Personality-oriented approach to teaching. Personality-oriented approach in teaching schoolchildren

1.1. Person-centered approach
in teaching

V last years the personality-oriented approach is rapidly gaining ground in the educational space of Russia. Most of the country's pedagogical collectives persistently master the theoretical foundations and technology of using this approach in the educational process. Many teachers and heads of educational institutions consider it to be the most modern methodological orientation in teaching.

This popularity of the personality-oriented approach is due to a number of objectively existing circumstances. Let's name just a few of them.

First, the dynamic development of Russian society requires the formation in a person not so much of the socially typical as of the brightly individual, allowing the child to become and remain himself in a rapidly changing society.

Secondly, psychologists and sociologists note that today's schoolchildren are characterized by pragmatism of thoughts and actions, emancipation and independence, and this, in turn, predetermines the use of new approaches and methods by teachers in interaction with students.

Thirdly, the modern school is in dire need of humanization of relations between children and adults, in the democratization of its life. Hence, the need to build personality-oriented systems of teaching and upbringing of schoolchildren is obvious.

However, the realization of the expediency of transformations is not enough to carry them out. It will not be superfluous to note that at present there are many blank spots in the study of the possibilities and conditions for the application of a personality-oriented approach in teaching practice... It is very important to systematize the knowledge already accumulated by researchers and practitioners about this approach and, on their basis, try to expand the boundaries of its use in the activities of teachers. But first, we will try to answer the following questions based on the analysis of pedagogical research:

1. What is a student-centered approach?

2. How does it differ from traditional approaches?

3. What components does it consist of?

It is very difficult to answer correctly even the first question, although part of the answer lies on the surface in the formulation of the question itself. No matter how banal it may seem, the personality-oriented approach is, first of all, an approach. If, when analyzing the means of pedagogical activity, we use the classification method, then the personality-oriented approach will be on a par with the age, individual, activity, communicative, systemic and other approaches.

The study of pedagogical publications does not allow us to fully find out what, after all, educational researchers understand by an approach, what meaning is put in when using this concept. Most authors do not bother to describe its content, composition and structure. If we turn to philosophy, where many scientific approaches were born, which later began to be used by pedagogical science and practice, we can find that philosophers tend to understand by the approach the orientation of a person in cognitive or transformative activity. For example, they associate the application of a systematic approach with a person's orientation, in which the object of cognition or transformation is considered as a system; the use of a model approach is stated when the model of the studied or transformed object acts as the main reference point for the activity being carried out. In most cases, human activity, according to philosophers, is built on the basis of not one, but several orientations. Of course, the orientations he chooses should not be mutually exclusive, but complementary. Together they constitute a strategy of activity and determine the choice of tactics of action in a specific situation and in a certain period of time. It should be emphasized that out of the entire range of approaches used in activities, one orientation is a priority (dominant) one, due to which the qualitative uniqueness of the handwriting of a person's activity is formed.

Most researchers believe that the approach includes three main components:

a) basic concepts used in the process of cognition or transformation;

b) principles as starting points or main rules of the activity being carried out;

c) techniques and methods of constructing the process of cognition or transformation.

Based on the views of philosophers, we will try to define the personality-oriented approach.

So, personality-oriented approach - it is a methodological orientation in pedagogical activity, which allows, through relying on a system of interrelated concepts, ideas and methods of action, to provide and support the processes of self-knowledge, self-construction and self-realization of the child's personality, the development of his unique individuality.

The formulated definition reflects the essence of this phenomenon and highlights its most important aspects, such as:

First, the personality-oriented approach is, first of all, an orientation in pedagogical activity;

Secondly, it is a complex education, consisting of concepts, principles and methods of pedagogical actions;

Thirdly, this approach is associated with the aspirations of the teacher to promote the development of the student's individuality, the manifestation of his subjective qualities.

The definition of the concept and essential characteristics of the personality-oriented approach allows us to answer the second question: how does it differ from traditional approaches?

Let's show its main difference from such a traditional approach as an individual one. The use of both approaches in pedagogical activity involves taking into account the individual characteristics of the child. However, if, when applying a student-centered approach, this is done with the aim of developing the student's individuality, then when using individual approach another target setting is being implemented - mastering by students social experience, i.e. some knowledge, abilities and skills, defined in the standard training and education programs and obligatory for each pupil to master. The choice of the first approach is associated with the desire to promote the manifestation and development of the brightly individual in the child, and the choice of the second - with the direction pedagogical process on the formation of the socially typical, which is also extremely difficult to implement without obtaining and taking into account information about the individual characteristics of schoolchildren. This is the fundamentally important difference between the two named approaches.

Now is the time to give a more detailed answer to the third question, what are the components of a personality-oriented approach?

For this purpose, we will characterize three components of this approach.

The first component- basic concepts that are the main tool of thinking activity in the implementation of pedagogical actions. Their absence in the mind of the teacher or the distortion of their meaning makes it difficult or even impossible for the conscious and purposeful application of the considered orientation in pedagogical activity. The main concepts of the personality-oriented approach include the following:

- individuality– the unique originality of a person or group, a unique combination of individual, special and common features in them, distinguishing them from other individuals and human communities;

- personality- a constantly changing systemic quality, which manifests itself as a stable set of individual properties and characterizes the social essence of a person;

- self-actualized personality- a person who consciously and actively realizes the desire to become himself, to most fully reveal his capabilities and abilities;

- self-expression- the process and result of development and manifestation by an individual of his inherent qualities and abilities;

- subject- an individual or a group possessing conscious and creative activity and freedom in cognizing and transforming oneself and the surrounding reality;

- subjectivity- the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by the measure of the possession of activity and freedom in the choice and implementation of activities;

- Self-concept- a system of ideas about himself perceived and experienced by a human, on the basis of which he builds his life activity, interaction with other people, relations to himself and others;

- choice- the realization by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;

- pedagogical support- the activities of teachers to provide preventive and operational assistance to children in solving their individual problems related to physical and mental health, communication, successful advancement in learning, life and professional self-determination (O.S. Gazman, T.V. Frolova).

Second component- the starting points and basic rules for constructing the process of teaching and educating students. Together, they can form the basis of the pedagogical credo of a teacher or leader. educational institution... Let's name the principles of the personality-oriented approach:

Self-actualization principle. Every child has a need to actualize his intellectual, communication, artistic and physical abilities. It is important to encourage and support the desire of students to manifest and develop their natural and socially acquired capabilities.

The principle of individuality. The creation of conditions for the formation of the individuality of the personality of a student and a teacher is the main task of an educational institution. It is necessary not only to consider individual characteristics child or adult, but also in every possible way to promote them further development... Each member of the school team must be (become) himself, acquire (comprehend) his own image.

The principle of subjectivity. Individuality is inherent only in the person who really has subjective powers and skillfully uses them in the construction of activities, communication and relationships. It is necessary to help the child to become a true subject of life in the classroom and school, to contribute to the formation and enrichment of his subject experience. The intersubjective nature of the interaction should be dominant in the upbringing process.

Selection principle. It is pedagogically expedient for a student to live, study and be brought up in conditions of constant choice, have subjective powers in choosing the goal, content, forms and methods of organizing the educational process and life in the classroom and school.

The principle of creativity and success. Individual and collective creative activity allows you to determine and develop the individual characteristics of the student and the uniqueness of the study group. Through creativity, the child reveals his abilities, learns about the "strengths" of his personality. Achievement of success in a particular type of activity contributes to the formation of a positive self-concept of the student's personality, stimulates the child to carry out further work on self-improvement and self-construction of his self.

The principle of trust and support. A decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process inherent in the pedagogy of the forcible formation of the child's personality. It is important to enrich the arsenal of pedagogical activity with humanistic, personality-oriented technologies for teaching and educating students. Belief in the child, trust in him, support for his desire for self-realization and self-affirmation should replace excessive demands and excessive control. It is not external influences, but internal motivation that determines the success of the education and upbringing of a child.

And finally third component a personality-oriented approach is a technological component that includes the methods of pedagogical activity that are most appropriate for this orientation. The technological arsenal of a personality-oriented approach, according to Professor E.V. Bondarevskaya, make up methods and techniques that meet such requirements as:

Dialogue;

Active and creative character;

Focus on supporting the individual development of the child;

Providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and methods of learning and behavior.

Most pedagogical researchers tend to include in this arsenal dialogue, play and reflexive methods and techniques, as well as methods of pedagogical support of the child's personality in the process of his self-development and self-realization. The use of a student-centered approach in teaching and upbringing of schoolchildren, as suggested by
TV Frolova, it is impossible without the use of diagnostic methods.

The presence of a teacher's ideas about the essence, structure and structure of a personality-oriented approach allows him to more purposefully and effectively model and build specific training sessions and educational activities in accordance with this orientation.

1.2 Comparative analysis of traditional and
student-centered education

The personality-oriented education is based on the dominant feature: "Personality-oriented education is education that ensures the development and self-development of the student's personality, based on the identification of his individual characteristics as a subject of cognition and subject activity." It is obvious that the self-development of the child's personality in this case is not complete without mastering social and other norms, but the priority is still reserved for the individual and subjective principle, and not for public importance educational process and its results.

Personally-oriented education includes practically the same structural elements as socially-oriented education: goals, objectives, content, technology, control, assessment, but the meaning and vector of the educational movement is always different - not to the student, but from him.

Traditionally, it is believed that a student can receive knowledge only from the outside - from a teacher, from a textbook, etc. Therefore, traditional education necessarily includes the so-called transfer of knowledge.

The personality-oriented approach is built in a different way, since it assumes the possibility of creating knowledge by the student himself, that is, knowledge is not transferred to him for memorization in a finished form, but is constructed, obtained, generated by him in his own activity.

Therefore, if the educational system presupposes and, moreover, plans for the student to go beyond the externally set benchmarks - goals, objectives, content, pace of education, then such a system is personally and creatively oriented. And vice versa, if the success of learning is determined by how close the student's results are to the predetermined ones, then such an educational system is not personal and not creative, no matter what guidelines it declares. For example, if school tests and exams do not check and do not evaluate the personal educational products of students, but only check the standard and common minimum of knowledge and skills for all, such a system cannot be called personality-oriented.

For a long time, the teacher was the main source of information that he communicated to students, teaching them various sciences... Until now, the terms "give knowledge", "give education" are used. Understanding of teaching as a "transmission" mechanism of some content from teacher to students presupposes the formative influence of the teacher on the student. Similarly, the so-called exchange of experience has taken root in methodological activity, which is supposedly capable of mutually enriching two or more teachers who will tell each other about their work. In fact, in this case, only the transfer of information occurs, but not experience, and even less knowledge.

A student-centered understanding of learning denies the mechanical "transfer" of education and its components such as knowledge and experience. Knowledge, skills and abilities are not material objects that can be transferred. They are formed as a result of the student's activity, in the course of his own activity. Experience is also inexpressible - empirical knowledge of reality, carried out by those who ultimately own the results of his activity: knowledge, skills, mastered ways of activity, educational products. The learner-centered approach assumes learning as learner-raising.

