Active participation in production and public relations, prepares for practical activities, aims at continuous improvement of their polytechnic, professional, general education in general training. Creativity function directs the personality to the continuous development of its all-round qualities.

In essence, the learning process is a naturally developing process in which laws and patterns of different orders and levels are specifically manifested. The pattern reflects the objective, essential, necessary, general, sustainable and

Table. 1. Scientific foundations of the learning process (according to N.D. Khmel)

^^. Stages Levels \ -	Introductory	Actual	Creative	Application of knowledge
Private methodological level (training taking into account the content of the subject)
General methodological level (general training issues). Methods and forms of work according to didactic tasks
Didactic tasks that the teacher solves Didactics (How does the teacher teach? What should the teacher do?)	Knowledge input	Accounting current Work with new material Instructing for the next task	Current accounting Work with theoretical material Instructing for the next task	SRS (independent work of students) Current accounting. Consolidation of what was learned. Briefing for the next assignment	Accounting for the final Briefing for the next task
Psychology of learning (How does a student study?). The theory of the phased formation of mental actions	General orientation stage (setting goals and a range of questions for study)	Stage of material or "materialized" action (accumulation of factual material)	Loud speech stage Analysis of facts, generalization, formulation of conclusions \|	Stage of "speech to oneself" Check the understanding of the task and organize activities for the application of the learned	The stage of mental actions proper, independent, creative, active activity of the student
Methodology (Theory of Knowledge) We know the world	"Living contemplation"	Abstract thinking	Practice

repetitive relationships under certain conditions. The strictly fixed features of the essence of the phenomenon are laws. The regularities of the learning process itself (study time of the pedagogical process) include:

Correspondence of the effects of the teacher to the aspirations of the students for knowledge. This regularity ensures the realization of children's craving for knowledge of the surrounding reality, presupposes an active desire of the teacher to give children the knowledge that interests them most and which can be most useful to them in practical life;

Correspondence of the effects of the teacher to the individual and collective activities of the students. This regularity orients the teacher towards the understanding that each type of activity in which children are involved in the learning process requires and simultaneously develops their certain qualities;

Correspondence of the effects of the teacher to the cognitive, intellectual and other capabilities of the learners. This pattern requires the teacher to take into account the qualitative contingent of students, their individual and socio-psychological characteristics, cognitive capabilities, interests and the nature of activities in academic and extracurricular times, to ensure that educational and educational influences correspond to the individual and group characteristics of children, their individual and collective activities;

Compliance of the activities of the trainer and the trainees with the capabilities of technical training aids. TCO should be used in strict accordance with the goals and objectives of specific activities, thoughtfully;

Modeling (recreation) of the trainee's and trainees' activities in relation to the requirements of modern living conditions and activities. Therefore, all their studies should be saturated with life game situations and examples, carried out in an atmosphere of their maximum interest and supplemented by work activities, during which they could apply the knowledge, skills and abilities acquired in practice.

Hence, regularity of the learning process- an objectively existing, necessary, essential, recurring connection between phenomena and processes that characterizes their development.

General patterns:

The learning process is driven by the needs of society;

It is associated with the processes of education, upbringing and development;

The learning process depends on the real learning capabilities of the student and on external conditions;

Teaching and learning processes are naturally interconnected;

Methods and means of teaching and stimulating learning, the organization of control and self-control of learning activities depend on the tasks and content of education;

The forms of organization of training depend on the tasks, content and methods of training;

The interrelation of all the patterns and components of the educational process, under appropriate conditions, ensures lasting, conscious and effective learning outcomes.

Regularities inherent in all learning, inevitably manifest as soon as it arises in any form:

The educational process proceeds only when there is a correspondence (not identical ^ to the goals of the teacher and the student, when the teacher's activity corresponds to the method of assimilation of the studied material;

Purposeful learning of an individual of this or that activity is achieved when he is included in this activity;

There are constant dependencies between the goal of teaching, its content and methods: the goal determines the content, methods, the latter determine the achievement of the goal.

