MAKARENKO SYSTEM AND MODERN SCHOOL

Anton Semenovich Makarenko (1888-1939) - one of the most famous teachers of the twentieth century, famous for, that he developed and successfully introduced into teaching activities a special educational practice, which is now called the “Makarenko system.” The peculiarity of this system was that, firstly, it met the tasks and spirit of the time (a new society was being built), and secondly, in practice it was used in a colony for juvenile delinquents (which was then transformed into a commune).

The pedagogical discoveries of Anton Semenovich are also known to modern pedagogy: groups of different ages, councils of commanders, self-government, the creation of a major optimistic tone in the life of the team, etc. Makarenko considered the team to be a form of the pedagogical process and argued that it is in the team that norms and relationships, conscious discipline, and nurturing traditions are formed . The formative function of a collective is determined by the fact that its members act as active subjects of socially significant collective activities and relationships.

Anton Semyonovich considered the main task of educational work to be the education of the individual in the team and through the team, and the essence of his pedagogical experience was “to be as demanding of a person as possible and as much respect for him as possible.” He wrote: “Children are not prepared for work and life, but live and work, think and worry, and they must be treated as comrades and citizens, their rights and responsibilities must be seen and respected, including the right to joy and the duty of responsibility.” According to the teacher, the team should have a common goal, a common cause, engage different types activities, have management bodies that organize, control and direct the the right direction actions of all team members.

The most important element of education, without which the effectiveness of the entire system is impossible, is labor education: it is this that immediately changes the status of the pupil, turning him from a “child” into a “citizen” who has not only rights, but also responsibilities. And awareness of one’s responsibilities directly affects the formation and development of personality. Makarenko considered it important to harmoniously combine study and work in a person’s upbringing, moreover, work should be productive and be precisely part of the educational process. Anton Semyonovich proved in practice that “children’s self-awareness receives a huge creative impulse through participation in productive work.”

Makarenko considered the family as the primary collective that determines the success of raising children. In the "Book for Parents" he says that in the family everyone is a full member with their own functions and responsibilities, including the child. Anton Semenovich emphasizes that the personal example of parents, their actions, attitude to work, to things, parental interpersonal relationships not only influence the child, but shapes his personality.

To form a sustainable desire for the best, A. S. Makarenko used a “system of long-term goals” (close, medium and long-term). This system of goals determined life children's group, created by A. S. Makarenko, and ensured his constant advancement. Constantly emphasizing the decisive role of the collective in the upbringing of the individual, he pointed out that in the collective “the individual appears in a new position of education: she is not an object of educational influence, but its bearer, but she becomes a subject only by expressing the interests of the entire collective.”

What has this teacher achieved? Are the approaches of the system he created so successful and effective?

A.S. Makarenko is known for working with the most “difficult” (as they are now called) teenagers. He not only worked with them, but headed colonies for juvenile delinquents who could no longer live in normal society. Makarenko really showed such skill in raising children that after some time he completely abandoned educators. A group of five thousand ex-offenders lived independently. Makarenko’s approaches absolutely justified themselves, and this caused surprise, bewilderment and distrust among the authorities and inspectors: few could believe that the pupils looked after themselves, put things and premises in order (there were never cleaners in the commune), prepared food, prepared fuel . A few years later, the commune completely abandoned outside material assistance and switched to self-sufficiency: the former colonists had their own factory, the children mastered production, at the age of 16-19 they, as they used to say, “had grain in their hands,” that is, they owned a working specialty, which could feed them in the present and future. The children’s work was serious and “real”; they were filled with a sense of their own importance and dignity: they themselves, with their own hands, created, assembled, repaired, sold, purchased. Not only was part of the money earned given to the state, the money received as a result of production was spent not only on food and clothing: the Communards provided assistance to the elders (as a scholarship) or to the younger ones who were not yet trained, and allowed themselves cultural excursions and trips. It was such a grandiose pedagogical experience that there was no one who would recognize it: it was a kind of revolution in pedagogy.