The student is the "seed" of a plant unknown to the teacher.

With this setup, two types of training are possible:

1) training focused on external orders (social, state, parental) requires formative actions from the teacher in relation to the student.

2) learning, focused on identifying and realizing the inner essence of the student, involves the creation of an environment by the teacher that would be most favorable for the development of the child's abilities. Such education cannot be "given", it can only be provided in one way or another.

If the training is based on an active anthropological position: The student is not just a “seed” of a plant unknown to the teacher, but a seed that is capable of providing and adjusting its growth, then such training is focused on creating a harmonious natural environment, ensures self-realization of the child's personal potential and encourages him to search for their own results in the studied areas.

Therefore, it is not enough to give freedom to children, you need to teach them to act. This is precisely the task that student-centered learning sets.

Thus, the methodology of student and teacher activity, which ensures the freedom of their individual creative self-realization, is set in student-centered learning.

1. Person-centered learning approach

XXI century - the century of highly developed technologies - the era of the intellectual worker. "... The 21st century, in which we live, is a century when intellectual values, the highest level of knowledge and education are in demand and dominate."

Humanity has gradually passed through a number of civilization eras in its development: the hunter-gatherer era, the agricultural era, the industrial era, the information / intellectual worker era, and the nascent era of wisdom. With the change of eras, the productivity of each worker of the next epoch sharply increased in comparison with the productivity of the worker of the epoch of the previous epoch. So the productivity of the farmer in comparison with the hunter has increased 50 times, the production efficiency of the industrial era is 50 times higher than the productivity of the farm. The forecast for productivity growth in the era of the intellectual worker compared to the productivity of the industrial era is also a difference of 50 times. Stephen Covey quotes Nathan Myhrvold, former Chief Technology Officer, to support his prediction. Microsoft: "The performance of leading developers software exceeds the productivity of mid-level developers not by 10, not 100, or even 1000 times, but 10,000 times. "

High-quality intellectual work based on creativity becomes valuable for the work of organizations. This means that the modern era requires intelligent workers with high level freedom of thought and self-awareness, which imposes a special responsibility on teachers for the education of our children.

Achieving this level of freedom of choice-based thinking is not possible with established teaching methods. Therefore, in education in recent decades, more and more insistently they talk about the use of developing, interactive, student-centered learning in the arsenal of teachers.

It is not possible to draw a clear boundary between the types of education; the names of thinkers, the methods of work used, etc. are often intertwined. But the main focus on the humanization of education is expressed by the term "personality-oriented approach"

“The personal approach is a consistent attitude of the teacher to the pupil as to a person, as to a self-conscious, responsible subject of educational interaction. The idea of ​​a personal approach has been developed by scientists since the early 80s. XX century In connection with the interpretation of education as a subject-subject process ”.

Personally-oriented learning (LOO) is such learning, which puts at the forefront the identity of the student, his intrinsic value, the subjectivity of the learning process. "The personal approach involves helping the pupil in realizing himself as a person, in identifying, disclosing his capabilities, the formation of self-awareness, in the implementation of personally significant and socially acceptable ways of self-determination, self-realization and self-affirmation." LOO is usually opposed to the traditional one, citing the following differences between the lesson:

education thinking teacher

Traditional lesson Person-centered lesson Teaches all students a set amount of knowledge, abilities and skills. Promotes the effective accumulation of each student's own personal experience. Distributes learning tasks, the form of work of students and demonstrates to them a model of how to correctly perform tasks. Offers students a choice of various educational tasks and forms of work. , encourages students to independently search for ways to solve these tasks. Seeks to interest students in the educational material offered by the teacher. Seeks to identify the real interests of students and agree with them in the selection and organization of educational material. Provides additional individual lessons with students lagging behind. Conducts individual work with each Planning student activities in a specific way Helps students plan their own activities Evaluates student performance by noting and correcting mistakes. Independently evaluate the results of their work and correct mistakes. Determines the rules of behavior in the classroom and monitors their implementation. Teaches students to independently develop rules of conduct and monitor their implementation. Resolves emerging conflicts between students: encourages the right and punishes the guilty. Encourages students to discuss emerging conflict situations and independently look for ways to solve them.

Personality-oriented learning is based on the concept that a person is the totality of all his mental properties that make up his personality.

Therefore, the goal of personality-oriented education is to create conditions for the full development of the following individual functions: a person's ability to choose; the ability to reflect, evaluate your life; search for the meaning of life, creativity; the formation of self-awareness (image I AM ); responsibility (in accordance with the wording I am responsible for everything ); personality autonomy (as it develops, it is more and more freed from other factors).

A small number of teachers can observe this approach in almost every lesson. Carefully planned and thought out specifically for the characteristics of each group, the lesson helps each student to be active at a level available to him. Such a lesson was given at the “Pedagogical Hope” competition by the young teacher Kadyrov D.S. having managed to involve in the work on repeating the meanings of the terms even members of the competition commission who were happy to look for the right term according to the teacher's explanation of its meaning.

The most studied application of LOO in the modern school, it is reflected in the works of such scientists as Yu.A. Poluyanova, V.V. Rubtsova, G.A. Zuckerman, I.S. Yakimanskaya. All researchers suggest the use of an individual approach, which takes into account the individual characteristics of each student.

In his book "Technology of Personally-Oriented Education" I.S. Yakimanskaya proposes her LOO concept for transforming the existing educational system... Draws attention to the importance of using the student's subject experience for educational purposes. Subject experience - the experience of a student's own life, the experience of his cognition and self-knowledge, socialization, self-development, self-realization. Provides examples of documentation: maps of individual development, characteristics and information about the individual characteristics of the student, the results of observations.

In the field of vocational education, research on a student-centered approach is most often found in the practical work of teachers. But both vocational education teachers and researchers of the modern school pay main attention in their works: the models of the concept, the use of educational technologies, the peculiarities of LLL, the enumeration of the qualities that a teacher should have and the values ​​that he should adhere to.

"However, the personal approach has not yet become dominant in upbringing and is often actually replaced by an individual approach." And most of our teachers are interested in more effective transfer of knowledge and are not very interested, but who fall under the influence of fashion trends in education, use innovative pedagogical technologies in their work, use modern terms. But ... they are used most often haphazardly and at the usual level of thinking - to give knowledge, abilities, skills.

Settled mindset model of skill formation

This established thinking is based on the concept of knowledge as the highest value. While many studies “have suggested that in the long term emotional intelligence is a more significant factor in successful communication, relationships and leadership than mental. " This means that in education, the establishment of certain relationships in the process of teaching a teacher with a student, the ability to learn on his own, and not his knowledge, skills, and abilities comes to the fore.

And teachers out of habit work on mental intelligence, forming knowledge and skills, which should develop into skills. The idea of ​​a student as an “object” of acquiring knowledge imperceptibly turns him into a being who needs to be encouraged to act and controlled.

This gives rise to the unconscious use of industrial age control models that nullify the use of student-centered learning elements. The era of the intellectual worker makes demands on teachers to learn a new way of thinking, to master new teaching technologies not at a fragmentary, but at a natural level of application.

The process of mastering innovative technologies by teachers is moving, and with the formation of a new way of thinking, most teachers have problems. We become familiar with the requirements of student-centered learning; we know that it is necessary to rely on the subjective experience of the student, as well as take into account the individual selectivity of the student to the forms of tasks, the type and type of material being studied; we know that it is important to study the personality of the student, identifying his psychophysiological characteristics, interests, life values, personal needs, etc. We know the importance of assessing not only the final knowledge, but also the student's efforts.

We know, but we do not understand, because to know but not to use is not to understand. As a result, we have no time to use such an extensive arsenal of methods, since our life is filled with other things that are important to us. We have no time to build relationships with students, but it is relationships in the era of the intellectual worker that come to the fore, forming the basis of new thinking. It is the relationships that arise with the student and that are built by the teacher that help at the present stage, taking into account his individual characteristics, to organize the process of acquiring knowledge and the formation of skills by the students themselves for the formation of the necessary skills.

3. Model of new thinking skills formation

In order for each student to gain freedom of thought and his own "voice", it is important to rely in teaching in relation to the student on the paradigm of a whole person who has not only body and mind (paradigm of man as a being), but also a heart and spirit, you need to satisfy the four needs of the student as a whole person - to live (body), love (heart), learn (mind), leave a legacy (spirit). To do this, treat him fairly (body), treat him well (heart), use it creatively (mind) so that the student understands what his service to human needs is based on principles (spirit).

Whole person paradigm

And for such a student's development, each teacher must form a new thinking in relation to himself on the basis of the paradigm of a whole person who has not only a body and mind (the paradigm of a person as a being), but also a heart and spirit, it is necessary to satisfy the four needs of the teacher as a whole person - to live, love, learn, leave a legacy. And for this, the administration of the educational institution should treat him fairly, treat him well, use him creatively, so that the teacher understands that his service to society in organizing the education of each student on the basis of student-centered learning should be based on the principles and awareness of his mission. Therefore, it is important to form new thinking not only among teachers, but among the majority of modern people.

Then there will be a breakthrough in education and in the era of intellectual workers, productivity in comparison with the era of industrialization will rise 50 times higher.

Literature

1. Bondarevskaya E.V. Personality-Oriented Education: A Paradigm Development Experience. - Rostov - on - Don, 1997.

Karimov I.A. All our aspirations and programs are for the further development of the Motherland and the improvement of the well-being of the people. Report of the President of the Republic of Uzbekistan at a government meeting on the results of the socio-economic development of the country in 2010 and the most important priorities for 2011. / People's Word, No. 16 (5153) from 22.01.2011.

Covey St. R. Eighth Skill: From Efficiency to Greatness / Stephen R. Covey; Per. from English - M .: Alpina Business Books, 2007.

Psychological and pedagogical dictionary / Comp. Rapatsevich E.S. - Minsk: “Let's lie. Word ", 2006.

Yakimanskaya I.S. Personality-oriented education technology. - M: "September", 2000

Tutoring

Need help exploring a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Send a request with the indication of the topic right now to find out about the possibility of obtaining a consultation.

Course work

Person-centered learning approach

Introduction

The scientific basis of the modern education system is classical and modern pedagogical and psychological techniques - humanistic, developing, competence-based, age-related, individual, active, personality-oriented.

Humanistic, developmental and competence make it clear what the purpose of education is. Today's school education ensures the introduction of a person to theoretical knowledge, but does not in any way prepare for life in society and is poorly focused on the professional self-realization of the individual. it is necessary that the acquisition of knowledge, skills and abilities is not the goal of education, but a means of achieving the goals.

Personal and individual techniques reveal the essence of what needs to be developed. And it is necessary to develop a set of knowledge that does not constitute state interests in order to drive everyone under a single “graduate model”, and some personal qualities and skills of the student should be developed. This is, of course, the ideal. but still it should be remembered that in addition to any personal individual qualities, there is a so-called order for the production of professionals and citizens. Therefore, the task of the school should be formulated as: the development of individual qualities, taking into account what society requires, which presupposes a cultural and personal model of the organization of education.

