Pedagogical activity, functions of pedagogical activity: structure and specificity. Pedagogical activity and its features

Pedagogical activity is a special kind of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with economic, political, moral, and aesthetic goals.
Pedagogical activity is an independent social phenomenon, one with education, but different from it. According to the definition of the Soviet teacher I.F. Kozlov, pedagogical activity is "... a conscious purposeful activity of adults, older generations (and not children) - parents, teachers, schools and other educational institutions, aimed at implementing and managing the process of raising children" . Pedagogical activity is the conscious intervention of adults in the objectively natural socio-historical process of upbringing, the development of children as adults in order to prepare a mature member of society.
Pedagogical activity, armed with conscious educational experience, pedagogical theory and a system of special institutions, consciously intervenes in the objective process of education, organizes it, accelerates and improves the preparation of children for life. The education of people always, at any stage of social development, is carried out by the whole society, the entire system of social relations and forms of social consciousness. It absorbs and reflects the totality of social contradictions. Pedagogical activity as a social function arises in the depths of the objective process of education and is carried out by teachers, specially trained and trained people. In contrast, many adults participating in the educational process do not realize the enormous educational significance of their relationship with children, act and act contrary to pedagogical goals.
Pedagogical activity always has a concrete historical character. Education and pedagogical activity are one and the opposite. Education is an objectively natural historical process. Pedagogical activity, as a subjective reflection of this process, arises in the depths of education and develops on the basis of educational practice. Pedagogical activity can lag behind the requirements of life, from the objective educational process, and come into conflict with progressive social trends. Scientific pedagogical theory studies the laws of education, the educational influence of living conditions and their requirements. Thus, it equips pedagogical activity with reliable knowledge, helps to become deeply conscious, effective, capable of resolving emerging contradictions.
The general and the different, the one and the particular in upbringing and pedagogical activity as social phenomena are expressed in the following generalizations.
1. Education as a social phenomenon arose simultaneously with human society, before conscious pedagogical activity. It, as an objective process, can be carried out without professionally trained specialists in the course of life relations between children and adults. Pedagogical activity was born in the depths of educational relations as a subjective reflection of objective processes, as a conscious intervention in the formation of the younger generation.
2. Education is an objective phenomenon and a broader category than pedagogical activity. Generating pedagogical activity and being in organic unity with it, upbringing can enter into contradictions and inconsistencies with it, due to the lagging behind the purposeful preparation of children from the requirements of a developing and changing life.
3. The purpose of education in society is to meet the vital needs of people. Pedagogical activity pursues the goal of covering the whole child's life with pedagogical influence, the formation of a certain mi-. outlook, needs, forms of behavior, personal qualities.
4. Education has a social function of training the productive forces. Pedagogical activity, along with such training, sets the task of forming a certain type of personality and developing individuality.
5. In education, the means of influencing children are the totality of social relations and the active initiative of children, which leads to a certain spontaneity, unpredictability of the results of personality formation. Pedagogical activity consciously seeks to overcome spontaneity, to be organized, to carefully select the content and activities of children in order to achieve the planned goals.
6. Everyone takes part in education: adults and children, things and phenomena, nature and the environment. Pedagogical activity is represented by specially trained specialists, teachers, who are called upon to realize social ideals, to organize the influence of nature, the environment and the public.
7. With the improvement of social relations and the organization of the social environment, there is a convergence of education and pedagogical activity. The circle of conscious participants in pedagogical activity is expanding, including social educators, industrial mentors, pedagogically educated parents, members of the public and the children themselves.
So, pedagogical activity as an organic, conscious and purposeful part of the educational process is one of the most important functions of society. Consider the main components that make up its structure.
The initial, first component of pedagogical activity is the teacher's knowledge of the needs, trends in social development, and the basic requirements for a person. This component determines the nature and content of pedagogical activity, its goals and objectives for the formation of personality.
Its second component is the diverse scientific knowledge, skills and experience, the basis of the experience accumulated by mankind in the field of production, culture, social relations, which in a generalized form are transmitted to the younger generations. As a result of mastering these fundamentals, a person develops a conscious attitude to life - a worldview.
The third component is actually pedagogical knowledge, educational experience, skill, intuition. In order to effectively influence children, enter into educational interactions with them, stimulate their initiative, it is necessary to have a deep knowledge of the laws by which the process of assimilating knowledge, skills and abilities, forming attitudes towards people and phenomena of the world takes place. The teacher needs to learn how to use this knowledge in practice, to master the experience, skill, art of their skillful application. Pedagogical practice often requires an assessment of the current situation for an urgent pedagogical response. The teacher comes to the aid of intuition, which is an alloy of experience and high personal qualities. In the educational experience, the ability to choose from the arsenal of pedagogical qualities exactly the one that meets the requirements of the moment is developed.
Finally, the fourth component of pedagogical activity is the highest political, moral, and aesthetic culture of its bearer. Without such a culture, all other components in pedagogical practice turn out to be paralyzed and ineffective. This general function includes a number of more specific ones. These include: a) the transfer of knowledge, skills and abilities, the formation of a worldview on this basis; b) development of their intellectual powers and abilities, emotional-volitional and effective-practical spheres; c) ensuring the conscious assimilation of the moral principles and skills of behavior in society by the educated; d) the formation of an aesthetic attitude to reality; e) strengthening the health of children, developing their physical strength and abilities. All these functions are inextricably linked. The transfer of knowledge, skills and abilities to a child, the organization of his diverse and varied activities naturally entails the development of his essential forces, needs, abilities, and talents.
The effectiveness of pedagogical activity in the educational process requires the establishment of feedback, organized receipt of information about the process and its results. Pedagogical diagnostics allows the teacher to be aware of what and how really affects learning, the formation of personal qualities of students. It makes it possible to check the conformity of the results of pedagogical influences to educational goals and to make the necessary additions, corrections, adjustments to the content and methodology of the educational process.
Pedagogical activity as a social phenomenon is realized dialectically, in contradictions. It is the contradictions that are the driving force of its development, the emergence of advanced and innovative experience, and the stimulation of pedagogical thought. These contradictions are due to the mobility, variability of the content of the main functions of pedagogical activity. The development of social life, the accumulation of new knowledge, the improvement of production processes, social progress - all this requires a change in the content of pedagogical functions.
Pedagogical activity has a well-known traditional conservatism. It is due to the peculiarities of the child's nature, the need for sustainability and stability of the content, forms and methods of educational work. A significant role is also played by the professional and psychological characteristics of the teacher's work, which consist in the emergence and strengthening in the minds of pedagogical stamps and patterns. As a result, a contradiction arises between the outdated content of education and training, methods and forms of pedagogical activity, on the one hand, and the new requirements of society, on the other. Its resolution is carried out on the basis of an analysis of all spheres of the life of our society, the identification of new requirements for a person and the data of pedagogical science necessary to revise the content of education and the educational process, improve the forms and methods of pedagogical activity. -
Pedagogical activity as a "social phenomenon exists in a system of complex dependencies and relationships with other phenomena of social life. It is closely connected with the economic basis. Pedagogical activity is essentially an organic part of production relations, organized to meet the needs of the economy, production, training of productive forces, social and state needs.It is maintained at the expense of society, fulfills its social order, is designed to ensure the protection and multiplication of its property, labor and general cultural training of the younger generations.Pedagogical activity is also aimed at solving the problems of developing a human personality in a child.
Pedagogical activity as a social phenomenon is not uncommon. inextricably linked to the ideological superstructure. Its task is to form the individual consciousness of children in the spirit of the requirements of a humane, democratic social consciousness, the inclusion of children in the culture of public life.
Pedagogical activity is organically connected with the language. Language is the main instrument of pedagogical activity; with its help, pedagogical interaction, influence and organization of all children's life is carried out. Pedagogical activity as a public-state function acts as an organizer of the pedagogical efforts of the whole society: the pedagogical activity of the public, labor collectives, families, and all pedagogical institutions.