Regularities appear depending on the nature of the activities of the teacher and student, on the means used, on the content teaching material and the teaching methods with which they operate. Their manifestation depends on the teacher, on whether he is aware of the fullness of the goal of learning and whether he uses means and methods that meet the goal.

The driving forces of the learning process are the contradictions that arise in the course of the educational process, the formation and development of which determines the dynamics, dialectics of teaching and learning, the nature of mastering the knowledge and skills of students, as well as the pace of student development. The management of the creation of contradictions is carried out through the selection of the content of the educational material, the selection and use of methods, forms and methods of teaching and learning.

General contradictions arise:

Between the volume of social and historical knowledge and the volume assimilated by the student;

Social and historical knowledge and individual cognitive activity of the student;

Between the achieved level of development of the student and the educational task put forward by the course of teaching.

Private contradictions arise:

Between the previous level of knowledge and new ones that are removed, the previous knowledge "overlaps";

Between knowledge and skills to use them;

Between the required and achieved level of student attitudes towards learning and learning;

Between a more complex cognitive task and the presence of previous methods, insufficient for its solution (Fig. 1).

The learning process as a specific process of cognition must be considered in its contradictoriness - as a process of constant movement and development. In this regard, the teacher must proceed from the fact that there is no straightforwardness given once and for all, a constant mechanical movement on the way to the truth, that there are big and small leaps, recessions, unexpected turns of thought, possible insights. Knowledge, figuratively speaking, is woven from contradictions. In it, strict logical reasoning, induction and deduction, meaningful and formalized, coexist.

The main contradiction is the driving force of the learning process because it is inexhaustible, just like the process of cognition is inexhaustible. M.A. Danilov formulates it as a contradiction between the cognitive and practical tasks put forward by the course of teaching and the current level of knowledge, skills and abilities of students, their mental development and relationships.

The driving forces of the pedagogical process of M.A. Danilov associates it with contradictions in the development of personality. The internal driving force of the pedagogical process is the contradiction between the put forward requirements of a cognitive, labor, practical, social nature and the real possibilities of the trainees to implement them. This means that the driving force behind the learning of each individual is the contradiction between the requirements imposed on him, on the one hand, and the means and motives available to him, on the other. Without appropriate motivation, the very act of learning cannot take place. The motivation of students is therefore essential component contradictions that are the driving force behind the learning of the individual and the team.

A contradiction becomes the driving force of teaching if it is meaningful, that is, it makes sense in the eyes of students, and the resolution of the contradiction is a necessity that they clearly realize. The condition for the formation of a contradiction as a driving force of learning is its proportionality with the cognitive potential of students. Equally important is the preparedness of the contradiction by the very course of the educational process, its logic, so that the students not only “grab”, “sharpen” it, but also independently find a way of solving it.

The principles of teaching follow from the laws of the learning process, they are a generalized reflection of many years of practice and take into account the specific features of the learning process in the conditions of a modern school. The principle is the initial, initial position that guides the teacher in his practice and behavior. This means that the principle differs from the law in that it depends on the person: she accepts or rejects him. Regularity is manifested independently of the will of the individual: it can only take it into account when organizing activities.

between consciousness and behavior, consciousness and feelings

between duty and behavior

between claims and possibilities

between craving for adults and striving for independence

between old possibilities and new needs

between the usual norms of behavior and new requirements due to the modern socio-cultural situation

between new tasks of cognition and previously mastered ways of thinking, etc.

inconsistency of goals and content of activities

discrepancy between specific tasks and means of achieving

inconsistency between the content of activities and forms of organization, etc.

between the tasks set by the teacher and the real desire
more frequent to implement them ________________________

between the selection of educational content and the personal experience of students

between the selected pedagogical means, forms, methods of pedagogical interaction and their acceptance by students

between student assessment and self-assessment

between the essence of the pedagogical process in the family and in educational institutions, etc.