In the concept of a personality-oriented approach, the success of this goal is possible through the development and acquisition of an individual style of activity, based on personal characteristics.

An active approach gives us an idea of ​​how to develop a child. its essence is such that all abilities are manifested in the course of activity. at the same time, if we consider the personality-oriented approach, the best activity is the one that is more suitable for the child, based on his inclinations and abilities.

The implementation of all of the above ideas is student-centered learning and profiling of senior pupils at school, as a way to concretize this technique.

The Concept for Improving Russian Education for 2010 states that specialized training in senior classes should be carried out, aimed at socializing students.

Person-centered learning is exactly the format of education today that will allow us to consider learning as a resource and a mechanism for social development.

This course work will focus on a student-centered approach.

Target term paper: study of the features of personality-oriented technology in the modern education system. Objectives of student-centered learning:

To study the phenomenon of personality-oriented developmental learning.

Reveal the principles of building a personality-oriented learning system.

Determine the technology of the personality-oriented educational process.

Research methods: analysis of psychological and pedagogical literature, abstracting, bibliography, modeling.

1. The history of the "personality component"

The concept of "personality-oriented approach" entered pedagogy in the 90s of the last century. But the very idea of ​​free upbringing gained its popularity in the XIX-XX centuries. In the Russian school of upbringing, as you know, the founder of free upbringing was L.N. Tolstoy.

Despite the fact that at that time there was no developed individual freedom in Russia, the Russian version of the school was initially associated with human self-determination in all areas of life, including religious. And therefore, do not forget that “ theoretical basis"Of Russian pedagogy of that time, Christian anthropology appeared," multiplied "by the philosophy of" Russian existentialism "(V. Soloviev, V. Rozanov, N. Berdyaev, N. Lossky, P. Florensky, S. Frank, K. Wentzel, V. Zenkovsky and etc.).

It all began with the thesis about the education of conscious builders of socialism (V.I.Lenin, N.K. Krupskaya, A.V. Lunacharsky, M.N. Pokrovsky, etc.). And "conscientiousness" was defined as the conscious assimilation of the Marxist worldview and the body of knowledge that meet the requirements of the social order. And the content of attitudes in pedagogy was interpreted as follows: "... to teach to think independently, to act collectively, in an organized manner, being aware of the results of their actions, developing a maximum of initiative and initiative" (N.K. Krupskaya; cit. 30).

First phasethe formation of the Russian school is associated both with the definition of new learning goals and with the reflection of the "didactic model of the educational process", i.e. didactic design is manifested.

This design means the search for new educational tasks, the choice of teaching settings, the selection of content, the creation of a teaching methodology that will be aimed at the development of students, the personality of the teacher and the characteristics of the content of knowledge.

If you look from today, you can understand that the economic and political situation pushed pedagogy to the choice of ZUNs.

Second phasethe formation of Soviet didactics falls on the 30-50s. of the last century, and is determined by the change of emphasis in the "personality-oriented" problems.

In itself, the proposal to form the independence of students, taking into account their individuality and age continues to spread, but the most important task is to assign students a system of scientific knowledge of the subject. The need to take into account the personal factor found its response in defining the principle of consciousness and activity. This period in the development of personality orientation in pedagogy is determined by some uncertainty. The general focus on personality development in pedagogy remains, but the increased role of the teacher in the learning process, the focus on the actual acquisition of ZUNs, somewhat "cloudes" the concept of "student personality development", expanding the scope of its meaning in the flesh to the point that personality development is considered, among other things and the accumulation of knowledge.

Next phasedevelopment of Soviet didactics falls on the 60-80s. And during this period in pedagogy, the following areas of theoretical work on the problem of "learning and development" can be distinguished: a) the content of education and the cognitive capabilities of students; b) the conditions for the formation of the cognitive independence of students; c) the integrity of the educational process and its driving forces; d) problem learning; e) optimization of the educational process; f) programmed learning.

A characteristic feature of the development of this technology during this period is the analysis of obtaining the necessary knowledge as an integral phenomenon. If in the previous phases all attention was focused on the study of individual elements of this process, now the identification of the driving forces in the learning process, the definition general characteristics and the patterns of learning in general. This was facilitated by research in the pedagogical field.

Proposing and explaining the idea of ​​a possible increase in the level of theoretical knowledge is one of the areas of research of P.Ya. Galperin, V.V. Davydova, D.B. Elkonina, L.V. Zankova, I.F. Talyzina and others. This required scientists to resolve issues:

a) assessing the adequacy of the content and logic of the organization of educational material to the cognitive capabilities of students;

b) determining the "boundaries" of the cognitive capabilities of schoolchildren. The result of their decision was the revision of the education system itself and the structures of curricula and plans. The main changes were that they switched to a three-year course in primary school; connection of the foundations of the sciences studied at school with the main directions scientific knowledge; expansion of independent work and focus on the formation of self-education skills; introduction of optional classes into the training plan; a slight increase in study time for humanitarian subjects.

I.Ya. Lerner. According to his concept, the structure of education constitutes an analogue of social experience and, in addition to knowledge and skills, absorbs the experience of creative activity and the experience of emotional life. It is important for us to fix the fact that didactics categorically isolates a specific element of the content of education - the experience of creative activity.

V.V. Kraevsky and I. Ya. Lerner in his studies revealed the following levels of formation of the content of education:

level of general theoretical understanding,

the level of the subject,

level of educational material,

level of personality structure.

So, in my opinion, a "theoretically formulated" idea appears about the need to describe the content of education in terms of changing the subject of learning. And if here it is formulated at the level of target attitudes, then in the study, for example, V.S. Ledneva emphasizes the interdependent nature of the organization of the content of education and the structure of personality traits.

In this period, increasing attention is shown to the personality of the student.

The invariable object of all the directions of research of this phase considered above is the student: in educational psychology, he is the bearer of certain cognitive capabilities, when working out the content of education, the goal and determinant of its formation, in the concept of optimization, in a certain sense, the “goal” and “element” of the system, in the search for the driving forces of the educational process is the "side" of an essential contradiction and the "result" of its resolution.

The next stage in the development of didactic Russian thought began in the late 1980s.

First, in my opinion, the present period is characterized by the desire of researchers to integrate various approaches. A period of "booms" has passed, now in optimization, now in problem learning, now in programmed learning, now in developmental learning (when identifying of this concept or with the D.B. Elkonina, V.V. Davydov, or with L.V. Zankova).

Secondly, in this integrative process, a system-forming factor has clearly emerged - the unique and inimitable personality of the student. Moreover, the isolation of this factor most definitely belongs to pedagogical practice rather than theory. The shifts in education prepared by the entire previous stage, even as initial forms of reflection, were realized not in theory, but in the practice of educators-innovators, in the practice of creating and operating innovative educational institutions, variable curricula, regional educational programs.

V recent times the first works of a methodological nature appeared, where the problems of specifically student-centered learning were discussed in sufficient detail.

Thirdly, the modern stage in the development of didactics is characterized by an increased sensitivity to teaching technology. It overcomes the framework of the identification of pedagogical technology with a unified set of methods and forms. Increasingly, pedagogical technology is interpreted as the author's system of pedagogical work.

And the last thing. The interest of didactics in the personality of the student in the version that we outlined above pushes it to consider life path the personality as a whole and in this sense orients towards the development of a unified methodology for organizing the developmental environment, including preschool and postschool education in its various versions.

This is, in brief, the history of the "personality component" of education and the peculiarities of its design in various pedagogical systems and approaches.

2. The essence of the personality-centered approach

“Personally-oriented learning is such learning, where the personality of the child, its originality, intrinsic value, the subjective experience of each is first revealed and then coordinated with the content of education.” (Yakimanskaya IS Development of technology for student-centered learning. Director of the school. - 2003. - No. 6).

Personality-oriented approach is a methodological orientation in psychological and pedagogical activity, which helps to ensure and maintain the processes of self-knowledge, self-construction and self-realization of the child's personality, the development of his individuality.

The theoretical and methodological basis of the personality-oriented approach is the ideas of humanistic pedagogy and psychology, philosophical and pedagogical anthropology.

The purpose of its use is, on the basis of identifying the individual characteristics of the child, to contribute to the development of his individuality.

Organizational-activity and relational aspects of use - techniques and methods of pedagogical support, the dominance of subjective-subjective helping relations.

The main criterion for analyzing and evaluating the effectiveness of this approach is the development of the child's individuality, the manifestation of his unique features.

Professor E.N. Stepanov identifies the following components that make up a personality-oriented approach to education.

The first component of a student-centered approach is about basic concepts, which psychologists-educators operate within the framework of this approach:

* individuality - the unique identity of a person or a group, a unique combination of individual, special and common features in them, distinguishing them from other individuals and human communities;

* personality - a constantly changing systemic quality, which manifests itself as a stable set of individual properties and characterizes the social essence of a person;

* self-actualized personality - a person who consciously and actively realizes the desire to become himself and most fully to reveal his capabilities and abilities;

* self-expression is a process and result of development and manifestation by an individual of his inherent qualities and abilities;

* subject - an individual or group with conscious creative activity and freedom in cognition and transformation of oneself and the surrounding reality;

* subjectivity - an expression of one's position;

* Self-concept - a person's perceived and experienced system of self-representation, on the basis of which he builds his life and activities, interaction with other people and attitude towards himself and others;

* choice - the exercise by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;

* psychological and pedagogical support.

The second component is certain rules that the teacher uses. These are the so-called principles of a student-centered approach:

) The principle of self-realization

Awaken and support the child's desire to manifest and develop his natural and socially acquired capabilities.

) The principle of individuality

) The principle of subjectivity

The intersubjective nature of the interaction should be dominant in the upbringing process.

) Selection principle

It is pedagogically expedient for a child to live, study and be brought up in conditions of constant choice, while having subjective powers in resolving issues.

) The principle of creativity and success

This principle contributes to the positive formation of the "I-concept" and stimulates the child to carry out further work on the self-construction of his "I".

) The principle of trust and support

Faith in the child, trust in him, support in his striving for self-realization.

It is not external influence, but internal motivation that determines the success of teaching and raising a child. The child needs to be able to interest and properly motivate.

And the third component of the approach is methods and techniques that meet such requirements as dialogicalness; activity-creative character; focus on supporting the individual development of the child; providing the student with the right to choose, the necessary freedom to make any of his independent decisions.

The main condition for the implementation of a personality-oriented approach is the creation of a “personality-affirming” or personality-oriented situation - educational, cognitive, life. But do not forget that one of the main components contributing to the creation of a student-centered approach is the student's personal experience. Thus, the main factor contributing to the implementation of this approach is the reliance on the student's subjective experience in order to independently develop a method of educational work necessary for the implementation of the cognitive experience, and further development.