· The essence of pedagogical activity

Activity- on the one hand, it is a specific form of socio-historical existence of people, and on the other hand, it is a way of their existence and development.

Activity:

1) Ensures the creation of material conditions for human life, the satisfaction of natural human needs;

2) It becomes a factor in the development of the spiritual world of a person and a condition for the realization of his cultural needs;

3) Is the sphere of achievement of life goals, success;

4) Creates conditions for self-realization of a person;

5) Is a source of scientific knowledge, self-knowledge;

6) Provides environmental transformation.

Teacher's professional activity- this is a special type of socially necessary work of adults, aimed at preparing the younger generations for life.

Pedagogical activity- one of the types of practical art.

Pedagogical activity- purposeful, because the teacher sets himself a specific goal (to educate responsiveness, teach how to work on a sewing machine) In a broad sense, ped. activities are aimed at transferring experience to the younger generations. This means that pedagogy as a science studies a special type of activity to introduce a person to the life of society.

Ped. activity represents educational and educational impact on the student, aimed at his personal, intellectual and activity development.

Ped. activity arose at the dawn of civilization in the course of solving such problems as the creation, storage and transfer of skills and norms of social behavior to the younger generation.

School, college, colleges are the leading social institutions, the main purpose of which is the organization of effective pedagogical activity.

Pedagogical activity is professionally carried out only by teachers, while parents, production teams, public organizations carry out general pedagogical activities.

Professional ped. activities are carried out in educational institutions specially organized by the company: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

The essence of ped. activities A.N.Leontiev represented as a unity of purpose, motives, action, result. The goal is a system-forming characteristic.

Ped. activity is a special kind of social activity, aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

The structure of the ped. activities:

1. purpose of the activity;

2. subject of activity (teacher);

3. object-subject of activity (students);

5. methods of activity;

6. result of activity.

Purpose of ped. activities.

Target- this is what they strive for. The general strategic goal of pedagogical activity and the goal of education is the education of a harmoniously developed personality.

The purpose of pedagogical activity It is developed and formed as a set of social requirements for each person, taking into account his spiritual and natural capabilities, as well as trends in social development.

A.S. Makarenko I saw the purpose of pedagogical activity in the development and individual adjustments of the personality development program.

The purpose of the professional activity of a teacher is purpose of education: “A person capable of building a life worthy of a person” (Pedagogy, edited by P.I. Pidkasisty, p. 69).

Achieving this goal requires the highest professionalism and subtle pedagogical skills from the teacher, and is carried out only in activities aimed at solving the tasks set as parts of the goal.

The main objects of the purpose of ped. activities:

educational environment;

Activities of pupils;

educational team;

Individual characteristics of pupils.

Therefore, the implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as:

1) formation of the educational environment;

2) organization of the activities of pupils;

3) creation of an educational team;

4) development of individuality of the person.

The solution of these problems should dynamically lead to the highest goal - personal development in harmony with oneself and society.

Means of activity of the teacher:

scientific knowledge;

Texts of textbooks, observations of students act as "carriers" of knowledge;

Educational means: technical

Computer graphics, etc.

Ways of transferring experience by a teacher: explanation, demonstration (illustrations), joint work, practice (laboratory), trainings.

Product of teaching activity- the individual experience formed by the student in the aggregate: axiological, moral and aesthetic, emotional and semantic, subject, evaluative components.

Product of teaching activity evaluated on the exam, tests, according to the criteria for solving problems, performing educational and control actions.

The result of teaching activity- the development of the student (his personality, intellectual improvement, his formation as a person, as a subject of educational activity).

The result is diagnosed by comparing the qualities of the student at the beginning of training and at its completion in all plans for human development.

The activity of a teacher is a continuous process of solving many problems of various types, classes and levels.

To ped. activity was successful

The teacher needs to know:

The psychological structure of activity, the patterns of its development;

The nature of human needs and motives of activity;

Leading types of human activity in different age periods.

The teacher needs to be able to:

Plan activities, determine the object and subject, taking into account the individual characteristics, interests and capabilities of children;

To form motivation and stimulate activity;

Ensure that children master the main components of activity (skills for planning, self-control, performing actions and operations (Smirnov V.I. General pedagogy in theses, illustrations. M., 1999. p. 170))

2.Pedagogical interaction- this is a process that occurs between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. This concept received pedagogical understanding in the works of V. I. Zagvyazinsky, L. A. Levshin, H. J. Liimets and others. It is due to:

1) teaching and educational activities;

2) the purpose of training;

3) upbringing.

Pedagogical interaction is present in all types of human activity:

1) cognitive;

2) labor;

3) creative.

It is based mainly on cooperation . Pedagogical interaction can be viewed as a process that acts in several forms:

1) individual (between a teacher and a pupil);

2) socio-psychological (interaction in a team);

3) integral (combining various educational influences in a particular society).

Interaction becomes pedagogical when adults (teachers, parents) act as mentors. Pedagogical interaction presupposes equality of relations. For adults, pedagogical interaction is associated with moral difficulties, with the danger of crossing the shaky line, beyond which begins authoritarianism, moralizing and, ultimately, violence against the individual. In situations of inequality, the child reacts, he passively and sometimes actively resists upbringing.