Fig. one. Driving forces of the learning process (according to B.B. Aismontas)

Learning principles- these are the fundamental provisions that determine the system of requirements for the content, organization and teaching methods. Since, when structuring the learning process, it is necessary to specifically rely on the principles of learning, we will characterize each of them in somewhat more detail.

1) Consciousness principle, activity and independence in
training involves the awareness of the trainees of responsibility for the goals and
tasks of the lesson, its practical significance; stimulates cognitive
the activity of trainees using effective methods, techniques, TCO and
other means of visualization, modern techniques and especially techniques
learning; promotes the manifestation of initiative, creativity in the process
study of educational material and its application in practice.

2) Principle the visualization of training focuses on the fact that the visualization
must meet the purpose and content of the classes, have a pronounced
content, be understandable and accessible, meet the requirements of pedagogical
psychology, applied creatively and methodically correctly.

3) The principle of consistency, consistency and complexity requires to give a coherent system of knowledge of the academic discipline, to link new knowledge with previously learned, to provide systematic and effective control over the organization and results of the learning process, to carry out a clear planning of training sessions; observe a strict logical connection and arrangement of educational material.

4) Principle of learning on high level difficulties focuses on the constant consideration of the mental and physical capabilities of trainees; the ability to study the material for them, the pace of its presentation; the study of educational material gradually, moving from simple to complex, relying on the initial level of preparedness of the trainees; fostering a conscious attitude towards overcoming the real difficulties of educational activity in trainees.

5) The principle of the strength of mastering knowledge, skills and skills requires an explanation to the trainees of the meaning of the material being studied for their practical activities, the development of a mindset for a strong and long-term memorization of the material being studied and, above all, its main provisions, systematic repetition of previously studied educational material, systematic control over the assimilation of the studied material

6) The principle of group and individual approach in teaching involves teaching children coordinated well-coordinated joint actions, the formation of a positive psychological climate in the teaching group.

Methodological foundations of training. Fundamental provisions that determine the general organization, the choice of forms and methods of teaching,

follow from the general methodology of the pedagogical process. At the same time, since teaching is directly related to the organization of students' cognitive activity, a special consideration of its methodological foundations is necessary.

Behaviorism and pragmatism are the most common learning concepts that attempt to explain the mechanisms of learning. Existentialism and neo-Thomism adjoin these directions. They belittle the role of teaching, subordinate intellectual development to the upbringing of feelings; the explanation of such a position proceeds from the statement that only individual facts can be cognized, but without their awareness, the relationship of laws.

Among the new directions, special attention should be paid to the concept of the so-called learning "through discoveries" developed by D. Bruner (USA). In accordance with the concept of D. Bruner, students should learn about the world, acquire knowledge through their own discoveries, which require the exertion of all cognitive forces and exclusively affect the development of productive thinking. Characteristic feature creative learning, according to D. Bruner, is not only the accumulation and assessment of data on a specific topic, the formulation of appropriate generalizations on this basis, but also the identification of patterns that go beyond the studied material.

Modern didactics, the principles of which underlie practical pedagogical activity, are characterized by the following features:

1. Its methodological basis is formed by the objective laws of the philosophy of knowledge (epistemology).

2. In the modern didactic system, built on the basis of magicalistic dialectics, the essence of teaching is not reduced to the transfer of ready-made knowledge to students, or to independent overcoming of difficulties, or to the students' own discoveries. It is distinguished by a reasonable combination of pedagogical management with its own initiative and independence, the activity of schoolchildren.