The lesson was, is, and will be the main form of acquiring knowledge, but it changes somewhat in the structure of student-centered learning. Within the framework of this approach, students must provide previously unknown ways to solve a particular problem, be it some kind of fairy tale in a literature lesson, or a colorful image of solving a complex theorem in a geometry lesson. But the teacher should not completely leave the conduct of the lesson in the hands of the students, he should give some kind of impetus, an example, should interest the children.

lesson learning personal pedagogical

3. Person-centered lesson: technology of conducting

The main goal of a student-centered lesson is to create conditions for the cognitive activity of students. Means, methods and techniques allowing to achieve success, the teacher must think over and select himself, thus demonstrating knowledge of the age, psychological, individual qualities of students, the level of class preparation, his pedagogical intuition and creativity. The teacher must accept the child as he is, believing in his progress in development, in the fact that his powers can be revealed with specially organized training. A special, trusting learning atmosphere that is established in the classroom between the teacher and the students, the kind, respectful relationship of children to each other is the most important condition for the effective implementation of didactic principles and the advancement of children in development.

A student-centered lesson, in contrast to a regular lesson in school, mainly changes the type of teacher-student interaction. The teacher's teaching style is changing, from team teaching to collaboration. The student's positions also change - from simple execution of the teacher's “orders” he goes over to active creativity, thanks to which his thinking changes - it becomes reflexive. The nature of the relationship in the lesson also changes. The main task of the teacher in such a lesson is not only to give knowledge, but also to create optimal conditions for the development of the personality of students.

I would like to summarize in Table 1 the main differences between a traditional lesson and a student-centered lesson.

Table 1

Traditional lesson Person-centered lesson1. Goal-setting. The lesson has the goal of giving students solid knowledge, abilities, and skills. Personality formation is understood here as the development of mental processes, such as attention, thinking, memory. Children work during the whole lesson, then they "rest", they cram at home (!), Or they do nothing. 1. Goal setting. The purpose of this lesson is the development of the student, the creation of such conditions that at each lesson educational activity is formed that can interest the child in learning, his own activity. Pupils work the entire lesson. There is a constant dialogue in the lesson - teacher-student. 2. Teacher activity: shows, explains, reveals, dictates, demands, exercises, checks, evaluates. The main thing here is the teacher, while the child's development is abstract, incidental. 2. Teacher activity: the organizer of educational activities in which the student, relying on his own knowledge, conducts an independent search for information. The teacher explains, shows, reminds, hints, leads to the problem, sometimes makes mistakes, advises, confers, prevents. The central figure is already a student here! The teacher, on the other hand, specifically creates a situation of success, encourages, instills confidence, motivates, forms the motives of learning. 3. Student activity: the student is the object of learning, which is directed by the influence of the teacher. Children are often engaged not in a lesson at all, but in extraneous matters, one teacher works here. Students receive ZUN not thanks to their mental abilities (memory, attention), but often due to the pressure of the teacher, cramming. Such knowledge is rapidly disappearing. 3. Student activity: the student here is the subject of the teacher's activity. Activity does not come from the teacher, but from the student. The methods of problem-search and project-based training of a developmental nature are used. 4. The student-teacher relationship is subject-object. The teacher demands, forces, threatens with tests, exams and bad grades. The student, on the other hand, adapts, cheats, dodges, sometimes teaches. The student is a secondary person. 4. The student-teacher relationship is subject-subjective. Working with the whole class, the teacher actually organizes the work of everyone, creating conditions for the development of personal characteristics of students, including the formation of reflective and their own thinking.

When preparing and conducting a student-centered lesson, the teacher must bring out the main directions of his activity, highlighting the student, then the activity, defining his own position.

table 2

Areas of teacher activity Ways and means of implementation1. Referring to the student's subjective experience. A) Revealing this experience by asking questions - how did he do it? Why did he do it? What did you rely on? b) Organization through mutual examination and listening to the exchange of the content of subjective experience between students. c) Bring everyone to correct decision through the support of the most correct versions of other students on the topic under discussion. d) Building on their basis new material: by means of statements, judgments, concepts. e) Generalization and systematization of the subjective experience of students in the lesson based on contact. 2. Application in the lesson of a variety didactic material.a) Teacher use various sources information. b) Encouraging students to complete problem learning assignments. c) Proposal for a choice of tasks of various types, types and forms. d) Encouraging students to choose material that suits their personal preferences. e) The use of cards describing the main educational activities and the sequence of their implementation, i.e. technological maps, based on a differentiated approach to each and constant control. 3. Character pedagogical communication in the lesson a) Respectfully and attentively listening to the points of view of everyone, regardless of their level of performance. b) Addressing students by name. c) Talking with children on an equal footing, so to speak "eye to eye", while always smiling and being friendly. d) Encouragement in the child of independence, self-confidence in the answer. 4. Enhancing the ways of learning. A) Encouraging learners to apply different ways educational work. b) Analysis of all the proposed methods, without imposing your opinion on the students. c) Analysis of the actions of each student. d) Identifying meaningful ways students choose. e) Discussion of the most rational ways - not good or bad, but what is in this way positively. f) Evaluation of both the result and the process. 5. Pedagogical flexibility of the teacher in working with students in the classroom. A) Organization of the atmosphere of "involvement" of each student in the work of the class. b) Providing children with the opportunity to show selectivity to the types of work, the nature of the educational material, the pace of completing educational tasks. c) Creation of conditions allowing each student to be active and independent. d) Demonstration of responsiveness to the student's emotions. e) Providing assistance to children who cannot keep up with the pace of the whole class.

When preparing a student-centered lesson, a teacher should know the subjective experience of each student, this will help him choose more correct and rational techniques and methods of working individually with each. It should be remembered that different kinds didactic material do not replace, but complement each other.

Personality-oriented pedagogy of the student should reveal his subjective experience and provide him with the opportunity to choose the methods and forms of educational work and the nature of the responses. At the same time, not only the result is assessed, but also the process of their achievement.

Conclusion

Based on my research, it can be concluded that today's education system needs student-centered learning.

The main goal of student-centered education is the development of the student's individuality. But, of course, one should not forget about the acquisition of knowledge by students. And thanks to this approach, knowledge is much more interesting to obtain and they remain for a long time. Since in the process of such learning there is an active participation in self-valuable educational activities, the content and forms of which should provide the student with the opportunity for self-education, self-development in the course of mastering knowledge.

Thus, student-centered learning will allow:

Increase the motivation of students to learn;

Increase their cognitive activity;

Build the educational process taking into account the personal component, i.e. take into account the personal characteristics of each student, as well as focus on the development of their cognitive abilities and the activation of creative, cognitive activity;

Create conditions for independent management of the course of training;

Differentiate and individualize the educational process;

Create conditions for systematic control (reflection) of the assimilation of knowledge by students;

Introduce timely corrective actions of the teacher during the educational process;

Track the dynamics of student development;

Take into account the level of training and learning ability of almost every student.

The concept of student-centered education is a beautiful utopia. It is not yet possible to fully transfer current schools to this educational system. But, I think, in the future with new specialists, this utopia can be realized.

As for me, so in my practice I will try to apply this technology... Because she herself studied for several years at a school where the director was an adherent of student-centered learning. And based on my experience, I can conclude that this technology undoubtedly works. Pupils in fact themselves are drawn to knowledge, because a teacher, a real teacher who gives all his heart and soul to his pupils, knows how to interest and motivate students.

List of sources used

1. Kosarev, V.N. On the question of a personality-oriented approach in teaching and education / V.N. Kosarev, M. Yu. Rykov // Bulletin of the Volgograd State University. Series 6: University education. - 2007 - Issue. ten.

Gulyants, S.M. The essence of a personality-oriented approach to teaching from the point of view of modern educational concepts / S.M. Gulyants // Bulletin of the Chelyabinsk State Pedagogical University. - 2009 - Issue. 2.

Prikazchikova, T.A. Personality-oriented approach in teaching and upbringing of children. / T.A. Gulyants // Universum: Bulletin of Herzen University. - 2010 - Issue. 12.

Pligin, A.A. Personally oriented education: history and practice: monograph / A.A. Pligin. - M .: KSP +, 2003 .-- 432 p. (13.5 pp.)

Alekseev, N.A. Person-centered learning; theory and practice: monograph / N.A. Alekseev. - Tyumen: Publishing house of the Tyumen State University, 1996. - 216 p.

Yakimanskaya, I.S. Personality-oriented education in a modern school / I.S. Yakimanskaya. - M .: Publishing house September, 1996 .-- 96 p.

Bespalko, V.P. The components of pedagogical technology / V.P. Bespalko. - M .: Publishing house of Pedagogy, 1989 .-- 192 p.

Kuznetsov M.E. Pedagogical foundations of a personality-oriented educational process at school: Monograph. / M.E. Kuznetsov - Novokuznetsk, 2000 .-- 342 p.

Bondarevskaya, E.V. Theory and practice of personality-oriented education / E.V. Bondarevskaya. - Rostov-on-Don: Publishing house of the Rostov Pedagogical University, 2000. - 352 p.

Selevko, G.K. Modern educational technologies: Tutorial/ G.K. Selevko - M .: Public education, 1998 .-- 256 p.

Serikov, V.V. Personal approach in education: Concept and technology: Monograph / V.V. Serikov - Volgograd: Change. 1994 .-- 152 p.

Stepanov, E.N. Personality-oriented approach in the work of a teacher: development and use / E.N. Stepanov - M .: TC Sphere, 2003 .-- 128 p.

Asmolov, A.G. Personality as a subject psychological research/ A.G. Asmolov - M .: Publishing house of Moscow State University, 1984 .-- 107 p.

Kolechenko, A.K. Encyclopedia of Pedagogical Technologies: A Guide for Teachers: / A.K. Kolechenko - SPb .: KARO, 2002 .-- 368 p.

Pedagogical experience: Collection methodological developments lessons of winners and laureates of district, city and regional competitions "Teacher of the Year", part 1, no. 3. / Ed. I.G. Ostroumova - Saratov.

Selevko, G.K. Traditional pedagogical technology and its humanistic modernization / G.K. Selevko - M .: Research Institute of School Technologies, 2005 .-- 144 p.

Yakimanskaya, I.S. Developmental training. / I.S. Yakimanskaya - M .: Pedagogika, 1979 .-- 144 p. - (Education and training. B-ka teacher).

Mitina, L.M. A teacher as a person and a professional ( psychological problems) / L.M. Mitina - M .: "Delo", 1994. - 216 p.

Yakimanskaya, I.S. Personality-oriented education technology / I.S. Yakimanskaya - M., 2000.

Berulava, G.A. Diagnostics and development of adolescents' thinking / G.А. Berulava - Biysk. 1993 .-- 240 p.

1. Content of the innovation project:
1.1. The concept of student-centered learning;
1.2. Features of personality-oriented technologies;
1.3. Methodological foundations for organizing a student-centered lesson;
1.4. Types of tasks for the development of an individual personality.
2. Implementation of an innovative project
2.1. Diagnostics of the personality traits of students;
2.2. Monitoring the impact of a student-centered approach on the effectiveness of the learning process;
2.3. The relationship of student-centered learning with the problem of child differentiation.
2.4. The use of technologies for differentiated and group teaching of schoolchildren
Conclusion
Bibliography

The scientific foundations of the modern concept of education are classical and modern, pedagogical and psychological approaches - humanistic, developmental, competence-based, age-related, individual, active, personality-oriented.