It is known that Maxim Gorky spoke out in defense of Makarenko and his system, and it seems that this is why the teacher remained intact, because his methods were recognized as “anti-Soviet” and prohibited for use, and one of his ardent enemies was N.K. Krupskaya.

Let's make a small digression and turn to statistical data.

Nowadays (according to the Prosecutor General’s Office of the Russian Federation), only 10% of graduates of Russian state adapt to life, 40% commit crimes, another 40% of graduates become alcoholics and drug addicts, 10% commit suicide.These same numbers repeatedly in his speeches, State Duma deputy from the Communist Party of the Russian Federation Smolin O.N.

For comparison: among the almost 3,000 students of the groups led by A. S. Makarenko, there was not a single relapse. Makarenko’s student had similar achievements (Theyhis wife raised about 7,000 pupils using the same system).

What does the Teacher himself say about the difficulties of education? It is known that he always paid attention to the creation of technologies for educational influence (it seems that these days this idea has been partially picked up and reworked by the Federal State Educational Standards). Makarenko also draws a very interesting analogy between education and production processes at a factory: “Our pedagogical production was never built according to technological logic, but always according to the logic of moral preaching. And I... found more similarities between the processes of education and ordinary processes in material production. Human personality in my mind, continued to remain a human personality with all its complexity, richness and beauty, but it seemed to me that precisely because of this it was necessary to approach it with more accurate measures, with greater responsibility and with greater science... A very deep analogy between production and education is not only she didn’t offend my idea of a person, but, on the contrary, she infected me with special respect for him, because you can’t treat good people without respect complex machine. In any case, it was clear to me that many details in human personality and in human behavior it could be done on presses, simply stamped in a standard manner, but this requires especially delicate work of the stamps themselves, requiring scrupulous care and precision. Other details, on the contrary, required individual processing in the hands of a highly skilled craftsman, a man with golden hands and a sharp eye. .. Why do we study the resistance of materials in technical universities, but in pedagogical universities we do not study the resistance of the individual when they begin to educate him? ..”

It is also necessary to pay attention to the four main postulates of the Makarenkov system:

activities b (the team must have a real business that will feed, discipline and educate them);

core of the team (the so-called “leaven”, authoritative colonists who internally accept and profess the values of the colony). Children must convey the rules in their own language, and the role of the educator is to organize a civilized framework;

self management (if there is a business and a healthy team) becomes a school of leadership, a model of leadership, strengthens the team and leads it to prosperity;

rules must be mandatory and must be strictly observed. Makarenko had both strict rules and pleasant (but mandatory) traditions, which also brought huge contribution in personality education.

“Makarenko was never a humanist, he was ready , valued order and discipline, including army orders,” colleagues and contemporaries said about the teacher. Apparently, these personal qualities helped him in the formation and effectiveness of the system, but in our timefor the teacher it will be more likely negative characteristic than positive. Although you can argue about “he was not a humanist”: considering what Makarenko did for street, abandoned and unwanted children, for his time he was the greatest humanist.

…Makarenko’s communes disappeared, his work was selflessly continued by Semyon Kalabalin, who also suffered from slanderers and ill-wishers (he was forbidden to engage in teaching activities, they wrote a denunciation against him as an “enemy of the people”), went through the war, “raised” several orphanages with Makarenko’s system and died at work in 1972; after that no one raised the flag of the commune...

…Is it possible to revive Anton Semenovich’s system these days in a modern school? Despite the amazing effectiveness of this teacher’s system and the relevance of educational work with “difficult” people now, in our time, I think that Makarenko’s system will not fit into the framework of educational policy. Why? Let's compare some aspects of SM and the modern educational system in school and look at this comparison in the table:

Educational system

in a modern school

Groups of different ages are the principle of organizing a commune (the elders teach the younger ones and help them; everyone has their place and purpose)

Same age classes.

There are no mixed-age groups in any school. Everyone is taught by teachers, not by older comrades.

Council of commanders, self-government - manage the life and work of the commune

Self-government and the council of commanders as bodies of school self-government exist only formally, they do not have any effective force or authority.