The clarification of the methodological foundations of the learning process is facilitated by the correlation of teaching as the activity of a student, which is a specific type of cognition of the objective world, and the cognition of a scientist. The scientist learns objectively new, and the student - subjectively new, he does not discover any scientific truths, but assimilates scientific ideas, concepts, laws, theories, scientific facts already accumulated by science. The path of a scientist's cognition lies through experiment, scientific reflection, trial and error, theoretical calculations, etc., and the student's cognition proceeds more rapidly and is greatly facilitated by the teacher's skill. Educational cognition necessarily involves the direct or indirect influence of the teacher, and the scientist often dispenses with interpersonal interaction. Despite the rather

significant differences in the cognition of a student and a scientist, these processes are basically similar, i.e. have a single methodological basis.

Thus, the methodological foundations of the educational process in a general education school include the following methodological provisions: the dialectical method as a universal method of cognition; historical approach to the analysis of the phenomena of objective reality; the theory of knowledge, which considers the process in motion, in development, in contradiction; dialectical thinking; abstract and concrete; objective and subjective; unity of theory and practice; definite and indefinite; limitation and relativity; the meaning of the contradiction; historical and logical in learning theory; essence and phenomena; content and form; the ratio of goals and means; possibility and reality; qualitative and quantitative relationships in teaching theory; methodological principles (principles of cognizability; objectivity, unity of the theory of practice; determinism; historicism and dialectical development).

Based on these provisions, it is necessary to be guided by the appropriate invariant approaches (Fig. 2).

Psychological foundations of training. The problem of the relationship between learning and development has always been recognized as one of the key problems of pedagogy. Starting with the works of Ya.A. Komensky, there was a search for scientific foundations of education, in the quality of which the individual capabilities of each child and their changes in the process of age development were developed. The founder of Russian pedagogy K.D. Ushinsky. In his fundamental work "Man as a subject of education", setting out the main features of the mental development of a child at different age periods, he notes that education and upbringing are powerful factors in the development of a child.

The issue of the relationship between learning and development was not removed from the agenda at a later time. A prominent representative of psychological science L.S. Vygotsky, who proposed the following approaches to solving the problem of the relationship between learning and development:

Learning and development are two independent processes;

Learning is "built on" over maturation; training purely externally uses the opportunities that arise in the development process;

Learning and development are two identical processes;

Learning can follow development as well as ahead of development, moving it further.

Different researchers approached the problem of the relationship between education and upbringing of children in different ways:

D.B. Elkonin and V.V. Davydov believed that crucial
should be given to changing the content of training;

Personal

It assumes as the leading reference point, the main content and the glanny criterion of successful learning not only knowledge, skills and abilities, but rt the development of creative abilities

Activist yyus pny

It assumes that all measures are directed towards the organization of intensive, ever more complex activity of the ushceges, because only through his own activity does a person assimilate science and culture, the methods of cognition and transformation of the world, and forms personal qualities, etc., to perfection ei.

About optimiza n y

Achieve the maximum possible ffcix for specific conditions of results based on economical investment of time and effort

Holistic

Associated with a unified integrated planning and implementation of the main directions of educational and non-educational activities of the student

Creative

Requires constant diagnostics, hccj i s: to v e k and y, Achievement of the level of learning and education required by the students! I.icTii, joint search with students for the most effective * methods and forms of activity, creative cooperation, tireless teacher! ical jKdiepH me I n iron and oya

Collections expired and ii

It means the focus of the pedagogical) process on the formation of socially valuable relations in the team, for the external relations into which the person enters in the process of carrying and communicating, form the internal relations of a person to social values, to people, to business, to himself

Fig. 2. Invariant approaches to organizing the learning process

- I.A. Menchinskaya, D.I. Bogoyavlenskaya, E.I. Kabanova-Miller argued that the effectiveness of assimilation of knowledge, skills and abilities is increased by changing or improving the methods of mental activity;

B.G. Ananiev, A.A. Lublinskaya attached importance to the study of increasing the effectiveness of various teaching methods;

The teacher should, as a rule, work in the "zone of proximal development" of students, helping them: informing, stimulating, giving images, paying attention to shortcomings and successes, which is not easy, because each student has his own "zone", and the general approach is far does not always reach the goal. To anticipate and develop the next stage in the pedagogical process, it is necessary to develop an increasingly complex system of tasks and, in addition, to understand, anticipate the logic of intellectual, emotional, motivational and need-based development of students: the team, class, group and each individual individually. This very difficult task is being realized in teaching spontaneously-empirically, by trial and error, and often, unfortunately, is not realized at all.