Much has been said and written about the personal orientation of education in recent years. It seems that no one needs to be convinced of the need to pay attention to the personal qualities of students during their training. However, to what extent has the teacher's approach to planning and conducting classes in academic subjects changed in the context of the Federal State Educational Standard? What lesson technologies are most consistent with personal orientation?

Russian education today is going through a crucial stage in its development. In the new millennium, another attempt has been made to reform general education through the renewal of structure and content. The key to success in this matter is a deep, conceptual, normative and methodological study of the modernization of general education, the involvement of a wide range of scientists, methodologists, specialists in the educational management system, teachers, as well as students and their parents.

The loss of universal values, spirituality, culture led to the need for a highly developed personality through the development of cognitive interests. And today Federal State Educational Standard of the second generation, aimed at the implementation of a qualitatively new personality-oriented developmental model of a mass school, is designed to ensure the implementation of the main tasks, among which is the development of the student's personality, his creative abilities, interest in learning, the formation of the desire and ability to learn.

Personal and individual approaches answer the question of what to develop. The answer to this question can be formulated as follows: it is necessary to develop and form not a single set of qualities oriented towards state interests that constitutes an abstract "graduate model", but to identify and develop the individual abilities and inclinations of the student. This is an ideal, but it must be remembered that education should take into account both individual abilities and inclinations, and the social order for the production of specialists and citizens. Therefore, it is more expedient to formulate the task of the school as follows: the development of individuality, taking into account social requirements and requests for the development of its qualities, which presupposes an essentially social and personal, or rather, a cultural and personal model of the orientation of education.

In accordance with the personality-oriented approach, the success of the implementation of this model is ensured through the development and development of an individual style of activity, formed on the basis of individual characteristics.

An active approach answers the question of how to develop. Its essence lies in the fact that abilities are manifested and developed in activity. At the same time, according to the personality-oriented approach, the greatest contribution to human development is made by those activities that correspond to his abilities and inclinations.

In this regard, it is interesting to get acquainted with the personality-oriented approach as such.

Object The study of this work is student-centered learning.

Subject researches advocate ways of implementing a personality-oriented approach in primary school.

Target research - to identify the features of a student-centered approach to students in the learning process in primary school.
The following were highlighted tasks:

• study theoretical literature on the research problem;
• to define the concepts: “personality-oriented approach”, “personality”, “individuality”, “freedom”, “independence”, “development”, “creativity”;
• to identify the features of modern personality-oriented technologies;
• to reveal the features of a personality-oriented lesson, to get acquainted with the technology of its conduct.

1.1. The concept of student-centered learning

Person-centered learning (LOO)- this is such a teaching that puts the child's originality, his intrinsic value, the subjectivity of the learning process at the forefront.
Personally-oriented learning is not just taking into account the characteristics of the subject of learning, it is a different methodology for organizing learning conditions, which involves not “accounting”, but “including” his own personal functions or the demand for his subjective experience (Alekseev: 2006).
The goal of personality-oriented education is to "lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image."

Functions student-centered education:

• humanitarian, the essence of which is the recognition of a person's intrinsic value and ensuring his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximum realization of one's own potential. The means (mechanisms) for the implementation of this function are understanding, communication and cooperation;
• culture-creating (culture-forming), which is aimed at the preservation, transmission, reproduction and development of culture by means of education. The mechanisms for the implementation of this function are cultural identification as the establishment of a spiritual relationship between a person and his people, the acceptance of his values ​​as his own and the construction of his own life taking them into account;
• socialization, which involves ensuring the assimilation and reproduction by an individual of social experience necessary and sufficient for a person to enter the life of society. The mechanism for the implementation of this function is reflection, preservation of individuality, creativity as a personal position in any activity and a means of self-determination.

The implementation of these functions cannot be carried out under the conditions of the command-administrative, authoritarian style of teacher-student relations. In student-centered education, a different position of the teacher:

• an optimistic approach to the child and his future as the teacher's desire to see the prospects for the development of the child's personal potential and the ability to maximally stimulate his development;
• attitude to the child as a subject of his own educational activity, as to a person who is able to learn not under compulsion, but voluntarily, according to on their own and choice, and show their own activity;
• reliance on the personal meaning and interests (cognitive and social) of each child in learning, promoting their acquisition and development.

The content of personality-oriented education is designed to help a person in building his own personality, determining his own personal position in life: choosing values ​​that are meaningful for himself, mastering a certain system of knowledge, identifying a range of scientific and life problems of interest, mastering ways to solve them, discovering the reflective world of his own “I "And learn how to manage it.
The criteria for the effective organization of student-centered learning are the parameters of personal development.

Thus, summarizing the above, we can give the following definition of student-centered learning:
“Personally-oriented learning” is a type of learning in which the organization of the interaction of learning subjects is focused to the maximum extent on their personal characteristics and the specifics of personality-subject modeling of the world (See: Selevko 2005)

1.2. Features of Personality-Oriented Technologies

One of main features, according to which all pedagogical technologies differ is the measure of its orientation towards the child, the approach to the child. Either technology comes from the power of pedagogy, environment, other factors, or it recognizes the main actor the child is personally oriented.

The term “approach” is more precise and more understandable: it has a practical meaning. The term "orientation" reflects mainly the ideological aspect.

The focus of personality-oriented technologies is the unique holistic personality of a growing person who seeks to maximize his capabilities (self-actualization), is open to the perception of new experience, is capable of making a conscious and responsible choice in a variety of life situations. The key words of personality-oriented education technologies are “development”, “personality”, “individuality”, “freedom”, “independence”, “creativity”.

Personality- the social essence of a person, the totality of his social qualities and properties, which he develops in himself for life.

Development- directional, natural change; as a result of development, a new quality arises.

Individuality- the unique originality of any phenomenon, person; the opposite of the general, the typical.

Creation Is the process by which a product can be created. Creativity comes from the person himself, from within and is the expression of our entire existence.
Personally-oriented technologies are trying to find methods and means of teaching and upbringing that correspond to the individual characteristics of each child: they adopt psychodiagnostic techniques, change the attitudes and organization of children's activities, use a variety of teaching aids, and rebuild the essence of education.

A personality-oriented approach is a methodological orientation in pedagogical activity that allows, through relying on a system of interrelated concepts, ideas and methods of action, to provide and support the processes of self-knowledge and self-realization of the child's personality, the development of his unique individuality.

Personally-oriented technologies oppose the authoritarian, impersonal and soulless approach to the child in the technology of traditional education, create an atmosphere of love, care, cooperation, conditions for creativity and self-actualization of the individual.

1.3. Methodological foundations for organizing a student-centered lesson

The personality-oriented lesson, in contrast to the traditional one, first of all changes the type of interaction "teacher-student". The teacher moves from the team style to cooperation, focusing on the analysis not so much of the results as of the student's procedural activity.

The student's positions change - from diligent performance to active creativity, his thinking becomes different: reflexive, that is, aimed at the result. The nature of the relationships developing in the classroom also changes. The main thing is that the teacher should not only give knowledge, but also create optimal conditions for the development of the personality of students.

The table summarizes the main differences between a traditional lesson and a student-centered lesson.

Traditional lesson	Person-centered lesson
1. Teaches all children an established amount of knowledge, skills and abilities	1. Contributes to the effective accumulation of each child of his own personal experience
2. Determines educational tasks, the form of work of children and demonstrates to them an example of the correct implementation of tasks	2. Offers children a choice of various educational tasks and forms of work, encourages children to independently search for ways to solve these tasks
3. Tries to get the children interested in the educational material that he offers himself	3. Seeks to identify the real interests of children and agree with them on the selection and organization of educational material
4. Conducts individual lessons with lagging or better prepared children	4. Conducts individual work with each child
5. Plans and directs children's activities	5. Helps children plan their activities on their own
6. Evaluates the results of the work of children, noting and correcting mistakes	6. Encourages children to independently evaluate the results of their work and correct mistakes made
7. Determines the rules of conduct in the classroom and monitors their observance by children	7. Teaches children to independently develop rules of conduct and monitor their observance
8. Resolves emerging conflicts between children: encourages the right and punishes the guilty	8. Encourages children to discuss conflict situations that arise between them and independently look for ways to resolve them

Memo
Teacher activities in the lesson with a personality-oriented focus

• Creating a positive emotional mood for the work of all students during the lesson.
• The message at the beginning of the lesson is not only the topic, but also the organization of educational activities during the lesson.
• Application of knowledge that allows the student to choose the type, type and form of material (verbal, graphic, conditionally symbolic).
• Using problematic creative assignments.
• Encouraging students to choose and independently use various ways of completing assignments.
• Assessment (encouragement) when questioning in the lesson not only the correct answer of the student, but also the analysis of how the student reasoned, which method he used, why he made a mistake and in what.
• Discussion with the children at the end of the lesson not only about what “we learned” (what we mastered), but also what they liked (did not like) and why, what they would like to do again, and what to do differently.
• The mark given to the student at the end of the lesson must be reasoned according to a number of parameters: correctness, independence, originality.
• When homework is given, not only the topic and scope of the task is named, but it also explains in detail how to rationally organize your study work when doing homework.

The purpose of the didactic material, used in such a lesson, is to work out the curriculum, teach students the necessary knowledge, skills, and abilities.

Types of didactic material: educational texts, flashcards, didactic tests. Tasks are developed by topic, by the level of complexity, by the purpose of use, by the number of operations based on a multilevel differentiated and individual approach taking into account the leading type of student's learning activity (cognitive, communicative, creative).

This approach is based on the ability to assess the level of achievement in mastering knowledge, skills, and abilities. The teacher distributes cards among students, knowing their cognitive characteristics and capabilities, and not only determines the level of mastery of knowledge, but also takes into account the personal characteristics of each student, creating optimal conditions for his development by providing a choice of forms and methods of activity.

Technology student-centered learning presupposes a special design of the educational text, didactic and methodological material for its use, types of educational dialogue, forms of control over the student's personal development.

Personality-oriented pedagogy of the student should reveal his subjective experience and provide him with the opportunity to choose the methods and forms of educational work and the nature of the responses.

At the same time, not only the result is assessed, but also the process of their achievement. In student-centered learning, the student's position changes significantly. He does not mindlessly accept a ready-made sample or teacher's instruction, but he himself actively participates in each step of learning - he accepts an educational problem, analyzes ways to solve it, puts forward hypotheses, determines the causes of errors, etc. A sense of freedom of choice makes learning conscious, productive, and more rewarding. In this case, the nature of perception changes, it becomes a good "helper" for thinking and imagination.