Changes in social conditions in the late 1980s and early 1990s led to a crisis of educational work in educational institutions. The rejection of communist education led to the loss of the goal of education (a harmoniously developed personality), the main direction of educational work (the activities of the pioneer and Komsomol organizations).

As a result, educational work, which is a set of educational activities, has ceased to solve modern problems of education.

The upbringing program (Petersburg concept) offered a different view of upbringing, educational work, revealing the humanistic meaning of these events. Education began to be defined as the development, preservation and transformation of human quality in pedagogical interaction.

Functions of a teacher

teacher(teacher, lecturer, mentor, master) - a person who has special training and is professionally engaged in pedagogical activities.

Pedagogical function- the direction of application of professional knowledge and skills prescribed to the teacher.

Main directions applications of pedagogical efforts are training, education, upbringing, development and formation of students.

The main function of the teacher- management of the processes of training, education, development, formation.

1. Pedagogical functions performed by teachers at the preparatory stage of each project (cycle) of educational activities.

Goal setting. The goal is the key result of pedagogical activity, it ideally anticipates and directs the movement of the common work of the teacher and his students towards their common result.

diagnostic function. Management of the learning process is based primarily on the knowledge of students. Without knowledge of the characteristics of the physical and mental development of schoolchildren, their level of mental and moral education, the conditions of classroom and other education, etc., it is impossible to either set the goal correctly or choose the means to achieve it. The teacher must be fluent in prognostic methods for analyzing pedagogical situations.

Subject:

Topic 2: Pedagogical activity: essence, structure, functions.

Plan:

The essence of pedagogical activity.

The main types of pedagogical activity.

Professional competence of the teacher.

Levels of pedagogical activity.

Mastery and creativity of pedagogical activity.

Self-development of the teacher.

Literature

Bordovskaya, N.V. Pedagogy: textbook. allowance / N.V. Bordovskaya, A.A. Rean. - St. Petersburg: Piter, 2006. - pp. 141 - 150.

Introduction to pedagogical activity: textbook. allowance for students. higher ped. textbook institutions / A.S. Robotov, T.V. Leontiev, I. G. Shaposhnikova [and others]. – M.: Ed. Center "Academy", 2000. - Ch. one.

General information of the pedagogical profession: textbook. allowance / author-comp.: I.I. Tsyrkun [i dr.]. - Minsk: Publishing house of BSPU, 2005. - 195 p.

Podlasy, I.P. Pedagogy. New course: textbook for students. ped. universities: in 2 books. / I.P. Sneaky. – M.: Humanit. ed. center "VLADOS", 1999. - Book. 1: General basics. Learning process. - p.262 - 290.

Prokopiev, I.I. Pedagogy. Fundamentals of general pedagogy. Didactics: textbook. allowance / I.I. Prokopiev, N.V. Mikhalkovich. - Minsk: TetraSystems, 2002. - p. 171-187.

Slastenin, V.A. Pedagogy / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; ed. V.A.Slpstenina. - M .: Publishing Center "Academy", 2002. - p.18 - 26; with. 47-56.

Question #1

The essence of pedagogical activity

Activity - on the one hand, it is a specific form of socio-historical existence of people, and on the other hand, it is a way of their existence and development.

Activity:

1) Ensures the creation of material conditions for human life, the satisfaction of natural human needs;

2) It becomes a factor in the development of the spiritual world of a person and a condition for the realization of his cultural needs;

3) Is the sphere of achievement of life goals, success;

4) Creates conditions for self-realization of a person;

5) Is a source of scientific knowledge, self-knowledge;

6) Provides environmental transformation.

human activities - a necessary condition for his development in the course of which he acquires life experience, learns the life around him, acquires knowledge, develops skills and abilities - thanks to which he himself and his activity develop.

Activity - active form of the relationship of the subject to the object.

Teacher's professional activity - this is a special kind of socially necessary work of adults, aimed at preparing the younger generations for life.

Pedagogical activity - one of the practical arts.

Pedagogical activity is purposeful, because the teacher sets himself a specific goal (to educate responsiveness, teach how to work on a sewing machine) In a broad sense, ped. activities are aimed at transferring experience to the younger generations. This means that pedagogy as a science studies a special type of activity to introduce a person to the life of society.

Ped. activity is an educative and educational impact on the student, aimed at his personal, intellectual and activity development.

Ped. activity arose at the dawn of civilization in the course of solving such problems as the creation, storage and transfer of skills and norms of social behavior to the younger generation.

School, college, colleges are the leading social institutions, the main purpose of which is the organization of effective pedagogical activity.

Pedagogical activity is professionally carried out only by teachers, while parents, production teams, public organizations carry out general pedagogical activities.

Professional ped. activities are carried out in educational institutions specially organized by the company: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

The essence of ped. A.N.Leontiev represented the activity as a unity of purpose, motives, action, result. The goal is a system-forming characteristic.

Ped. activity is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

The structure of the ped. activities:

1. purpose of the activity;

2. subject of activity (teacher);

3. object-subject of activity (students);

5. methods of activity;

6. result of activity.

Purpose of ped. activities.

Target - this is what they strive for. The general strategic goal of pedagogical activity and the goal of education is the education of a harmoniously developed personality.

The goal of pedagogical activity is developed and formed as a set of social requirements for each person, taking into account his spiritual and natural capabilities, as well as social development trends.

A.S. Makarenko saw the goal of pedagogical activity in the development and individual adjustments of the personality development program.

The goal of a teacher's professional activity is the goal of education: "A person capable of building a life worthy of a person" (Pedagogy, edited by P.I. Pidkasistoy, p. 69).

Achieving this goal requires the highest professionalism and subtle pedagogical skills from the teacher, and is carried out only in activities aimed at solving the tasks set as parts of the goal.

The main objects of the purpose of ped. activities:

educational environment;

activities of pupils;

educational team;

individual characteristics of pupils.

Therefore, the implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as:

1) formation of the educational environment;

2) organization of the activities of pupils;

3) creation of an educational team;

4) development of individuality of the person.

The solution of these problems should dynamically lead to the highest goal - the development of the individual in harmony with himself and society.

Means of activity of the teacher:

scientific knowledge;

as "carriers" of knowledge are the texts of textbooks, observations of students;

educational means: technical

computer graphics, etc.