Each next task put forward in teaching, therefore, is dictated by the logic of the educational process, which is again based on the logic of the movement of the content of the studied and the logic of the student's development. In practice, even the best training options prioritize content deployment logic. Ideally, however, an organic fusion of these two approaches is needed with a certain priority of the logic of development and formation of the personality of a schoolchild or student, focusing specifically on the "zone of proximal development" of cognizers. And at least the logic of the educational process should be the logic of the movement of educational material, transformed taking into account the logic of cognition and development of students (M.A. Danilov). There is no doubt that in most cases it is multivariate.

Solving the problem, overcoming the difficulty, in principle, should mean a micro-shift in the development of students, their achievement of the projected (given) level of knowledge and development. Of course, noticeable shifts in development are the result of solving a number of problems. The teacher, through the feedback channel, receives information about the activities of the students, selects and corrects the means of pedagogical influence (for example, gives auxiliary questions or breaks down, breaks down the task) and, making sure that the task has been solved, taking into account the achieved, puts forward a new task focused on the achieved level as initial, that is, to a new "zone of proximal development".

The contradiction in the problem between the level of knowledge and development achieved by the students at each stage of training and the level of the "zone of proximal development" that is necessary for solving the problem is the main constantly resolved and re-emerging contradiction of teaching, the core of the driving forces of the educational process. The resolution of these and many other contradictions creates conditions for coordinated, synchronous activity, cooperation between teachers and students.

There is reason to believe that it is the task that is constructed on the basis of the specific material of the studied subjects and appears to the student as cognitive, that is the genetic “cell” in which, when preparing the project, all the factors determining learning are “curtailed” and integrated (the general goals of education, the content of the studied, the level of preparedness and development of trainees, available methodological tools and conditions, etc.) and from which they are then "deployed" already in a pedagogical quality as elements of the educational process. The task, deployed in a procedural plan, in living activities and in the relationship of subjects of learning (teachers and students), together with the means and methods of carrying out this activity and the results obtained, is, in our opinion, structural unit of the educational process- specific dynamic learning situation. The task is solved, exhausted - the transition to a new task is carried out, new conditions and relations are created, a new educational situation arises. At advanced stages of learning, students acquire the ability to see the problem, to form the task. Then they really become subjects of learning, acquire the ability to design and build the educational process and their activities in it.

Of course, the above description is just a diagram, a model of the fundamental directions of movement and interaction of the components and factors that determine learning. In the real process, they are "humanized", filled with personal content, act through the consciousness, will, emotions, individuality of teachers and students, who become not only an object, but also a subject of the educational process, capable of directing and controlling their work, working independently, searching, evaluating results.

Questions to think about and control

1. Under what conditions in one and the same educational activity is the mastery of knowledge, and the formation of skills and abilities, and the development of personality achieved?

2. What is the role of the task in learning? How does the psychological meaning of the concepts "task", "task situation", "given approach" differ from the subject-methodological understanding (mathematical problem, legal "incident", etc.)?

3. How do you assess the role of questions asked by students in the learning process?

4. How far can learning outstrip development? What is the "zone of proximal development" of a trainee? How to determine that a student is working in the "zone of his proximal development"?