1.4. Types of tasks for the development of an individual personality

Challenge to Create Opportunities for Self-Knowledge(the position of the teacher in addressing the students in this case can be expressed by the phrase "Get to know yourself!"):

• meaningful self-assessment, analysis and self-assessment by schoolchildren of the content of the tested work (for example, according to the plan, scheme, algorithm set by the teacher, check the work performed, draw a conclusion about what worked out and what did not work out, where are the mistakes);
• analysis and self-assessment of the method used to work on the content (rationality of the method for solving and formulating problems, imagery, personality of the composition plan, sequence of actions in laboratory work, etc.);
• the student's assessment of himself as a subject of educational activity according to the given characteristics of the activity (“can I set educational goals, plan my work, organize and correct my educational actions, organize and evaluate the results”);
• analysis and assessment of the nature of their participation in educational work (degree of activity, role, position in interaction with other participants in the work, initiative, educational ingenuity, etc.);
• inclusion in the lesson or homework diagnostic tools for self-study of their cognitive processes and features: attention, thinking, memory, etc. (One of the moves in solving this methodological task may be motivating children to diagnose their cognitive characteristics as a means for choosing a method, a plan for completing a further educational task);
• "Mirror assignments" - the discovery of their personal or educational characteristics in a character set by educational content (literature is the richest for this, of course), or diagnostic models introduced into the lesson (for example, descriptive portraits of various types of students with a proposal to estimate for themselves).

Challenge to create opportunities for self-determination(address to the student - "Choose yourself!"):

• reasoned choice of various educational content (sources, electives, special courses, etc.);
• selection of tasks of various qualitative orientations (creativity, theoretical-practicality, analytical synthesizing orientation, etc.);
• tasks involving the choice of the level of educational work, in particular, orientation to one or another academic score;
• assignments with a reasoned choice of the method of educational work, in particular, the nature of educational interaction with classmates and the teacher (how and with whom to do educational assignments);
• choice of forms for reporting educational work (written - oral report, early, on schedule, with delay);
• choice of the mode of educational work (intensive, in a short time, mastering the topic, distributed mode - "work in portions", etc.);
• a task for self-determination, when the student is required to choose a moral, scientific, aesthetic, and maybe ideological position within the framework of the presented educational material;
• the task of defining by the student himself the zone of his proximal development.

The task of "turning on" self-realization("Check yourself!"):

• requiring creativity in the content of the work (coming up with tasks, topics, assignments, questions: literary, historical, physical and other essays, non-standard tasks, exercises that require solving, performing at a productive level, etc.);
• requiring creativity in the way of educational work (processing of content into schemes, supporting notes: independent setting of experiments, laboratory tasks, independent planning of the passage of educational topics, etc.);
• selection of different "genres" of tasks ("Scientific" report, fictional text, illustrations, dramatization, etc.);
• tasks that create an opportunity to express themselves in certain roles: educational, quasi-scientific, quasi-cultural, reflecting the place, functions of a person in cognitive activity (opponent, erudite, author, critic, generator of ideas, systematizer);
• tasks involving the realization of oneself in characters literary works, in a "mask", in a play role (specialist, historical or contemporary figure as an element of the process under study, etc.);
• projects in the course of which educational knowledge, educational content (analysis of projects) is implemented in the extracurricular sphere, extracurricular activities, in particular, in socially useful ones.

Besides. Motivation for self-realization (creative, role-based) assessment is possible. It can be a mark, and a meaningful assessment of the type of review, opinions, analysis, it is important that this is a different assessment, not for knowledge, skills, skills, but for fact, involvement, manifestation of their creative inclinations.

Tasks focused on the joint development of schoolchildren("Create together!"):

• joint creativity using special technologies and forms of group creative work: "Brainstorming", theatricalization, intellectual team games, group projects, etc .;
• “Ordinary” creative joint tasks without any distribution by the teacher (!) Of roles in the group and without special technology or form (joint, in pairs, writing essays; joint, in teams, laboratory work; joint compilation of comparative chronology - in history, etc.) etc.):
• creative joint tasks with a special distribution of educational and organizational roles, functions, positions in the group: the head of the "laboratory assistant", "designer", export controller, etc. - (such a distribution of roles works for joint development only if each of the roles is perceived by the children as contribution to the overall result and presents opportunities for creative expression);
• creative play joint tasks with the distribution of play roles in the form of business games, theatricalization (important in this case, as in the previous one, are interdependence, coherence of assigned roles, opportunities for creative manifestations and perception of play and creative results: general and individual);
• tasks involving mutual understanding of the participants in the joint work (for example, joint experiments to measure the properties of their nervous system- in biology or joint tasks such as interviews in a foreign language with mutual fixation of the level of mastery of this skill);
• joint analysis of the result and the process of work (in this case, the emphasis is not on mutual understanding of personal and individual characteristics, but on active, educational, including the quality of joint work, for example, a joint meaningful assessment of the degree of mastering of the educational material by each participant in group work and group assessment of the quality of group work , coherence, independence, etc.);
• assignments that involve mutual assistance in developing individual learning goals and individual learning plans (for example, jointly developing a plan for the implementation of individual laboratory work with the subsequent independent, individual implementation of it or joint study of the level of response in the test and individual plans for preparing for such a test);
• stimulation, motivation of joint creative work is assessed by teachers who emphasize both the joint result and individual results, and the quality of the joint work process: emphasizing when evaluating ideas of mutual development, joint development.

2. IMPLEMENTATION OF AN INNOVATIVE PROJECT

Work on the student's individuality refers to personality-oriented technologies that create a scientific basis for internal and external differentiation.
I have gained some experience on the issue of personality-oriented technologies.

The means to achieve this goal are:

• the use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students;
• creating an atmosphere of interest for each student in the work of the class;
• stimulating students to speak out, use various methods of completing assignments without fear of making mistakes, getting the wrong answer;
• use of didactic material, digital educational resources during the lesson;
• encouraging the student's aspirations not only in terms of the final result, but also the process of achieving it;
• the creation of pedagogical situations of communication in the lesson, allowing each student to show initiative, independence, beating in the work methods.

And now specific examples from my work experience.

In 2010 I got the 1st grade. The different level of development of first-graders influenced the low ability of children to assimilate knowledge. In this regard, my goal was the formation of cognitive abilities in junior schoolchildren as the main mental neoplasms in the structure of the personality. This became the basis for work on the introduction of a personality-oriented approach in the learning process of primary schoolchildren.

My position as a teacher was as follows:

The basis teaching and upbringing of junior schoolchildren, a personality-oriented approach (LOP) was laid, which assumed not just taking into account the individual characteristics of students, but a fundamentally different strategy for organizing the educational process. The essence which - in creating conditions for the "launch" of intrapersonal mechanisms of personality development: reflection (development, arbitrariness), stereotyping (role position, value orientations) and personalization (motivation, "I-concept").

This approach to the student required me to reconsider my pedagogical positions.

To implement the key ideas, I set myself the following tasks:

• to conduct a theoretical analysis of psychological and pedagogical literature on the subject state of the art Problems;
• organize an ascertaining experiment to diagnose the personality traits of students;
• to test an experimental model of the influence of a student-centered approach on the effectiveness of the learning process.

The educational process was built on the basis of the "Harmony" program.

At the beginning school year together with the school psychologist, an entrance express diagnostics of students' readiness for school was carried out. ( Annex 1 )

Its results showed:

• ready for training 6 people (23%)
• ready at an average level of 13 people (50%)
• ready at a low level 7 people (27%)

According to the results of the survey, the following groups were identified:

Group 1 - high age norm: 6 people (23%)

These are children with high psychophysical maturity. These students had well-formed skills of self-control and planning, self-organization in arbitrary activities. The guys flexibly owned images-ideas about the world around them, for them it was an accessible level of work, both according to the model and according to the verbal instruction. Students had a fairly high rate of mental activity, they were interested in the content side of learning and are aimed at achieving success in learning activities. At the same time, the level of readiness for school is high.

Group 2 - stable middle: 13 people (50%)

They were characterized by the emerging skills of control and self-control, stable performance. These children worked well with adults and peers. The arbitrary organization of activities was manifested when they performed tasks that were interesting to them or inspired confidence in the success of the performance. They often made mistakes due to their shortcomings. arbitrary attention and distraction.

Group 3 - "risk group": 7 people (27%)

These children experienced partial slippage from the suggested instruction. The skill of voluntary control over their own activities was absent. What the child did, he did poorly. They found it difficult to analyze the sample. Uneven development of mental functions was characteristic. There was no motivation to learn.

Based on the results of these diagnostics, recommendations were given, in which the main attention was focused on the development of students' independent cognitive activity (this included knowledge and skills of goal-setting, planning, analysis, reflection, self-assessment of educational and cognitive activity).

All these points, in general, constitute the formation of educational and cognitive competence. And since it is not a small place in curriculum Grade 1 consists of literacy lessons, then the formation of educational and cognitive competence, I decided to carry out in the lessons of the Russian language, through the technology of student-centered learning. The purpose of this training is to create conditions for the formation of cognitive activity of students.

Not only the content has changed, but also the forms of teaching: instead of the predominant monologue of the teacher in the classroom, dialogue, polylogue is widely practiced, and with the active participation of students, regardless of their academic performance.

By reworking a large number of literature with tasks for the formation of educational
cognitive interests, I've compiled a selection of first grade exercises that you can use in your literacy class.
I will give examples of some of them.

1. Exercises of a verbal and logical nature

Based on these exercises. The logic of children, working memory, coherent evidence-based speech, and concentration of attention are developing. They are specially composed text that corresponds to the studied topic. This text serves as the basis for the lesson. Based on its content, all subsequent structural stages of the lesson can be carried out: a minute of calligraphy, vocabulary work, repetition, consolidation of the material studied. Students understand the text by ear. Initially, these texts are small in volume.

Nr: The wolf and the hare made holes under the roots of the pine and spruce. The hare mink is not under the spruce.
Determine in what place each animal made a dwelling for itself?
You will find the letter with which we will work for a minute of calligraphy in one of the words of the logic exercise. This word is the name of the animal. It has one syllable. The letter that we will write in this word denotes a voiceless paired solid cons. sound.

2. Exercises for the development of thinking, the ability to make inferences by analogy

Birch-tree, violet- ...; bream-fish, bee- ... etc.

3. Creative exercises

Compose a story based on key words or plot pictures.
In the proposed word, replace any letter with a letter NS so that you get a new word: roof rat, steam ball, raspberry machine, revenge six.

4. Didactic game

The didactic game has a great influence on the development of the cognitive activity of students. As a result of its systematic use, children develop mobility and flexibility of mind, and such qualities of thinking as comparison, analysis, inference, etc. are formed. games based on material of varying degrees of difficulty make it possible to implement a differentiated approach to teaching children with different levels of knowledge. ("The letter got lost", "Living words", "Tim-Tom", etc.)

This is just a small example of what you can use in first grade Russian lessons. Since I started work on this topic in this academic year, in the future I plan to continue studying theoretical material on this topic, compile a collection of tasks and exercises to develop the cognitive competence of students and actively use this in my teaching practice.

By the end of grade 2, a group study was conducted by a psychologist."Research of verbal - logical thinking" by E.F. Zambacevichene on the basis of the test of the structure of intelligence. The results of this technique illustrated not only the level of development of verbal-logical thinking, but also the degree of development of the student's educational activity itself. In the course of execution, the students demonstrated varying degrees of interest in the tasks, which indicates the development of cognitive activity, about the presence of interest in intellectual activity. ( Appendix 2 )

2.1. E.F. Zambitsevichena "Indicators of mental development of children"(Appendix 3 )

At the beginning of the 2012-2013 academic year, with the help of a school psychologist in the classroom, diagnostics was carried out according to the method of E.F. Zambitsevichena "Indicators of mental development of children" according to the following criterion: the cognitive sphere of the child (perception, memory, attention, thinking).

