14 understand pedagogical technology. Cheat sheet: Pedagogical technologies

• learning objectives
• learning content
• means of pedagogical interaction
• organization of the educational process
• student and teacher
• performance result

• learning objectives - general and specific;
• content of educational material;

• organization of the educational process;
• methods and forms learning activities schoolchildren;
• methods and forms of work of the teacher;
• the activities of the teacher in managing the process of assimilation of the material;
• diagnostics of the educational process.

Technology for solving pedagogical problems.

What are the pedagogical problem, task and pedagogical situation?
Pedagogy should be considered as a special sphere of activity for the upbringing and education of a person.
How are they resolved? Everyday life and professional?
In life, there are various pedagogical problems - the formation of a humane and harmoniously developed person, the development of effective methods of adaptation to changing living conditions, the preparation of a student striving for new knowledge.
Pedagogical activity is defined as the solution of pedagogical problems.
The pedagogical task always arises when it is necessary to prepare a person’s transition from the state of “ignorance” to the state of “knowledge”, from “misunderstanding” to “understanding”, from “inability” to “ability”, from helplessness to independence.
That is, the pedagogical task is the result of the teacher's awareness of the purpose of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.
Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.
All pedagogical tasks are divided into two large classes - tasks for teaching and tasks for educating a person. Each of the main classes is divided into task groups.
The pedagogical situation determines the set of conditions under which the pedagogical task is solved. These conditions can either promote or hinder the successful solution of the problem.
Algorithm for solving a pedagogical problem:

• putting forward a hypothesis (choosing the directions of the teacher's actions, general methods of education, forecasting the results)
• the choice of the optimal variant of the teacher's actions (the choice of methods of pedagogical influence, the choice of organizational forms, the choice of means)
• detailing (thinking over the operational structure of the teacher's actions)
• analysis of expected results (what changes should occur).

Education technologies. Continuity and novelty of domestic technologies of education

Pedagogical technologies of education have their own specifics. “Any activity,” says V.P. Bespalko - can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” This is most directly related to: the theory of education, for education is both a science and an art.
Difficulties in the creation and implementation of education technologies are explained by a number of features of education:
Education, understood in a broad and narrow sense, acts ambiguously in each specific case.

Education is of a holistic nature, it is difficult to divide it into components, which means that it is difficult to create a kind of algorithm for the educator's actions.

The child in the process of upbringing is both the object of influence of the teacher and the subject of diverse activities.

Education is a multifactorial process: many factors, including spontaneous ones, make their own adjustments.

Two of the three components of upbringing (educator, pupil, process) are living people, they assimilate everything that happens in a certain way, their actions are difficult to predict; Perhaps the emergence of "resistance to education."

Education is closely related to life: the logic and position of the subjects of education can be contradictory depending on the personal and pedagogical position; contradictions can also arise from the understanding of education either at the level of everyday life or at the scientific level.

Differences in the concepts of education among different teachers, and, consequently, different techniques education and upbringing in the approach to one child. О The purpose and objectives of education are most often associated with abstract categories: "relationships", "spirituality", "love", "self-actualization".

The theory and methodology of education cannot be unemotional, because love for children is the most important quality of a teacher, which determines the success of education. Often the teacher's actions are based on intuition.
At the heart of the development of upbringing technologies is the system of selection by the teacher, leading to a certain pedagogical position, i.e. to the confession of a certain concept of education and the corresponding methodology for its implementation in their own pedagogical experience, its further improvement and transfer to colleagues.

So, the choices that the educator makes:

• The need to decide in relation to the main paradigm of education.
• A clear formulation for oneself of the concept and essence of education (from a variety of modern definitions).
• A clear formulation of the goal and strategic objectives of education.
• Certainty in the selection of tactical tasks, clarity of planning.
• Selection of a system of methods and techniques, selection of means of education.
• Selection of the content of education.
• The choice of a system of organizational forms of education that most fully realizes the goal and objectives.
• The choice of style and tone of relations with pupils.