Methods for transferring experience by a teacher: explanation, demonstration (illustrations), joint work, practice (laboratory), trainings.

Product of teaching activity - the individual experience formed by the student in the aggregate: axiological, moral and aesthetic, emotional and semantic, subject, evaluative components.

The product of teaching activity is evaluated at the exam, tests, according to the criteria for solving problems, performing educational and control actions.

The result of teaching activity is the development of the student (his personality, intellectual improvement, his formation as a person, as a subject of educational activity).

The result is diagnosed by comparing the qualities of the student at the beginning of training and at its completion in all plans for human development.

The activity of a teacher is a continuous process of solving many problems of various types, classes and levels.

To ped. activity was successful

The teacher needs to know:

the psychological structure of activity, the patterns of its development;

the nature of human needs and motives for activity;

leading types of human activity in different age periods.

The teacher needs to be able to:

plan activities, determine the object and subject, taking into account the individual characteristics, interests and capabilities of children;

to form motivation and stimulate activity;

ensure that children master the main components of activity (skills for planning, self-control, performing actions and operations (Smirnov V.I. General pedagogy in theses, illustrations. M., 1999, p. 170))

Question #2

Main types of pedagogical activity

In the process of professional activity, the teacher manages the cognitive activity of schoolchildren and organizes educational work (organizes the educational environment, manages the activities of children with the aim of their harmonious development).

Teaching and educational work are two sides of the same process (it is impossible to teach without exerting an educational influence, and vice versa).

teaching	Educational work
1. It is carried out within the framework of various organizational forms. It has strict time limits, a strictly defined goal and options for how to achieve it.	1 .Is carried out within the framework of various organizational forms. Has goals that are not achievable in limited periods of time. Only a consistent solution of specific tasks of upbringing, oriented towards common goals, is envisaged.
2 . The most important criterion for the effectiveness of teaching is the achievement of educational goals and objectives.	2 .The most important criterion for the effectiveness of education are positive changes in the minds of pupils, manifested in emotions, feelings, behavior and activities.
3. The content and logic of the training can be clearly presented in the training programs.	3. In educational work, planning is acceptable only in the most general terms. The logic of the teacher's educational work in each particular class cannot be fixed in the normative documents at all.
4. Learning outcomes are almost uniquely determined by teaching.	4. The results of educational activities are probabilistic in nature, because the teacher's pedagogical influences intersect with the formative influences of the environment, which are not always positive.
5. Teaching as an activity of a teacher has a discrete character. Teaching does not usually involve interaction with students in the preparatory period.	5. Educational work in the absence of direct interaction with pupils can have a certain influence on them. The preparatory part in educational work is often more significant and lengthy than the main part.
6. The criterion for the effectiveness of students' activities in the teaching process is the level of assimilation of knowledge and skills, mastery of methods for solving educational, cognitive and practical problems, the intensity of advancement in development. The results of the exercise are easily identified and can be recorded in qualitative and quantitative indicators.	6. In educational work, it is difficult to single out and correlate the results of the educator's activities with the selected criteria of upbringing. In addition, these results are difficult to predict and are much delayed in time. In educational work, it is impossible to establish feedback in a timely manner.

Psychological studies (N.V. Kuzmina, V.A. Slastenin, A.I. Shcherbakov and others) show that the following interrelated types of pedagogical activity of a teacher take place in the educational process:

a) diagnostic;

b) orientation-prognostic;

in) constructive and design;

G) organizational;

e) information and explanatory;

e) communicative and stimulating; g) analytical and evaluation;

h) research and creative.

Diagnostic - study of students and the establishment of their development, education. It is impossible to carry out educational work without knowing the characteristics of the physical and mental development of each student, the level of his mental and moral education, the conditions of family life and education, etc. In order to educate a person in all respects, one must first of all know him in all respects (K.D. Ushinsky "Man as a subject of education").

Orientation and prognostic activity - the ability to determine the direction of educational activities, its specific goals and objectives at each

stage of educational work, to predict its results, i.e. what the teacher specifically wants to achieve, what changes in the formation and development of the student's personality he wants to get. For example, there is a lack of student cohesion in the classroom, there are no necessary collectivist relationships, or interest in learning is reduced. On the basis of this diagnosis, he orients educational work towards the development of collectivism among students or an increase in interest in learning, concretizes its goals and objectives and seeks to strengthen camaraderie in the class, mutual assistance, and higher activity in joint activities as the most important features of collectivist relations. When it comes to stimulating cognitive interests, he can focus his efforts on making learning attractive and emotional. Such activities in the work of the teacher are carried out constantly. Without it, the dynamics and improvement of the goals, methods and forms of education and training cannot be ensured.

Structural and design activity is organically connected with orientation and prognostic. If, for example, a teacher predicts the strengthening of collectivist relations between students, he is faced with the task of constructing, designing the content of educational work, giving it exciting forms. The teacher needs to be well versed in the psychology and pedagogy of the organization of the educational team, in the forms and methods of education, to develop creative imagination, constructive and design abilities, and be able to plan educational and educational work.

Organizational activity associated with the involvement of students in the planned educational work and stimulation of their activity. To do this, the teacher needs to develop a number of skills. In particular, he must be able to determine specific tasks for teaching and educating students, develop their initiative in planning joint work, be able to distribute tasks and assignments, and manage the course of a particular activity. A very important element of this activity is also the ability to inspire students to work, introduce elements of romance into it and exercise tactful control over its implementation.

Information and explanatory activity. Its great importance is due to the fact that all education and upbringing is essentially to some extent based on information processes. Mastering knowledge, worldview and moral and aesthetic ideas is the most important means of development and personal formation of students. The teacher in this case acts not only as the organizer of the educational process, but also as a source of scientific, philosophical, moral and aesthetic information. That is why a deep knowledge of the subject that he teaches is of such great importance in the process of professional training of a teacher. The quality of the explanation, its content, logical harmony, saturation with vivid details and facts depend on how the teacher himself owns the educational material. An erudite teacher knows the latest scientific ideas and knows how to communicate them clearly to students. He is well versed in the practical side of knowledge, which has a positive effect on the development of schoolchildren's skills and abilities. Unfortunately, there are many teachers who do not have such training, which has a negative impact on education and upbringing.

Communication-stimulating activity is connected with the great influence of the teacher, which has on students his personal charm, moral culture, the ability to establish and maintain friendly relations with them and encourage them by his example to active educational, cognitive, labor and artistic and aesthetic activities. This activity includes the manifestation of love for children, sincere attitude, warmth and care for them, which together characterize the style of humane relationships between the teacher and children in the broadest sense of the word.