As a result of the survey conducted with children ( Appendix 4 ) it was revealed that the majority of children (61%) have a good level of school motivation. The priority motives in educational activity are the motives of self-improvement and well-being.

Psychological diagnostics the cognitive sphere made it possible to identify the background level of mental development of students, to determine the level of development of such cognitive processes as attention and memory.

I have identified the level of development of the cognitive activity of students.

In the first (reproductive) - a low level, students were included who did not systematically, poorly prepare for classes. The students were distinguished by their desire to understand, remember, reproduce knowledge, master the methods of their application according to the model given by the teacher. The children showed a lack of cognitive interest in deepening knowledge, instability of volitional efforts, inability to set goals and reflect on their activities.

In the second (productive)- the average level was attributed to students who systematically and sufficiently qualitatively prepared for classes. Children strove to understand the meaning of the phenomenon under study, to penetrate into its essence, to establish connections between phenomena and objects, to apply knowledge in new situations. At this level of activity, the students showed an episodic desire to independently search for an answer to the question that interested them. They showed a relative stability of volitional efforts in an effort to bring the work started to the end, goal-setting and reflection together with the teacher prevailed.

In the third (creative) - high level were attributed to the students who always prepared for the classes with high quality. This level is characterized by a steady interest in the theoretical understanding of the studied phenomena, in an independent search for solutions to problems arising from educational activities. This is a creative level of activity, characterized by the child's deep penetration into the essence of phenomena and their interconnection, the desire to carry out the transfer of knowledge into new situations. This level of activity is characterized by the manifestation of the student's volitional qualities, stable cognitive interest, the ability to independently set goals and reflect on their activities.

The information I received as a result of psychological and pedagogical diagnostics made it possible not only to assess the capabilities of a particular student at the current moment, but also made it possible to predict the degree of personal growth of each student and the entire classroom.

Systematic tracking of diagnostic results from year to year allows you to see the dynamics of changes in the student's personal characteristics, to analyze the compliance of achievements with the planned results, leads to an understanding of the patterns of age development, helps to assess the success of the corrective measures being taken.

2.2. Monitoring the impact of a student-centered approach on the effectiveness of the learning process

Systematic diagnostics and correction of the process of personal development of each student is carried out from the moment the child enters school. All teachers, class teachers under the guidance of a school psychologist take part in diagnostics and correction of the process of personal development of students. The assessment of the results of diagnostics of the mental and personal development of students is carried out mainly from the point of view of the dynamics of the individual development of each student.

• Classroom lessons, group lessons.

Lessons in the system of student-centered education involve the widespread use of various technical teaching aids, including personal computers, the accompaniment of some lessons with quiet music ....

• Aesthetic training cycle

Teaching all subjects of this cycle (drawing, singing, music, modeling, painting, etc.) is widely represented at various exhibitions, systematically held at school, at amateur competitions, in the performances of students outside of school.

• School extracurricular activities

The school has a large number of different circles, choral ensembles, sports sections, and other associations of students of interest, so that each student can choose an activity outside the classroom.

• Labor training and labor activity of students

The main principle on which this component is built is that the development of labor skills and habits in students is carried out in the process of useful labor activity carried out by modern scientific and technical methods. ( Appendix 5 )

In the 3rd grade, a teacher-psychologist carried out the diagnosis "Determination of sociometric status" (17 people participated in the diagnosis). As a result of the data obtained, four status categories were identified:

• Leaders (12 people - 71%)
• Preferred (5 people - 29%)
• Accepted (0 people)
• Isolated (0 persons)

This BWL (relationship well-being) is high.

2.3. The relationship of student-centered learning with the problem of differentiation of children

Since the definition of student-centered learning emphasizes the need to take into account the characteristics of its subjects, the problem of differentiation of children becomes urgent for the teacher. To solve the problem of differentiating children in Russian lessons, I have developed task cards on the topic "Spelling literacy is a guarantee of the accuracy of expressing thoughts of mutual understanding." ( Appendix 6 )

In my opinion, differentiation is necessary for the following reasons:

• different starting capabilities of children;
• different abilities, but from a certain age and inclinations;
• to provide an individual trajectory of development.

Traditionally, differentiation was based on the "more or less" approach, in which the amount of material offered to the student only increased - the "strong" received the task more, and the "weak" - less. Such a solution to the problem of differentiation did not eliminate the problem itself and led to the fact that capable children were delayed in their development, and those lagging behind could not overcome the difficulties that arose in them when solving educational problems.
The technology of level differentiation, which I used in my lessons, helped to create favorable pedagogical conditions for the development of the student's personality, his self-determination and self-realization.

Let's summarize the methods of differentiation:

1. Differentiation of the content of educational tasks:

• by the level of creativity;
• by the level of difficulty;
• by volume.

2. The use of different methods of organizing the activities of children in the lesson, while the content of the tasks is the same, and the work is differentiated:

• according to the degree of independence of students;
• by the degree and nature of assistance to students;
• by the nature of educational activities.

Differentiated work was organized in different ways. Most often, students with a low level of success and a low level of learning (according to a sample of the school) completed the tasks of the first level. The children practiced individual operations that are part of the skills and tasks based on the sample considered in the lesson. Pupils with an average and high level of success and learning - creative (complicated) tasks.

In student-centered learning, the teacher and the student are equal partners in educational communication. The younger student is not afraid to make a mistake in reasoning, to correct it under the influence of the arguments expressed by peers, and this is personally significant cognitive activity. Younger schoolchildren develop critical thinking, self-control and self-esteem, which reflects a fairly high level of their general abilities.

Many teachers are of the opinion that in the classroom, children should work strictly according to instructions. However, such a technique allows only to do the work without mistakes and deviations, but does not form cognitive processes and does not develop the student, does not bring up such qualities as independence, initiative. Creative abilities develop in students in practical activity, but with such an organization, when knowledge needs to be obtained by ourselves. The task set by the teacher should encourage children to seek solutions. Search presupposes a choice, and the correctness of the choice is confirmed in practice.

2.4. The use of technologies for differentiated and group teaching of schoolchildren

In my teaching practice, I systematically use differentiated learning technologies. The degree of manifestation of the student's activity in the educational process is a dynamic, changing indicator. It is in the power of the teacher to help the child move from zero level to the relatively active and further - to the executive-active. And in many respects it depends on the teacher whether the pupil will reach the creative level. The structure of the lesson, taking into account the levels of cognitive activity, provides for at least four basic models. The lesson can be linear (with each group in turn), mosaic (inclusion of a particular group in the activity, depending on the learning task), active role-playing (connecting students with a high level of activity to teach others) or complex (combining all the proposed options) ...

The main criterion for a lesson should be the involvement in educational activities of all students without exception at the level of their potential; study work from a daily compulsory duty should turn into a part of the general acquaintance with the outside world.

I usually use group technologies or pedagogy of cooperation (work in pairs and small groups) in repetitive and generalizing lessons, as well as in seminar lessons, in the preparation of oral journals, and creative assignments. Thinking over the composition of the groups, their number. Depending on the topic and goals of the lesson, the quantitative and qualitative composition groups can be different.

It is possible to form groups according to the nature of the task performed: one may be numerically larger than the other, may include students with varying degrees of formation of skills and abilities, and may consist of "strong" if the task is difficult, or from "weak" if the task does not require creative approach.

Groups receive written assignments (a kind of observation programs or algorithms of actions), written in detail, and the time for their implementation is negotiated. Students complete assignments by working with text. The forms of organizing relations in groups can also be different: everyone can perform the same task, but in different parts of the text, episodes, they can perform individual elements of the tasks prescribed in the card, they can prepare independent answers to various questions ...

Each group is assigned a leader. Its function is to organize the work of students, collect information, discuss the assessment of each member of the group and give a point for the part of the work assigned to him. After the time has elapsed, the group reports on the work done orally and in writing: gives an answer to the question posed and submits sketches of their observations (from each student or from the group as a whole). For a monologue statement, the grade is put directly in the lesson; after reviewing the written answers, the mark is given to each member of the group, taking into account the point that the group gave him. If an assignment is given to make notes in the course of the group reports, students' notebooks are collected for checking - each work is assessed from the standpoint of the quality of the assignment.

CONCLUSION

The modern education system should be aimed at developing students' needs and skills for the independent development of new knowledge, new forms of activity, their analysis and correlation with cultural values, the ability and readiness for creative work. This dictates the need to change the content and technologies of education, focus on personality-oriented pedagogy. Such an education system cannot be built from scratch. It originates in the depths of the traditional education system, the works of philosophers, psychologists, and teachers.

Having studied the features of student-centered technologies and comparing the traditional lesson with the student-centered one, it seems to us that at the turn of the century the model of a student-centered school is one of the most promising for the following reasons:

• at the center of the educational process is the child as a subject of cognition, which corresponds to the global trend of humanization of education;
• student-centered learning is a health-saving technology;
• Recently, there has been a tendency when parents choose not just any additional items, services, but are looking, first of all, a favorable, comfortable educational environment for their child, where he would not get lost in the general mass, where his individuality would be visible;
• the need for the transition to this school model is recognized by the society.

I believe that the most significant principles of student-centered lesson, formed by I.S.Yakimanskaya are:

• using the child's subjective experience;
• giving him freedom of choice when performing tasks; stimulation to independent choice and use of the most significant ways for him to work out educational material, taking into account the diversity of its types, types and forms;
• accumulation of ZUNs not as an end in itself (end result), but as an important means of realizing children's creativity;
• providing personally significant emotional contact between the teacher and the student in the classroom on the basis of cooperation, motivation for achieving success through the analysis of not only the result, but also the process of achieving it.

The personality-oriented type of education can be viewed, on the one hand, as a further movement of ideas and experience of developing education, on the other, as the formation of a qualitatively new educational system.

The set of theoretical and methodological provisions that determine modern personality-oriented education is presented in the works of E.V. Bondarevskaya, S. V. Kulnevich, T.I. Kulpina, V.V. Serikova, A.V. Petrovsky, V.T. Fomenko, I.S. Yakimanskaya and other researchers. These researchers are united by a humanistic approach to children, "a value attitude towards a child and childhood as a unique period of a person's life."

The research reveals the system of personal values ​​as the meanings of human activity. The task of personality-oriented education is to saturate the pedagogical process with personal meanings as an environment for personality development.

The educational environment, diverse in content and forms, makes it possible to reveal oneself, to self-actualize. The specificity of personality developmental education is expressed in considering the child's subjective experience as a personally significant value sphere, enriching it in the direction of universality and originality, the development of meaningful mental actions as a necessary condition for creative self-realization, self-valuable forms of activity, cognitive, volitional, emotional and moral aspirations. The teacher, focusing on a socially significant personality model, creates conditions for free creative self-development of the individual, relies on the intrinsic value of children's and adolescent ideas, motives take into account the dynamics of changes in the student's motivational-needs sphere.