• the transition in modern conditions of transformations taking place in society and in education, from the paradigm of education as the formation of personality in the command-administrative system of relations to the paradigm of education as the creation of conditions for self-actualization of the personality;
• humanization and democratization of the educational process in school management, in relations between administration and teachers, teacher and students, in relations between students;
• the possibility of a situation of choosing conceptual ideas, pedagogical positions, educational technologies, variable pedagogical methods, means and organizational forms of education, technological solutions to educational problems, etc.;
• the possibility of experimental and experimental-pedagogical activities of teachers and schools, the creation of author's concepts and schools of education and upbringing;
• the collective nature of pedagogical innovations, rich opportunities for the creative activity of a team of like-minded teachers.

Technologies of the class teacher.

Classroom teacher- "the formal and actual leader of the group, organizer, inspirer, assistant, guardian, entertainer, manager, coordinator, informant, employee."
IN various types schools (gymnasiums, lyceums, colleges, general education and special, private and state educational institutions) determine the status and appointment of the class teacher in different ways.
In a modern school there is no strict regulation, there are no instructions from above for the activities of the class teacher. He himself chooses his position, he himself selects the content and means, sets the style and tone of relations with students, uses the organizational forms he himself chooses and creatively instrumented. But all this is possible only under one condition: if he has a good idea of ​​the goal of the students' organized activity, if he knows how to correctly set and formulate educational tasks for himself and for the students.
In the conditions of the modern school, the goal and main purpose of the pedagogical activity of the class teacher is to create conditions for the versatile development of the self-actualizing personality of the student in the conditions of personality-oriented collective creative activity.
In accordance with this, the class teacher gives himself some peculiar settings:
As a bearer of culture, I include children in various activities.
I am like a leader of children, stimulating their self-knowledge and self-education.
I am an organizer and participant in the collective creative activities of children.

Predicting the future program of his activity, the class teacher first of all analyzes the conditions of the educational process.
As a result of the analysis of these conditions of life and upbringing of children, the class teacher determines the specific goal and strategic objectives of his activity for the six months, a year, for several years remaining until the students graduate from school.
Functions of the class teacher:
creation of an educational environment (development of a children's team, interaction with a small teaching staff and out-of-school public institutions and organizations, work with parents of students, creation of a subject environment);
stimulation of a healthy lifestyle of teachers and pupils as the basis of education;
organization of collective creative activity of pupils, implemented in various organizational forms of educational work - traditional and creative;
interaction with multidisciplinary children's associations and amateur children's organizations;
adjustment of the individual path of development of each pupil, stimulation of his self-knowledge and self-education, differentiation and individualization of the upbringing process;
giving psychological and pedagogical meaning to the functions of a school teacher.
The organization of education as a self-actualization of the personality and the teacher (class teacher), and students in the class team allows you to take a different look at the traditional functions of the class teacher, specified by status and recorded in the relevant administrative documents: registration of personal files of students and a class journal, checking children's diaries, writing characteristics , various certificates, mandatory declarative holding of parent-teacher meetings.
All these functions can be performed formally, under the yoke of "obligation". And you can do it differently: spiritualize, make them participatory in the soul of the child and your own. And then they will not seem to the teacher an unpleasant necessity. As before, the class teacher should take care of:
about keeping a diary - it shows progress in the development of the child;
about writing characteristics - they show the result of studying the student and outline the prospects for his further growth;
about keeping a class journal as a means of orderly conducting class affairs;
about holding parent-teacher meetings as a means of gaining the necessary interaction with the closest people, and therefore those who are interested in the fate of the child, in order to find a way out of situations that have arisen, etc.

Technologies of pedagogical diagnostics.

Technology of goal formation in the pedagogical process.