Nothing has such a negative effect on education as the dryness, callousness and official tone of a teacher in relations with students. From such a teacher, children usually keep, as they say, at a distance, he inspires them with inner fear, alienation from him. In a completely different way, children relate to the teacher who delves into their needs and interests, who knows how to win their trust and respect through meaningful educational and extracurricular work.

Analytical and evaluation activity. Its essence lies in the fact that the teacher, carrying out the pedagogical process, analyzes the course of education and upbringing, identifies the positive aspects and shortcomings in them, compares the results achieved with the goals and objectives that were planned, and also compares his work with the experience of colleagues. Analytical and evaluative activity helps the teacher to maintain the so-called feedback in his work, which means to constantly check what was planned to be achieved in the education and upbringing of students and what has been achieved, and on this basis to make the necessary adjustments to the educational process, to search for ways its improvement and improvement of pedagogical efficiency, wider use of advanced pedagogical experience. Unfortunately, many teachers carry out this type of activity poorly, do not seek to see the shortcomings in their work that take place and overcome them in a timely manner. For example, a student received a “deuce” for ignorance of the material covered. This is a clear signal that he needs urgent help, but with such help the teacher hesitates or does not think about it at all, and in the next lessons the student again receives a bad mark. And if he had analyzed the causes of the detected backlog and helped the student accordingly, the latter could have received a good mark in subsequent classes, which would have stimulated him to further improve his performance.

Finally, research and creative activity. There are elements of it in the work of every teacher. Two aspects of it are of particular importance. One of them is that the application of pedagogical theory inherently requires creativity from the teacher. The fact is that pedagogical and methodological ideas reflect typical educational situations. The specific conditions of training and education are too diverse, and sometimes unique. For example, the general theoretical position on respect and exactingness towards students as a pattern of education in the real educational process has many modifications: in one case it is important to help the student in his work, in another it is necessary to discuss shortcomings in his behavior together with him, in the third - to emphasize positive actions , in the fourth - to make a personal remark or suggestion, etc. As they say, create, invent, try how it is more expedient to use this pattern, what educational methods are best used here. And so it is in all the work of a teacher.

The second side is connected with the comprehension and creative development of something new that goes beyond the known theory and enriches it in one way or another.

Such is the essence and system of skills and abilities for each of the considered types of teacher activity.

Professional functions of a teacher:

educational;

gnostic;

communicative;

performing;

research;

constructive;

organizational;

orientation;

developing;

methodical;

self-improvement.

Question #3

Professional competence of the teacher

The basis of the professional competence of the teacher is his pedagogical skills.

Pedagogical skill is a set of consistent actions based on theoretical knowledge, pedagogical abilities and aimed at solving pedagogical problems.

Let us give a brief description of the main pedagogical skills.

Analytical Skills - the ability to analyze pedagogical phenomena, theoretically substantiate them, diagnose them, formulate priority pedagogical tasks and find optimal methods and solutions.

Predictive skills - the ability to present and formulate the diagnosed goals and objectives of one's own; activities, select methods for achieving them, anticipate possible deviations in achieving the result, choose ways to overcome them, the ability to mentally work out the structure and individual components of the educational process, pre-evaluate the costs of funds, labor and time of the participants in the educational process, the ability to predict the educational and developmental opportunities for the content of the interaction of participants the educational process, the ability to predict the development of the individual, the team.

Design or construction skills - the ability to plan the content and activities of the participants in the educational process, taking into account their needs, capabilities, characteristics, the ability to determine the form and structure of the educational process depending on the formulated tasks and characteristics of the participants, the ability to determine individual stages of the pedagogical process and the tasks characteristic of them, the ability to plan individual work with students, select the best forms, methods and means of training and education, plan the development of the educational environment, etc.

reflexive skills associated with the control and evaluation activities of the teacher, aimed at himself.(Reflection of the teacher - This is an activity to comprehend and analyze one's own pedagogical activity.)

Organizational skills presented by mobilization, information and didacticskimi, developing and orientation skills.

Communication skills include three interrelated groups: perceptual skills, the actual skills of pedagogical (verbal) communication and the skills (skills) of pedagogical technology.

Pedagogical technique (according to L. I. Ruvinsky) is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, benevolent, optimisticmental attitude, elements of the actor's and director's skills).

Organizational skills
Information and didactic skills: to present educational material in an accessible way, taking into account the specifics of the subject, the level of exposure of students, their age and individual characteristics; to formulate questions in an accessible, concise, expressive way; effectively use various methods of teaching TCO (technical teaching aids), EVT (electronic computing), visual aids; work with printed sources of information, extract it from various sources and process it in relation to the goals and objectives of the educational process.	Mobilization Skills: attract the attention of students; develop their interest in learning; to form the need for knowledge, learning skills and methods of scientific organization of educational activities; use rewards and punishments wisely.	Developing Skills: determine the "zone of proximal development" of individual students, the class as a whole; create special conditions for the development of cognitive processes, will and feelings of students; stimulate the cognitive independence and creative thinking of students.	Orientation Skills: to form moral and value relations and their worldview; to form interest in educational or professional activities, science, etc. organize joint creative activities in order to educate socially significant personality traits

3.1. The essence of pedagogical activity

In the ordinary sense, the word "activity" has synonyms: work, business, occupation. In science, activity is considered in connection with the existence of a person and is studied by many areas of knowledge: philosophy, psychology, history, cultural studies, pedagogy, etc. In activity, one of the essential properties of a person is manifested - to be active. This is what is emphasized in the various definitions of this category. Activity is a specific form of the socio-historical existence of people, their purposeful transformation of natural and social reality. The activity includes the goal, the means, the result and the process itself. (Russian pedagogical encyclopedia. - M., 1993).

Pedagogical activity is a type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society. As psychologist B.F. Lomov, "activity is multidimensional". Therefore, there are numerous classifications of activity, which are based on its various features, reflecting the various aspects of this phenomenon. They distinguish spiritual and practical, reproductive (performing) and creative, individual and collective, etc. There are also various types of pedagogical activity. Pedagogical activity is a type of professional activity, the content of which is training, upbringing, education, development of students.

