Yanayin Pedagogical: fassarar, sassan

Ɗaya daga cikin mahimmanci kuma a lokaci guda hadaddun halaye na aikin malamin zamani shine batun mai rikitarwa, kamar al'adun pedagogical. Yayin da yake la'akari da nauyin tsarin koyarwa da haɓakawa a cikin makarantar zamani da kuma a cikin iyali, ya kamata a lura cewa ba sauki ba ne don bayyana shi, a fili yana nuna abin da yake. Duk da haka, za mu yi ƙoƙarin yin wannan, la'akari da ra'ayoyin masu koyar da mahimmanci na zamanin da da wannan karni, al'adun zamani a ci gaban al'adu da al'umma.

Mahimmancin fassarar

Ƙayyade al'amuran al'adun pedagogical ta kowane mutum, har ma da mahimmancin fassarar yau a yau mawuyaci ne. Babban matsala ta zo ne daga fahimtar al'adu. Game da ita a yau an rubuta shi da yawa, kawai ma'anarta fiye da mutum ɗari biyar. Matsalar matsalar ta biyu ita ce ƙwarewar aiki na pedagogical. Daban-zane-zane daban-daban ba za su ba da cikakken ra'ayi game da abin da muke bincike ba.

Matsalar ta biyu ita ce mawuyacin ƙaddara iyakokin pedagogy. Ba abin asiri ba ne cewa a cikin aikin malami dole ne ka yi magana da wani ɓangare na yawan mutanen duniya.

Matsalar ta uku ita ce, al'ada ta yau ta zama cikin raƙuman ruwa, wanda akwai matakan da yawa wadanda ke matsawa wajen ilmantar da mutum.

Matsaloli na al'ada

Bayanin shekarun da suka gabata: canza tsarin mulkin siyasa, samar da jama'a budewa, karuwar tsarin tafiyar duniya yana da muhimmiyar tasiri a kan al'amuran al'adu. Matsayin da jihar ke ciki a cikin ilimin al'adu na al'umma, rashin kasancewa da ake kira kundin tsarin al'adu ya haifar da gaskiyar cewa baya ga 'yancin yin zabi da kuma nuna kai tsaye, bayyanar kayan al'adu maras kyau ya zama muhimmiyar mahimmanci. Maimakon na 'yancin zabi samu yanã rũri, wanda aka nuna a cikin gaskiya cewa zabi shi ba wani abu.

Fassarar hanyar rayuwa na yammacin Turai ya haifar da gazawar girmamawa ga dukiyar ƙasa. Samun sha'awa a al'ada ta al'ada, da hadisai, yanzu kawai sannu a hankali ya fara farfadowa.

A canzawa na ruhaniya akida na mutum abu ne tuba a cikin kowane irin mabukaci kaya da kuma kayayyakin, da kuma rashin damar saya wani abu, da kuma wani ƙaruwa zamantakewa tashin hankali a cikin al'umma.

Matsalolin al'adu sun kasance sun fi ganewa tare da ci gaba da wasu matsalolin zamantakewar al'umma kuma duk wannan yana nuna alamun yadda za'a bunkasa, wanda a yau a cikin iyalin yana da iyakancewa ga aikin samar da kayan bukatu kawai. Cibiyoyin Ilimi sun kuma sauke nauyin su, suka juya kansu cikin maimaita karatun da suka wuce a cikin sabbin abubuwa.

Ra'ayoyin da ra'ayoyin

Komawa zuwa ka'idar al'adun pedagogical, mun lura cewa yana da matashi. Sakamakonsa shi ne saboda cewa a zamanin duniyar akwai sauye-sauye daga ra'ayoyin fasaha ga tsarin ilmantarwa ga bil'adama. Harkokin 'yanci na canzawa ga dimokuradiya kuma, a wannan halayen, nauyin malamin ya karu. Akwai buƙatar yin ƙayyade ba kawai ma'auni ba, amma har ma da ingancin ilimin ilimi. Gudura daga wannan, akwai buƙatar irin wannan ra'ayi kamar al'adun pedagogical.

Akwai abubuwa masu yawa da suka faru a cikin wannan jagoran, suna la'akari da wasu nau'o'in wannan matsala: sadarwa, halin kirki, tarihi, fasaha har ma da jiki. A da karatu, da mawallafa concur cewa wakiltar pedagogical al'ada a matsayin tunani na janar al'ada, wanda bayyana kanta a cikin pedagogical ayyuka na malami da kuma siffofin aiwatar a cikin adadin ya sana'a halaye.

Taimako daga ra'ayoyin da suka shafi hakan

A cikin tsarin halaye na horo na aikin malamin, ban da batun da aka yi la'akari, ana amfani da wasu mahimmanci a ma'anar: al'ada, fasaha da sauransu. Mun bayyana matsayin kowane ɗayan su a tsarin tsarin al'adu na malamin.

Game da kwarewa, mutum zai iya fadin ra'ayin da ya dace da shi na A.S. Makarenko, wanda ya yi imanin cewa basirar malamin ya dace da matsayinsa a cikin sana'ar kuma ya dogara da aikin da malamin ya yi a kan kansa. A hade da wadannan biyu manyan aka gyara ba ka damar fitarwa pedagogical basira. A wasu kalmomi, ƙwarewar malamin, wanda shine yanayin da bai dace ba don samuwar da ci gaba da fasaharsa, ya sa ya yiwu ya samar da wani ɓangare na al'adun ilimin lissafin.