Organization of interaction between teachers and parents of students

Everyone related to the methodology of education knows that the family, together with the school, creates that most important set of factors in the educational environment that determines the success or failure of the entire educational process. That is why, with a great variety of responsibilities, the work of the school with the family is so significant in pedagogical activity.
Recently, in the theory of education, and then in the educational practice of schools, the term “parenting education” arose, becoming international, which means “helping parents in the performance of their functions as educators of their own children, parental functions ... To imbue a positive impulse for education , parents themselves must be aware of the possibility and necessity of their internal growth - from which the upbringing of parents begins.
At the same time, it is believed that the upbringing of parents has two tasks: "the accumulation of pedagogical knowledge necessary for parents to raise children, and self-education (self-development) of parents."
These tasks are quite solvable if we organize a single process of interaction between educators, children and parents in school life. In our practice of education, five functions of the work of the school and the class teacher with the parents of students have developed. They also determine the content of this work:
The first function is to familiarize parents with the content and methodology of the educational process (So, at the first parent meeting, the class teacher, who has just received a class, acquaints parents with his own life and pedagogical position, with the goal, objectives and program of his future activities, with the plan of educational finds possible ways to implement this program together with parents.
The second function of the work of the class teacher with parents is their psychological and pedagogical education.
The third function is to involve parents in joint activities with children. (In the practice of a modern school, various forms of involvement can be used - the provision of material assistance in the implementation of various parents in joint activities with children: participation in all forms of extracurricular activities organized by the class teacher)
The fourth function of the work of the school and the class teacher with parents is the adjustment of education in the families of individual students. (The first aspect of it is the provision of psychological and pedagogical assistance in organizing family education of various categories of students (gifted, showing a tendency to study certain academic subjects, or interest in any form of extracurricular activities; Another area of ​​concern for the class teacher is to provide parents with psychological - pedagogical assistance in solving difficult problems of family education: resolving the contradictions of adolescence, overcoming the difficulties of raising girls and boys during puberty;)
The fifth function is the organization of work with the parent asset and interaction with public organizations of parents.
In the practice of schools, such organizational forms of work with parents are used, in which several or almost all functions are actually implemented at once. Let's name some of them: parent meetings and conferences, days open doors at school and in the classroom, correspondence (of a positive nature) between teachers and parents, letters of thanks to parents, final joint meetings with students demonstrating the achievements of children over the past period; children's holidays dedicated to parents; various kinds of competitions "Adults and children" (intellectual, sports, games).

Traditional learning technology

Technology is focused on the transfer of knowledge, skills and abilities. It ensures that students assimilate the content of education, check and evaluate its quality at the reproductive level.
This type of technology is the “oldest” (Komensky), and is widespread at the present time (especially in high school). Its essence is in training according to the scheme: learning new - consolidation - control - evaluation. This technology is based on an educational paradigm, according to which it is possible to determine the amount of knowledge sufficient for successful life and transfer it to the student. The main teaching methods underlying this technology are explanation combined with visualization; leading activities of students - listening and memorization; the main requirement and the main criterion of effectiveness is the unmistakable reproduction of what has been learned.

Within the framework of traditional technology, the trainee is assigned performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.
This technology It has a number of important advantages: it is economical, makes it easier for students to understand complex material, provides a fairly effective management of the educational process, and new ways of presenting knowledge organically fit into it.
At the same time, traditional technology also has certain disadvantages: it has insignificant opportunities for individualization and differentiation of the educational process, and it poorly develops the mental potential of students.

Developmental learning technology

Of all the existing domestic learning technologies, developmental learning technology is one of the most recognized. Its origins were such outstanding psychologists and teachers as L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov and many others. The works of L.S. Vygotsky, the creator of the cultural-historical theory mental development person.
To L.S. Vygotsky believed that the development of the child, in particular the development of the intellect, follows education and upbringing. L.S. Vygotsky proved that pedagogy should focus not on yesterday, but on the future of child development. Only then will it be able, in the process of learning, to bring to life those developmental processes that at the given moment lie in the zone of proximal development. The meaning of the concept of "zone of proximal development" is that at a certain stage of development, the child can decide learning objectives under the guidance of adults and in cooperation with more intelligent comrades.
However, before L.V. Zankov's ideas of L. S. Vygotsky were not in demand in relation to didactics and teaching practice. L.V. Zankov managed to deploy on the basis of training in primary school a pedagogical experiment based on the idea that it is possible to accelerate the development of schoolchildren by increasing the effectiveness of learning.
The implementation of the idea required the development of a number of new didactic principles. The decisive role was assigned to the principle of teaching at a high level of difficulty, which is characterized not by the fact that it raises some abstract "average norm of difficulty", but by the fact that it reveals the spiritual forces of the child, gives them scope and direction. If the educational material and methods of studying it are such that there are no obstacles for schoolchildren to overcome, then the development of children is going poorly.