Mastering the theory and methodological and technological basis of a personality-oriented pedagogical approach and interaction, a teacher with a high level of pedagogical culture and reaching the heights in pedagogical activity in the future will be able and should use his potential for his own personal and professional growth.

BIBLIOGRAPHY

1. Alekseev N.A. Personally-oriented education at school - Rostov n / a: Phoenix, 2006.-332 p.
2. A.G. Asmolov Personality as a subject of psychological research. Moscow: Moscow State University Publishing House, 2006.107 p.
3. Bespalko V.P. Components of pedagogical technology. - M .: Pedagogika 1999. 192 s.
4. Bug. N. Personality-oriented lesson: technology for conducting and assessing // Director of the school. No. 2. 2006. - p. 53-57.
5. The concept of modernization of Russian education for the period up to 2010 // Bulletin of education. No. 6. 2002.
6. Z. V. Kurachenko Personality-oriented approach in the system of teaching mathematics // Elementary school. No. 4. 2004. - p. 60-64.
7. Kolechenko. A.K. Encyclopedia of Educational Technologies: A Guide for Educators. SPb .: KARO, 2002.-368 p.
8. Lezhneva N.V. Lesson in student-centered learning // Head teacher of elementary school. No. 1. 2002. - p. 14-18.
9. Lukyanova M.I. Theoretical and methodological foundations of organizing a student-centered lesson // Head teacher. No. 2. 2006. - p. 5-21.
10. Razina N.A. Technological characteristics of a student-centered lesson // Head teacher. No. 3. 2004. - 125-127.
11. Selevko G.K. Traditional pedagogical technology and its humanistic modernization. M .: Research Institute of School Technologies, 2005 .-- 144 p.

Person-centered learning approach

In the process of child development, two general lines can be conditionally distinguished - socialization and individualization. The first of them, socialization, is associated with the assimilation by a growing person of socially approved ideals, norms and methods of behavior and activity. This contributes to the formation in children of ideas about society, about its culture and way of life, the development of socially significant qualities in them, the formation of their adaptive capabilities and mechanisms of life among people. Socialization forms the socially typical in a person. The second line, called individualization, is associated with the formation and manifestation of the individuality of a person, his unique external appearance and inner peace, unique style his life-activity. This allows him to become, be and remain himself. Individualization contributes to the development of a brightly individual in a person.Currently, the result of successful socialization is a personality in which specific, inherent only qualities are clearly manifested, which characterize it as an individuality. Hence the growing public interest in the problems of the individual, her individuality, ways of influencing her. Education is impossible without addressing the individual.

All this leads to the need to implement student-centered learning in practice. This can be figuratively represented by the formula:

“They are born as individuals. They become a person. Individuality is upheld. "

"Personally-oriented learning is such learning, where the child's personality, its originality, intrinsic value, the subjective experience of each is first revealed and then coordinated with the content of education."(Yakimanskaya I.S. Development of the technology of student-centered learning. Director of the school. - 2003. - No. 6)

The essence of student-centered education

Person-centered approach- this is a methodological and logical orientation in pedagogical activity, which allows, through relying on a system of interrelated concepts, ideas and methods of action, to provide and support the processes of self-knowledge, self-construction and self-realization of the child's personality, the development of his unique individuality.

First, the personality-oriented approach is aimed at meeting the needs and interests of the child to a greater extent than the state and public institutions interacting with him.

Secondly, when using this approach, the teacher makes the main efforts not to form socially typical properties in children, but to develop unique characteristics in each of them. personality traits.

Thirdly, the application of this approach presupposes the redistribution of subjective powers in the educational process, contributing to the transformation of subjective-subjective relations between teachers and their pupils. There are other differences between the student-centered approach and previous methodological orientations.

Main criterion- the development of the child's individuality, the manifestation of his unique features.

Professor E.N. Stepanov identifies the following components that make up a personality-oriented approach in education.

For this purpose, we will characterize three components of this approach.

The first component - basic concepts that are the main tool of thinking activity in the implementation of pedagogical actions. Their absence in the mind of the teacher or the distortion of their meaning makes it difficult or even makes it impossible to consciously and purposefully use the considered orientation in pedagogical activity.

The main concepts of the personality-oriented approach include the following:

individuality- the unique originality of a person or a group, a unique combination of individual, special and common features in them, distinguishing them from other individuals and human communities;

personality- a constantly changing systemic quality, which manifests itself as a stable set of individual properties and characterizes the social essence of a person;

self-actualized personality- a person who consciously and actively realizes the desire to become himself, most fully revealing his capabilities and abilities;

self-expression- the process and result of development and manifestation by an individual of his inherent qualities and abilities;

subject t - an individual or group possessing conscious creative activity and freedom in cognizing and transforming oneself and the surrounding reality;

subjectivity- the quality of an individual or group, reflecting the ability to be an individual or group subject and expressed by the measure of the possession of activity and freedom in the choice and implementation of activities;

Self-concept- a system of ideas about oneself perceived and experienced by a person, on the basis of which he builds his life activity, interaction with other people, attitudes towards himself and others;

choice- the realization by a person or a group of the opportunity to choose from a certain set the most preferable option for the manifestation of their activity;

pedagogical support- the activities of teachers to provide preventive and operational assistance to children in solving their individual problems related to physical and mental health, communication, successful advancement in learning, life and professional self-determination (O.S. Gazman, T.V. Frolova).

Second component - initial provisions and basic rules for building the process of teaching and educating students. Together, they can become the basis of the pedagogical credo of a teacher or head of an educational institution.

The principles of a personality-centered approach:

1.Self-actualization principle ... Every child has a need to actualize his intellectual, communicative, artistic and physical abilities. It is important to encourage and support the desire of students to manifest and develop their natural and socially acquired capabilities.

2. The principle of individuality. The creation of conditions for the formation of the individuality of the personality of a student and a teacher is the main task of an educational institution. It is necessary not only to take into account the individual characteristics of a child or an adult, but also to promote their further development in every possible way. Each member of the school enrollment leader must be (become) himself, acquire (become) his own image.

3. The principle of subjectivity ... Individuality is inherent only in the person who really has subjective powers and skillfully uses them in the construction of activities, communication and relationships. It is necessary to help the child to become a true subject of life in the classroom and school, to contribute to the formation and enrichment of his subject experience. The intersubjective nature of interaction should be dominant in the process of upbringing and teaching children.

4.Selection principle ... Without choice, the development of individuality and subjectivity, self-actualization of the child's abilities is impossible. It is pedagogically expedient for a student to live, study and be brought up in conditions of constant choice, have subjective powers in choosing the goal, content, forms and methods of organizing the educational process and life in the classroom and school.

5. The principle of creativity and success ... Individual and collective creative activity allows you to determine and develop the individual characteristics of the student and the uniqueness of the study group. Through creativity, the child reveals his abilities, learns about the "strengths" of his personality. Achieving success in a particular type of activity contributes to the formation of a positive self-concept of the student's personality, stimulates the child to carry out further work on self-improvement and self-construction of his “I”.

6. The principle of trust and support. A decisive rejection of the ideology and practice of the sociocentric in orientation and authoritarian in nature of the educational process inherent in the pedagogy of the forcible formation of the child's personality.

And finally, the third component of the personality-centered approach is technological component, which includes the methods of pedagogical activity most adequate to this orientation. The technological arsenal of the personality-oriented approach, according to Professor E.V. Bondarevskaya, there are methods and techniques that meet such requirements as dialogicalness; activity-creative character; focus on supporting the individual development of the child; providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and methods of learning and behavior.

Methods

Reflexive

Pedagogical support

Diagnostic

Creating a situation of choice and success

Practical use of a student-centered approach.

As part of the integration of student-centered education and information technology, I consider it necessary to use in the classroom following forms:

· individual work;

· Group work;

Frontal;

· Differentiated work, creative tasks of choice;

· independent work;

· Training in cooperation;

· Method of projects;

· Multilevel training;

· Creating a situation of success.

In the classroom, I do not just work on creating a benevolent creative atmosphere, but constantly refer to the subjective experience of schoolchildren, that is, to the experience of their own life. In the process of interaction in the lesson, there is not only one-sided influence of the teacher on the student, but also the reverse process. The teacher should not force, but convince students to accept the content that he offers from the standpoint of scientific knowledge. Scientific content is born as knowledge owned not only by the teacher, but also by the student; there is a kind of exchange of knowledge, a collective selection of its content. At the same time, the disciple is the creator of this knowledge, a participant in its generation.

The lesson was and remains the main element of the educational process, but in the system of student-centered learning, its function changes significantly, the form of organization is that educational situation, that “stage” platform where not only knowledge is presented, but also personal characteristics are revealed, formed and realized students. An exploratory approach to teaching. Its characteristic feature is the realization of the idea of ​​“learning by discovery”. Within the framework of this approach, the student must himself discover the phenomenon, the law, the way of solving the problem, unknown to him earlier. In doing so, he can rely on the cycle of knowledge. Thus, project research culture is part information culture; self-expression of an individual through the process and result of creativity based on scientific methods of search, selection, analysis and processing of information in order to obtain a socially or culturally significant result (product).

In literature lessons, I conduct a dialogue with students, pushing them to think. The choice of the method of work in the lesson depends on the specifics of the text. But there are positions that are common to any lesson. The teacher and the student act as equal partners, carriers of a heterogeneous but necessary experience, expressing their thoughts about the work they have read. Children are not afraid to express their own opinion, since I do not call any of them erroneous. The imperfect ways of the child's learning behavior are contrasted with the perfect ones. I discuss all children's versions not in a harsh evaluative situation (right or wrong), but in an equal dialogue. Then I summarize all versions of the answer to the question, highlighting and supporting the most adequate scientific content, corresponding to the topic of the lesson, tasks and learning goals. In these conditions, all students strive to be "heard", speak out on the topic touched upon, work on themselves - each due to his individual capabilities.

When updating knowledge in the lesson, I use the game "You - me, I - you"... The essence of this game is that children ask each other questions about the content of the work, working in pairs or groups. Students can take questions from the textbook or come up with them themselves. Both are welcome, since, in my opinion, choosing from the available questions, or inventing them, children show independence within the framework of their individual development and, in any case, analyze the content of the material, thinking over the answer options. In addition, dialogues on the content of the work in previous lessons help to avoid wrong judgments. The advantage of this game is that children feel more relaxed working with each other than if the same work takes place with the participation of a teacher.

Children are very fond of the game "Radio theater", which is also organized in groups. As students prepare to play at home, they also form groups by choosing roles for themselves. Each child chooses a role for himself in accordance with the level of complexity of the text, and the passage for reading by role, they can also choose the one they like the most. I have only one requirement for the readers: to convey the feelings and mood of the heroes of the work with a voice.

Making up filmstrips according to the works read, students not only show their creative abilities, but also learn to divide the text into semantic parts, choose the main thing in them, and draw up a text plan.

Like my students, and staged l works. There is full scope for creativity, the manifestation of personal qualities and talents of children.