5. What is developmental learning? Under what conditions does learning become developmental:

a) students learn not only facts, but also conclusions, generalizations, patterns;

b) students acquire not only knowledge, but also methods of activity;

The prospect of real scientific development and construction of developing technologies and teaching methods appeared thanks to the brilliant fundamental theses put forward, first of all, by L.S. Vygotsky.
As noted, in the ZO-ies. XX century L.S.Vygotsky formulated one of the conceptual principles of modern education:
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yourself. " If the first part of this position fixes the connection between mental development and learning, then the second also presupposes the answer to questions, how does it lead, what are psychological mechanisms providing such a teaching role. At the same time, Vygotsky noted that the development of a child has an internal character, that it is a single process in which the influences of maturation and learning merge into one.
Research by L.S.Vygotsky himself, as well as D.B. Elkonin, V.V. Davydov laid the psychological foundations for an integral domestic concept of developmental education, reflecting all four hypostases of the child's active involvement in the world: entering the world of nature, the world of human culture , the world of significant others, as well as the development of the child's self-awareness.
The methodological prerequisites for the practice of developing education were the following fundamental provisions put forward by L. S. Vygotsky:
- the concept of the driving forces of mental development;
- categories "zone of proximal development" and "age-related neoplasms";
- provision on uneven progress and crisis periods of development;
- the concept of the mechanism of interiorization;
- provision on the social situation of development;
- an idea of the active nature of teaching;
- the concept of symbolic mediation of the development of the psyche;
- the provision on the systemic-semantic structure and development of consciousness.
The driving force of a person's mental development is the contradiction between the achieved level of development of his knowledge, skills, abilities, the system of motives and the types of his connection with environment... This understanding was formulated by L.S.Vygotsky, A.N. Leontiev, D.B. Elkonin.
As noted above, the concept of a zone of proximal development reflects the way a person progresses in the learning process and that inner space of a child's life that is susceptible to the formative influences of culture. At the same time itself mental development is interpreted as a progressive qualitative change in personality, during which age-related neoplasms are formed with different dynamics.
Development can proceed slowly, smoothly or violently, rapidly. According to Vygotsky's definition, it can be revolutionary, sometimes catastrophic. Sharp shifts, aggravation of contradictions, turns in development can take the form of an acute crisis.
The way the child appropriates the experience of culture is expressed, according to Vygotsky, by the mechanism of interiorization. By this concept
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the process of the child's transition from collectively joint performance of an activity to an individual one is indicated. It is in this process that certain mental functions arise and form in the child for the first time.
LS Vygotsky introduced the concept of the social situation of development, which is very important for the learning process. It designates a certain system of relations between the child and the social environment, which determines the content, direction of the development process and the formation of its central line associated with the main new formations. The change in this system reflects the basic law of the dynamics of ages.
At the same time, Vygotsky constantly emphasizes that mental development is the holistic development of the entire personality. A sufficiently capacious concept of the social situation of development as a child's relationship to social reality includes the means of realizing this relationship - activity in general, and specific types of leading activity in particular. According to AN Leontiev, “some types of activity are leading at this stage and are of greater importance for the further development of the individual, while others are less important. Some are playing the main role in development, others - subordinate. "
In this regard, the learning process is presented, according to Vygotsky, as a special type of activity, the subject of which is the student himself - an active participant in the process of self-determination, comprehending the ways of personal development of cultural experience. This presentation became the starting point for the development by D. B. Elkonin and V. V. Davydov of the concept of educational activity, the formation of which the learning process is intended to serve.
In the process of development, according to L. S. Vygotsky, a significant role belongs to sign systems (language system, system of mathematical symbols, etc.) as real carriers of human culture. Being included in mental life, the sign introduces it to culture, since, on the one hand, the sign is always supra-individual and objective, belonging to the world of culture, and on the other hand, it is individual, since it belongs to the psyche of an individual person.
One of the options for solving the problem of the influence of learning on mental development is the hypothesis of L.S. Vygotsky on the systemic and semantic structure of consciousness and its development in ontogenesis.
At present, two main directions of developmental education have been systematically developed - V.V. Davydova and L.V. Zankova. If the first is based on the provisions of L. S. Vygotsky, D. B. El'konin, A. N. Leontiev, then the second is a critically meaningful and creatively revised experience of all contemporary L. V. Zankov's psychological and pedagogical achievements.