The principle of learning at a high level of difficulty determines the selection and construction of the content of education. The educational material becomes more extensive and deep, the leading role is given to theoretical knowledge, while, however, the importance of practical skills and abilities of students does not decrease.
L.V. Zankov also argued that in the study of program material, one should move forward at a fast pace. Unintentional slowing down of the pace associated with repeated and monotonous repetition of what has been covered creates interference or even makes it impossible to learn at a high level of difficulty.
The developmental learning technology was also actively developed by D.B. Elkonin, V.V. Davydov and their numerous students. D B. Elkonin, taking into account the age characteristics of schoolchildren, substantiated a system-activity approach to learning.
The didactic ideas of the technology of developmental education also include the idea of ​​stimulating the reflection of students in various situations of educational activity. Reflection is understood as awareness and comprehension by students of their own actions, techniques, methods of learning activities.
Since the procedures of reflection are closely related to the procedure of self-control and self-assessment, they are also given great importance in training (according to the technology of developing education).
The ideas of developmental education technology in our country have become widespread among teachers. However, a number of provisions of this technology remain debatable. Research by the Institute of Psychology of the Russian Academy of Sciences has shown that children with congenital slow dynamic personality characteristics are doomed to inevitable difficulties when working at a uniform pace for the whole class. Therefore, the requirement to teach everyone at a fast pace and at a high level of complexity is not feasible for all students.

Lecture, abstract. Pedagogical technologies - concept and types. Classification, essence and features. 2018-2019.

Lecture, abstract. - concept and types. Classification, essence and features. 2018-2019.

Educational technologies

The concept of " pedagogical technologies” made their way into pedagogical science for several decades, since pedagogy as a humanitarian science was more familiar and understandable with didactic definitions of methods of teaching and education, which were formed over centuries, if you start with Y. A. Comenius, and even millennia, if you remember pedagogy ancient world. But everything changes, and in pedagogy, as in a mirror, reflected characteristics XX century, namely: at the beginning of the XX century. there was a technical revolution, and at the end - a technological one, "the transition from machines to systems of activity." Technology affects not only the development of any branch of science and technology, but also the educational process. She breaks into him, dictates her own rules and laws. So, in the 1950s, a lot of all kinds of technical teaching aids (TOE) appeared in higher and secondary educational institutions. At first, these were the toggle simulators "OM-Zsk", "Spark", "Lingua" and the display device "K-54" and many others, and then the computers went on the offensive on a wide front.

In the 1960s and 1970s, a great deal of trust was placed on TSOs; some considered them almost a panacea for all pedagogical ills. But over time, the understanding came that technology is a positive, but far from a decisive factor in the education of the younger generation, that it should not be used instead of a teacher (unfortunately, there were such judgments), but where it is appropriate.

With the introduction of technology into the educational process in the West, they started talking about learning technology, initially linking it with TCO. In Russia, the concept of "learning technology" has been expanded to the term "pedagogical technologies", meaning by this the meaningful technique of the educational process.

The very word "technology" (from the Greek techne - "art, craft, science" + logos - "concept, teaching") means "a set of knowledge about the methods and means of carrying out production processes, for example, metal technology, chemical technology, technology construction works etc.". Understanding the "set" of this knowledge as a "system", the authors of a number of works talk about the technology of the educational process. But didactics also came to a systemic understanding of education. Didactics deals with the content, methods and means of education, the goals of education, the activities of the teacher and the student. Pedagogical technologies do the same, using well-known didactic principles: scientific, systematic, systematic, strength of learning; the unity of training, education and development of the student, taking into account the individual abilities of students in the collective nature of the educational process, etc. So what then is the difference between didactics and pedagogical technologies? Is this not a tribute to the fashion introduced by engineer-teachers, who are more engineers than teachers, since they often do not have a pedagogical education?