The system-forming characteristic of pedagogical activity is the goal (A.N. Leontiev). The purpose of pedagogical activity is of a generalized nature. In domestic pedagogy, it is traditionally expressed in the formula "all-round harmonious development of the personality." Having reached an individual teacher, it is transformed into a specific individual setting, which the teacher is trying to implement in his practice. As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The subject of pedagogical activity is the management of educational, cognitive and educational activities of students. Management activity consists of planning one's own activities and the activities of students, organizing these activities, stimulating activity and consciousness, monitoring, regulating the quality of education and upbringing, analyzing the results of training and education, and predicting further changes in the personal development of students. One of the most important characteristics of pedagogical activity is its joint nature. It necessarily involves a teacher and the one whom he teaches, educates, develops. This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, upbringing, development, education).

Characterizing pedagogical activity as an independent social phenomenon, we can indicate the following features of it. First, it has a specific historical character. This means that the goals, content and nature of such activities change in accordance with the change in historical reality. For example, L.N. Tolstoy, criticizing the school of his time with the dogmatic nature of education, bureaucracy, lack of attention and interest in the personality of the student, called for humane relations at school, to take into account the needs and interests of the student, expressed such a development of his personality that would make a growing person harmonious, highly moral, creative. “Educating, educating, developing, ... we must have and unconsciously have one goal: to achieve the greatest harmony in the sense of truth, beauty and goodness,” wrote L.N. Tolstoy (L.N. Tolstoy To whom and from whom to learn to write, peasant children from us or us from peasant children? // Ped. soch., M., 1989. - p. 278). Considering all the shortcomings of the school of his time as a product of the undeveloped problem of the essence of man, the meaning of his life in contemporary psychology and philosophy, L.N. Tolstoy made a successful attempt to realize his own

understanding of this problem in the organization of the Yasnaya Polyana school for peasant children. Secondly, pedagogical activity is a special kind of socially valuable activity of adults. The social value of this work lies in the fact that the spiritual, economic power of any society, state is directly related to the self-improvement of its members as civilized individuals. The spiritual world of man is enriched. Various spheres of his life activity improve, a moral attitude towards himself is formed,

to other people, to nature. Spiritual and material values, and due to this, the progress of society, its progressive development is carried out. Every human society is interested in the positive results of pedagogical activity. If its members degrade, no society will be able to fully develop.

Thirdly, pedagogical activity is carried out by specially trained and trained specialists on the basis of professional knowledge. Such knowledge is a system of humanitarian, natural, socio-economic and other sciences that contribute to the knowledge of man as a historically established and constantly developing phenomenon. They allow us to understand the various forms of its social life, relationships with nature. In addition to professional knowledge, professional skills also play an important role. The teacher is constantly improving in the practical application of knowledge. Conversely, he draws them from activity. “I became a real master only when I learned to say “come here” with fifteen or twenty shades,” admitted A.S. Makarenko. Fourthly, pedagogical activity is creative. It is impossible to program and predict all possible variants of its course, just as it is impossible to find two identical people, two identical families, two identical classes, etc.

3.2. Main types of pedagogical activity

The main types of pedagogical activity traditionally include educational work, teaching, scientific and methodological cultural, educational and managerial activities.

Educational work- pedagogical activity aimed at organizing the educational environment, and organized, purposeful management of the education of schoolchildren in accordance with the goals set by society. Educational work is carried out within the framework of any organizational form, does not pursue the direct achievement of the goal, because its results are not so clearly tangible and do not reveal themselves as quickly as, for example, in the learning process. But since pedagogical activity has certain chronological boundaries, on which the levels and qualities of personality development are fixed, one can also talk about the relatively final results of upbringing, manifested in positive changes in the minds of pupils - emotional reactions, behavior and activities.

teaching- management of cognitive activity in the learning process, carried out within the framework of any organizational form (lesson, excursion, individual training, elective, etc.), has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of teaching is the achievement of the learning goal. Modern domestic pedagogical theory considers training and education in unity. This does not imply a denial of the specifics of training and education, but a deep knowledge of the essence of the organization's functions, means, forms and methods of training and education. In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions.

Scientific and methodological activity. The teacher combines a scientist and a practitioner: a scientist in the sense that he must be a competent researcher and contribute to the acquisition of new knowledge about the child, the pedagogical process, and practice in the sense that he applies this knowledge. The teacher is often faced with the fact that he does not find an explanation in the scientific literature and ways to solve specific cases from his practice, with the need to generalize the results of his work. The scientific approach to work, therefore, is the basis of the teacher's own methodological activity. The scientific work of the teacher is expressed in the study of children and children's groups, the formation of their own "bank" of various methods, the generalization of the results of their work, and the methodological work - in the selection and development of a methodological topic leading to the improvement of skills in a particular area, in fixing the results of pedagogical activity, actually in the development and improvement of skills.

Cultural and educational activities- an integral part of the teacher's activity. It introduces parents to various branches of pedagogy and psychology, students to the basics of self-education, popularizes and explains the results of the latest psychological and pedagogical research, forms the need for psychological and pedagogical knowledge and the desire to use it both in parents and children. Any specialist dealing with a group of people (students) is, to a greater or lesser extent, involved in organizing its activities, setting and achieving the goals of joint work, i.e. performs functions in relation to this group management. It is the setting of a goal, the use of certain methods of achieving it and measures of influence on the team that are the main signs of the presence of control in the activities of a teacher-educator.

By managing a group of children, the teacher performs several functions: planning, organization - ensuring the implementation of the plan, motivation or stimulation - this is the teacher's motivation to work to achieve the goal, control.

3.3. The structure of pedagogical activity

In psychology, the following structure of pedagogical activity has been established: motive, goal, activity planning, processing of current information, operational image and conceptual model, decision making, actions, verification of results and correction of actions. Determining the structure of professional pedagogical activity, the researchers note that its main originality lies in the specifics of the object and tools of labor. N. V. Kuzmina singled out three interrelated components in the structure of pedagogical activity; constructive, organizational and communicative. Constructive activity is associated with the development of technology for each form of student activity, the solution of each pedagogical problem that has arisen.

Organizational activities are aimed at creating a team and organizing joint activities. Communicative activity involves establishing communication and relationships between the teacher and students, their parents, and their colleagues. A detailed description of the structure of pedagogical activity is given by A.I. Shcherbakov. Based on the analysis of the teacher's professional functions, he identifies 8 main interrelated components-functions of pedagogical activity: information, development, orientation, mobilization, constructive, communicative, organizational and research. A.I. Shcherbakov classifies the constructive, organizational and research components as general labor components. Concretizing the teacher's function at the stage of implementation of the pedagogical process, he presented the organizational component of pedagogical activity as a unity of information, development, orientation and mobilization functions.