Kamar yadda aka riga aka ambata, al'adun pedagogical wani ɓangare ne na al'ada na al'ada na zamani. Professional al'adu na malamin za a iya wakilta a hanyoyi da dama:

• Hanyar haɓaka ga yadda za a sauya manyan abubuwan da suka fi dacewa a fannin ilimin ilimi da haɓaka;
• Gabatarwar ra'ayi na pedagogical ta mutum;
• Abubuwan da ke cikin ruhaniya na dabi'ar malamin;
• Zaɓuɓɓuka a cikin zabi na dabaru, dabarun koyarwa, da dai sauransu.

Ya kamata a lura cewa saitin halaye na halaye ya sa ya yiwu don ƙayyade dangantakar tsakanin masu sana'a da al'adun pedagogical. Kamar yadda muka rigaya lura, ba wai malamai kawai ba amma iyaye suna shiga cikin aikin koyarwa. Wato, suna da irin wannan al'ada. Abubuwan da aka ambata da aka ambata a sama sun danganta ayyukan malamin kuma sabili da haka wanda zai iya tabbatar da cewa al'adun sana'a wani ɓangare ne na al'ada pedagogical. Za a iya aiwatar da su a matakin ƙwararrun malaman makaranta da malaman, yayin da sauran masu halartar tsarin ilimin (yawanci iyaye) ba su da amfani.

Bayanan wasu kalmomi game da sauran masu halartar tsarin koyarwa

Bari muyi la'akari da irin wannan sabon abu kamar al'adun pedagogical na iyaye. Gaba ɗaya, ana iya gabatar da shi a matsayin wani shiri na iyaye don tasowa yara. Ya dogara da abin da sakamakon wannan tsari zai kasance.

Manufar ta ƙunshi abubuwa da yawa:

• Iyaye suna da nauyin alhakin 'ya'yansu;
• Samar da ilimin da ya dace game da haɓakawa da bunƙasa yaro;
• Ƙaddamar da ƙwarewar da za ta ba da izini ga ƙungiyar ayyukan yara a cikin iyali;
• Sadarwa da sadarwa tare da makarantun ilimi da ilimi (kwalejin digiri, makarantar);
• Al'adun Pedagogical na iyaye.

Yanayin Pedagogical a wannan matakin shine jimla daban-daban na ilmi: ilimin lissafi, tunani, magani da sauran ilimin kimiyya.

A kan muhimmancin ra'ayoyi a pedagogy

Da yawa an riga an ce game da wannan a yau. Aristotle da Plato, Leo Tolstoy da Grigory Skovoroda, A.S., sun bayyana ra'ayoyi daban-daban na al'ada. Makarenko da V.A. Sukhomlinsky.

Ɗaya daga cikin shahararren shahararru game da wannan shi ne mafi fifiko ga tsarin ilimi kafin ilmantarwa. Malamin mai basira ya kirkiro ra'ayi kan al'amuran duniya da dabi'u, yana ba da fifiko ga ci gaban yanayin ɗan yaro.

A yau, ra'ayoyin ilimin tauhidi na masana'antu ba su rasa muhimmancin su ba, amma, a lokaci guda, ana buƙatar sababbin. Saboda haka, a yau, taro, tebur da sauran nau'o'in musayar kwarewa da kuma samar da sababbin ra'ayoyin suna da kyau sosai.

Da yake lura da muhimmancin waɗannan ra'ayoyin, malamin sanannen S.T. Shatsky, ya ce su ne wadanda suka bude hanyoyi guda biyu a cikin aikin ilimin pedagogy da kimiyya.

Hanyoyin sadarwa tsakanin malami da dalibi

Harkokin sana'a-pedagogical shine tsarin tsarin hulɗar tsakanin malamai da ɗaliban, wanda aka fahimta don manufar ilmantarwa da haɓakawa. Abubuwan da ke cikin tsarin sun ƙayyade da nau'o'in halaye na mai horarwa kuma sun dogara ne akan shekaru, matakin shirye-shiryen, fasali na batun binciken.

Masana sun bambanta tsarin biyu:

• Tsarin tsari wanda aka koya mana malami a matsayin mai magana, kuma ɗalibin dalibi ne, an kuma kira shi monologic;
• Takaddama, inda malami da dalibi suke cikin sadarwa ta gaba, gudanar da tattaunawa.

Yau, na biyu shine mafi matukar cigaba, saboda yana bawa yaron damar shiga cikin tsarin ilmantarwa. Wannan nau'i na jagorantar darasi ya bawa ɗan littafin damar samun ƙarin fahimtar batun, kuma malamin ya ba da dama don ƙarin bayani game da ilimin dalibin.

Ma'anar da kuma matakan al'adun pedagogical

A ƙarshe, bayan nazarin duk abubuwan da aka gyara, za mu iya ba da cikakkiyar ma'anar abin da al'adun pedagogical yake. Shi ne cikakke tsarin, ciki har da matsayin tushe duniya dabi'u, shi Forms wani gwaji na hanyoyin da pedagogical aiki, fasahar sadarwa, gwaninta, da kuma tuki bangaren ne a pedagogical basira da kuma son ci gaba da sana'a da kuma na sirri kai.

Dangane da wannan ma'anar, za'a iya bambanta matakai na al'adun pedagogical:

• Babban: an nuna ta gaban dukkan abubuwan da aka jera a cikin fassarar;
• Matsakaici: rashin dacewa na kwarewa na pedagogical rinjayar, a matsayin mai mulki, kwarewa, yayin da kwarewa zai iya kasancewa a matakin dace; Wani lokaci wannan matakin ya nuna babu wani irin ci gaban kai;
• Ƙananan: hankulan malami mai farawa, lokacin da aka kafa fasaha na sadarwa, ana iya gina fasaha, hanyoyi ba na aikin ilimin lissafi ba.