It turns out that there is a big difference. Briefly, you can say this: didactics- this is the theory of education in general, and pedagogical technology is a specific, scientifically based, specially organized training to achieve, again, a specific, actually implemented goal of training, education and development of the student in particular. Not just a general goal is set, for example, the training of a highly qualified specialist, but scientifically based specific goals are developed for the stages of training, the content, methods and means of achieving these goals, ultimately leading to the optimal path to the final goal, the formation of a highly qualified specialist that meets modern requirements for its use. at all stages of professional activity: research, development, design, implementation, operation of equipment, etc. When developing a teaching technology, a very specific activity of the teacher and the student is predicted with or without the use of TSS.

There is an opinion that pedagogy is an art. But after all, art is feasible not for everyone, but only for a master of his craft, who has certain abilities. Not all teachers, unfortunately, have pedagogical skills, but everyone can master pedagogical technology, because "art is based on intuition, and technology - on science." To master this science means to become a good teacher. One cannot but agree with V.P. Bespalko that “a good, scientifically based technology of training and education is pedagogical skill”.

What does evidence-based learning technology mean? This means that it is based on a scientific analysis of the activity, in our case, of a student, a future specialist, the selection of those qualities, knowledge, skills and abilities that he will need in his professional activity; analysis and clear selection of educational information, i.e. the content of educational material intended for teaching and monitoring its assimilation; analysis of the means of pedagogical communication (textbooks, manuals, TCO and guidelines for them, etc.; choice of forms and methods of teaching, educating and developing students); specifying the activities of the teacher and student. After a scientific analysis of all of the above, the stage of developing the learning technology itself follows on the basis of a pedagogical system, where all components are interconnected and work as a whole. This is followed by verification of the developed technology in experiential learning, its correction, addition and change, if necessary, and only then - the stage of its implementation in natural learning conditions. It should be noted that pedagogical technology is not something frozen and given for all time. It can be improved or changed depending on the changing learning conditions.

It is important that each teacher introduces scientifically based adjustments to the existing technology of teaching students in a particular discipline, depending on the number of students, taking into account their psychological characteristics, the development of the relevant science (the principle of cultural conformity), their educational readiness, as well as the requirements of the time. At present, the training of specialists who will have to work in a market economy is required, and this cannot be ignored.

These are basically the stages in the development of pedagogical technologies that lead the teacher to mastering pedagogical skills, and students to mastering their professional activities. Is this hard to achieve? Naturally, it is difficult if the teaching technology is developed by one teacher. You can develop it all your life, and it's hard to stop, because the best is the enemy of the good, you constantly want to improve. However, a team of teachers is quite capable of developing such a learning technology in which the knowledge, skills and abilities acquired by students would form the natural-science worldview of students, would have a moral impact on them, would teach students not just to study and work, but to study beautifully, without triples. Three - it's immoral, it's dullness.

• problematic,
• programmed,
• adaptive,
• modular,
• suggestive learning,
• business games.

However, these are not teaching methods, but namely teaching technologies based on a scientific approach, a diagnostic specific research goal and designing students' cognitive activity and other features inherent in pedagogical technologies. These learning technologies are based on one or another didactic method, and all general didactic methods can be used.

The emergence of the idea of ​​technology of the pedagogical process is associated primarily with the introduction of the achievements of scientific and technological progress in various areas theoretical and practical activities. It should be noted that A.S. Makarenko stood at the origins of technologization in pedagogy. In his world-famous Pedagogical Poem, he wrote that "our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching." He believed that this is why we simply lack all the important departments of pedagogical production: the technological process, accounting for operations, design work, the use of constructors and devices, rationing, control, tolerances and rejection.

Opponents of the idea of ​​technologization in pedagogy consider it an unacceptable liberty to consider a creative, purely intimate, as they believe, pedagogical process as a technological one.

Any activity, notes V.P. Bespalko, can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. Any planning, and one cannot do without it in pedagogical activity, contradicts impromptu, actions on a hunch, on intuition, i.e. is the beginning of technology.