I.F. Kharlamov among the many types of activities identifies the following interrelated activities: diagnostic, orientational and prognostic, constructive and design, organizational, informational and explanatory, communicative and stimulating, analytical and evaluative, research and creative.

Diagnostic activity is associated with the study of students and the establishment of their level of development, education. To do this, the teacher must be able to observe, master the methods of diagnosis. Prognostic activity is expressed in the constant setting of real goals and objectives of the pedagogical process at a certain stage, taking into account real possibilities, in other words, in predicting the final result. Constructive activity consists in the ability to design educational and educational work, to select content that corresponds to the cognitive abilities of students, to make it accessible and interesting. It is connected with such quality of the teacher as his creative imagination. The organizational activity of the teacher lies in his ability to influence students, lead them along, mobilize them for one or another type of activity, inspire them. In information activities, the main social purpose of the teacher is realized: the transfer of the generalized experience of older generations to young people. It is in the process of this activity that schoolchildren acquire knowledge, worldview and moral and aesthetic ideas. In this case, the teacher acts not only as a source of information, but also as a person who forms the beliefs of young people. The success of pedagogical activity is largely determined by the ability of a professional to establish and maintain contact with children, build interaction with them at the level of cooperation. To understand them, if necessary - to forgive, in fact, all the activities of the teacher are communicative in nature. Analytical and evaluation activity consists in receiving feedback, i.e. confirmation of the effectiveness of the pedagogical process and the achievement of the goal. This information makes it possible to make adjustments to the pedagogical process. Research and creative activity is determined by the creative nature of pedagogical work, by the fact that pedagogy is both a science and an art. Based on the principles, rules, recommendations of pedagogical science, the teacher uses them creatively every time. For the successful implementation of this type of activity, he must master the methods of pedagogical research. All components of pedagogical activity are manifested in the work of a teacher of any specialty.

3.4. The creative nature of pedagogical activity

Many teachers drew attention to the fact that the creative, research nature is immanent in pedagogical activity: Ya.A. Comenius, I.G. Pestalozzi, A. Diesterweg, K.D. Ushinsky, P.P. Blonsky, S.T. Shatsky, A.S. Makarenko, V.A. Sukhomlinsky and others. To characterize the creative nature of pedagogical activity, the concept of "creation" is most applicable. The teacher-educator, with the help of creative efforts and labor, brings to life the potential abilities of the student, pupil, creates conditions for the development and improvement of a unique personality. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances.

The following criteria for pedagogical creativity can be distinguished:

The presence of deep and comprehensive knowledge and their critical processing and comprehension;

Ability to translate theoretical and methodological provisions into pedagogical actions;

Ability to self-improvement and self-education;

Development of new methods, forms, techniques and means and their original combination;

Dialecticity, variability, variability of the system of activity;

Effective application of existing experience in new conditions;

The ability to reflectively assess one's own activities

and its results;

Formation of an individual style of professional activity based on the combination and development of reference and individually unique personality traits of a teacher;

Ability to improvise based on knowledge and intuition;

The ability to see the "fan of options."

N.D. Nikandrov and V.A. Kan-Kalik identifies three areas of teacher's creative activity: methodical creativity, communicative creativity, creative self-education.

Methodical creativity is associated with the ability to comprehend and analyze emerging pedagogical situations, choose and build an adequate methodological model, design content and methods of influence.

Communicative creativity is realized in the construction of pedagogically expedient and effective communication, interaction with pupils, in the ability to know children, to carry out psychological self-regulation. Creative self-education involves the teacher's awareness of himself as a specific creative individuality, the definition of his professional and personal qualities that require further improvement and adjustment, as well as the development of a long-term program of self-improvement in the system of continuous self-education. V. I. Zagvyazinsky names the following specific features of pedagogical creativity: a hard time limit. The teacher makes a decision in situations of immediate response: lessons daily, unforeseen situations momentarily, hourly; constant contact with children. The ability to compare the idea with its implementation only in episodic, momentary situations, and not with the final result because of its remoteness and focus on the future. In pedagogical creativity, the stake is only on a positive result. Such methods of testing a hypothesis, such as proof by contradiction, bringing an idea to the point of absurdity, are contraindicated in the activities of a teacher.

Pedagogical creativity is always co-creation with children and colleagues. A significant part of pedagogical creativity is carried out in public, in a public setting. This requires the teacher to be able to manage their mental states, promptly evoke creative inspiration in themselves and students. Specific are the subject of pedagogical creativity - the emerging personality, the "tool" - the personality of the teacher, the process itself - complex, multifactorial, multi-level, based on the mutual creativity of partners; the result is a certain level of development of the personality of the pupils (Zagvyazinsky V.I. "Pedagogical creativity of the teacher." - M., 1987).

Problem questions and practical tasks:

1. What is the essence of pedagogical activity?

2. What are the goals of pedagogical activity?

3. What is the structure of pedagogical activity?

4. What is the collective nature of pedagogical activity?

5. Why is pedagogical activity classified as creative?

6. Write a creative paper on one of the suggested topics:

"A teacher in my life", "My pedagogical ideal".

There are teaching activities a special kind of socially useful activity of adults, consciously aimed at preparing the younger generation for life in accordance with economic, political, moral, aesthetic goals.

Pedagogical activity is an independent social phenomenon, one with education, but different from it. According to the definition of the Soviet teacher I.F. Kozlov, pedagogical activity is "... a conscious purposeful activity of adults, older generations (and not children) - parents, teachers, schools and other educational institutions, aimed at implementing and managing the process of raising children." Pedagogical activity is the conscious intervention of adults in the objectively natural socio-historical process of upbringing, the development of children as adults in order to prepare a mature member of society.

Pedagogical activity, armed with conscious educational experience, pedagogical theory and a system of special institutions, consciously intervenes in the objective process of education, organizes it, accelerates and improves the preparation of children for life. The education of people always, at any stage of social development, is carried out by the whole society, the entire system of social relations and forms of social consciousness. It absorbs and reflects the totality of social contradictions. Pedagogical activity as a social function arises in the depths of the objective process of education and is carried out by teachers, specially trained and trained people. In contrast, many adults participating in the educational process do not realize the enormous educational significance of their relationship with children, act and act contrary to pedagogical goals.