1 See: Bespalko V.P. Components of pedagogical technology. - M., 1989.

Researchers attribute the mass introduction of pedagogical technologies to the early 1960s. and associate it with the reformation of the first American, and then the European school. The most famous authors of modern pedagogical technologies abroad include J. Carroll, B. Bloom, D. Bruner, D. Ham-damn, G. Geis, V. Coscarelli. Domestic theory and practice of implementing technological approaches to education is reflected in the scientific works of P. Ya. Galperin, N. F. Talyzina, A. G. Rivin, L. N. Land, Yu. .P.Rachenko, L.Ya.Zorina, V.P.Bespalko, M.V.Klarina and others.

Currently, pedagogical technologies are considered as one of the types of human science technologies and are based on the theories of psychodidactics, social psychology, cybernetics, management and management.

1 See: Shchepel V.M. Desk book of a businessman and manager. - M., 1992.

Initially, many educators did not distinguish between learning technology, teaching technology, and pedagogical technology. The term "pedagogical technology" was used only in relation to learning, and the technology itself was understood as learning with the help of technical means. Currently, pedagogical technology is understood as a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or as a systematic and consistent implementation in practice of a pre-designed pedagogical process. Such an idea of ​​pedagogical technology implies:

The possibility of developing various verified pedagogical technologies by specialists with a high level of theoretical training and rich practical experience;
the possibility of free choice of pedagogical technologies in accordance with the goals, possibilities and conditions of the interconnected activities of the teacher and students.

Pedagogical technology is a strictly scientific design and accurate reproduction of pedagogical actions that guarantee success. Since the pedagogical process is based on a certain system of principles, pedagogical technology can be considered as a set of external and internal actions aimed at the consistent implementation of these principles in their objective relationship, where the personality of the teacher is fully manifested. This is also the difference between pedagogical technology and methods of teaching and educational work. If the concept of "methodology" expresses the procedure for using a set of methods and techniques for teaching and educating, regardless of the person who implements them, then pedagogical technology involves adding to it the personality of the teacher in all its diverse manifestations. Hence it is obvious that any pedagogical task can be effectively solved only with the help of adequate technology implemented by a qualified professional teacher.

There are approaches that somewhat narrow the concept of pedagogical technology, relegating it to the "art of touching the personality", scientifically based impact on the child in the context of its interaction with the outside world (N.E. Shchurkova and others).

Pedagogical technologies can be represented as teaching technologies (didactic technologies) and upbringing technologies. V. V. Pikan highlights the most significant features of such technologies:

The technology is developed for a specific pedagogical idea, it is based on a certain methodological, philosophical position of the author. So, it is possible to distinguish between technologies of the process of knowledge transfer and technologies of personality development;
the technological chain of pedagogical actions, operations, communications is built strictly in accordance with the target settings, which have the form of a specific expected result;
technology provides for the interconnected activities of the teacher and students on a contractual basis, taking into account the principles of individualization and differentiation, the optimal implementation of human and technical capabilities, and dialogical communication;
elements of pedagogical technology should be, on the one hand, reproducible by any teacher, and on the other hand, guarantee the achievement of the planned results (state standard) by all students;
an organic part of pedagogical technology are diagnostic procedures containing criteria, indicators and tools for measuring performance.

Pedagogical technology is interconnected with pedagogical skill. Perfect mastery of pedagogical technology is mastery. Pedagogical excellence, on the other hand, is the highest level of mastery of pedagogical technology, although it is not limited to the operational component. Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.

According to the stages of solving the pedagogical problem, regardless of their content and time frame, it is possible to distinguish between interrelated general and particular technologies. The general ones include design technologies, for example, the learning process and its implementation. Private - these are technologies for solving such problems of training and education as pedagogical stimulation of students' activities, monitoring and evaluating its results, and more specific - such as analyzing the educational situation, organizing the beginning of the lesson, etc.

Thus, in accordance with a holistic approach, when developing and implementing the project of the pedagogical process as a system, it is necessary to strive to ensure the organic unity of all its components, bearing in mind that changes in one of them automatically cause changes in others. Pedagogical technology, in contrast to methodology, involves the development of the content and methods of organizing the activities of the pupils themselves. It requires diagnostic targeting and objective quality control of the pedagogical process, aimed at developing the personality of schoolchildren as a whole.