Pedagogical activity is always specific historical character. Education and pedagogical activity are one and the opposite. Education is an objectively natural historical process. Pedagogical activity, as a subjective reflection of this process, arises in the depths of education and develops on the basis of educational practice. Pedagogical activity can lag behind the requirements of life, from the objective educational process, and come into conflict with progressive social trends. Scientific pedagogical theory studies the laws of education, the educational influence of living conditions and their requirements. Thus, it equips pedagogical activity with reliable knowledge, helps to become deeply conscious, effective, capable of resolving emerging contradictions.

General and different, one and special in education and pedagogical activity as social phenomena is expressed in the following generalizations.

1. Education as a social phenomenon arose simultaneously with human society, before conscious pedagogical activity. It, as an objective process, can be carried out without professionally trained specialists in the course of life relations between children and adults. Pedagogical activity was born in the depths of educational relations as a subjective reflection of objective processes, as a conscious intervention in the formation of the younger generation.

2. Education is an objective phenomenon and a broader category than pedagogical activity. Generating pedagogical activity and being in organic unity with it, upbringing can enter into contradictions and inconsistencies with it, due to the lagging behind the purposeful preparation of children from the requirements of a developing and changing life.

3. The purpose of education in society is to meet the vital needs of people. Pedagogical activity pursues the goal of covering the whole child's life with pedagogical influence, the formation of a certain mi-. outlook, needs, forms of behavior, personal qualities.

4. Education has a social function of training the productive forces. Pedagogical activity, along with such training, sets the task of forming a certain type of personality and developing individuality.

5. In education, the means of influencing children are the totality of social relations and the active initiative of children, which leads to a certain spontaneity, unpredictability of the results of personality formation. Pedagogical activity consciously seeks to overcome spontaneity, to be organized, to carefully select the content and activities of children in order to achieve the planned goals.

6. Everyone takes part in education: adults and children, things and phenomena, nature and the environment. Pedagogical activity is represented by specially trained specialists, teachers, who are called upon to realize social ideals, to organize the influence of nature, the environment and the public.

7. With the improvement of social relations and the organization of the social environment, there is a convergence of education and pedagogical activity. The circle of conscious participants in pedagogical activity is expanding, including social educators, industrial mentors, pedagogically educated parents, members of the public and the children themselves.

So, pedagogical activity as an organic, conscious and purposeful part of the educational process is one of the most important functions of society. Consider the main components that make up its structure.

Primary, first a component of pedagogical activity is the teacher's knowledge of the needs, trends in social development, and the basic requirements for a person. This component determines the nature and content of pedagogical activity, its goals and objectives for the formation of personality.

Second its component is a variety of scientific knowledge, skills, the foundations of the experience accumulated by mankind in the field of production, culture, social relations, which in a generalized form are transmitted to the younger generations. As a result of mastering these fundamentals, a person develops a conscious attitude to life - a worldview.

Third the component is actually pedagogical knowledge, educational experience, skill, intuition. In order to effectively influence children, enter into educational interactions with them, stimulate their initiative, it is necessary to have a deep knowledge of the laws by which the process of assimilating knowledge, skills and abilities, forming attitudes towards people and phenomena of the world takes place. The teacher needs to learn how to use this knowledge in practice, to master the experience, skill, art of their skillful application. Pedagogical practice often requires an assessment of the current situation for an urgent pedagogical response. The teacher comes to the aid of intuition, which is an alloy of experience and high personal qualities. In the educational experience, the ability to choose from the arsenal of pedagogical qualities exactly the one that meets the requirements of the moment is developed.

Finally, fourth a component of pedagogical activity is the highest political, moral, aesthetic culture of its bearer. Without such a culture, all other components in pedagogical practice turn out to be paralyzed and ineffective. This general function includes a number of more specific ones. These include: a) the transfer of knowledge, skills and abilities, the formation of a worldview on this basis; b) development of their intellectual powers and abilities, emotional-volitional and effective-practical spheres; c) ensuring the conscious assimilation of the moral principles and skills of behavior in society by the educated; d) the formation of an aesthetic attitude to reality; e) strengthening the health of children, developing their physical strength and abilities. All these functions are inextricably linked. The transfer of knowledge, skills and abilities to a child, the organization of his diverse and varied activities naturally entails the development of his essential forces, needs, abilities, and talents.

The effectiveness of pedagogical activity in the educational process requires the establishment of feedback, organized receipt of information about the process and its results. Pedagogical diagnostics allows the teacher to be aware of what and how really affects learning, the formation of personal qualities of students. It makes it possible to check the conformity of the results of pedagogical influences to educational goals and to make the necessary additions, corrections, adjustments to the content and methodology of the educational process.

Pedagogical activity as a social phenomenon realized dialectically, in contradictions. It is the contradictions that are the driving force behind its development, the emergence of advanced and innovative experience, and the stimulation of pedagogical thought. These contradictions are due to the mobility, variability of the content of the main functions of pedagogical activity. The development of social life, the accumulation of new knowledge, the improvement of production processes, social progress - all this requires a change in the content of pedagogical functions.

Pedagogical activity has a well-known traditional conservatism. It is due to the peculiarities of the child's nature, the need for sustainability and stability of the content, forms and methods of educational work. A significant role is also played by the professional and psychological characteristics of the teacher's work, which consist in the emergence and strengthening in the minds of pedagogical stamps and patterns. As a result, a contradiction arises between the outdated content of education and training, methods and forms of pedagogical activity, on the one hand, and the new requirements of society, on the other. Its resolution is carried out on the basis of an analysis of all spheres of the life of our society, the identification of new requirements for a person and the data of pedagogical science necessary to revise the content of education and the educational process, improve the forms and methods of pedagogical activity. -

Pedagogical activity as a "social phenomenon exists in a system of complex dependencies and relationships with other phenomena of social life. It is closely connected with the economic basis. Pedagogical activity is essentially an organic part of production relations, organized to meet the needs of the economy, production, training of productive forces, social state needs.It is maintained at the expense of society, fulfills its social order, is designed to ensure the protection and multiplication of its property, labor and general cultural training of the younger generations.Pedagogical activity is also aimed at solving the problems of developing a human personality in a child.

Pedagogical activity as a social phenomenon is not uncommon. inextricably linked to the ideological superstructure. Its task is to form the individual consciousness of children in the spirit of the requirements of a humane, democratic social consciousness, the inclusion of children in the culture of public life.

Pedagogical activity is organically connected with the language. Language is the main instrument of pedagogical activity; with its help, pedagogical interaction, influence and organization of all children's life is carried out. Pedagogical activity as a public-state function acts as an organizer of the pedagogical efforts of the whole society: the pedagogical activity of the public, labor collectives, families, and all pedagogical institutions.