“As much demands on a person as possible, as much respect for him as possible” is the credo of A.S. Makarenko

Respect for the individual - yes. Demandingness is questionable. The teacher is demanding of the student, but does not go beyond a certain framework. “Be as demanding as possible” - this will not work in school or must be scrupulously justified by some strict necessity.

“Children do not prepare for work and life, but live and work” - a labor law.

Children prepare for work and life theoretically: they read about work and life in books, listen to adults, watch films. The life of children at school - theoretical disciplines, indirect study of the world around them.

Education of the individual in the team and through the team is the main task of educational work.

The main task of educational work in school is “to raise a harmoniously developed personality, capable of successfully socializing in a team and developing.”

The interests of the collective are higher than the interests of the individual.

In a modern school, everything revolves around the individual: individual approach, student-centered pedagogy

The duty of responsibility is one of the most important conditions of education.

Teachers try to instill responsibility, butresponsibilities there is no need to talk about responsibility.

A cheerful, joyful, cheerful atmosphere is one of the most important conditions for upbringing.

Now in school this is not a condition of education at all. This is desirable, but no one talks about the obligatory and necessary joyful atmosphere.

Labor education- one of the most important elements of education.

There is no labor education at school. There is no labor education at school. There is no socially useful work. There is no collection of waste paper and scrap metal. There are no subbotniks and “labor landings”.
There aren't even labor lessons at school! They have been replaced by technology lessons, but, firstly, they do not fulfill the function of labor education, and secondly, they are gradually disappearing from the curriculum.

Personality –carrier educational influence.

Personality –an object educational influence.

There were never any cleaners in the commune.

The school cleans floors, toilets, corridors, windows, walls.only cleaning ladies. The teacher has no right to force the student to do any of this work.

Pedagogical production - according to technological logic

“According to the logic of moral preaching,” as A.S. Makarenko said.

Oddly enough, Makarenko’s system is partially implemented in business companies doing business. This can be seen in the following: the connection between the income of each employee and total profit enterprises, education of new employees with the help of the “core” of the team, company code (rules) and control, self-government in individual blocks or creative groups, business competition (“socialist competition”).

I believe that they won’t come more times, when the country was choked with criminals, street children, illiterate, dark teenagers and abandoned children, but I think that our modern school needs a new Makarenko again.

Anton Semenovich was born on March 1 (13), 1888. Belopole, in the Kharkov province, in Ukraine, in a hereditary working-class family. The next day he was baptized. He was born premature (his mother was carrying buckets on a yoke, slipped and fell backward). Anton was ill for a long time and began to walk only when he was one and a half years old. For about eight years I was very sick and weak. But by the age of adulthood he had grown stronger.

Anton's father Semyon Grigorievich was born in Kharkov. They spoke Russian there, and he spoke the same. Having not formally received any education (having been orphaned early, he was forced to work as a painter in a workshop as a boy) learned to read and wrote fluently. He knew how to draw. Later I subscribed to the magazine “Niva” and read Dostoevsky. Life was difficult for the Makarenko family. My father worked in the workshops from dawn until the evening, but the earnings were meager. Little Anton learned a firm rule from childhood: a person must work. The father has always been an example for his son.

Anton's mother Tatyana Mikhailovna. Her maiden name was Dergacheva, Her mother was from an impoverished noble family. My father served as a minor official in the Kryukov commissary, had big house, five children. Tatyana Mikhailovna had a lot of energy, strength, and genuine courage. She did housework. She was talented woman, until old age she retained a brilliant memory, had an excellent gift for storytelling and subtle humor. In Makarenko’s house there was always a feeling of genuine friendship, mutual respect, and care for each other.

In 1895, Anton went to study first at the Belopol school, and then, in 1901, at the Kremenchug four-year school. Both in Belopolye and in Kremenchug, Anton studied excellently, standing out noticeably among his fellow students with his depth of knowledge and breadth of outlook.”

In the lessons of literature teacher G.P. Kaminsky, Anton “for the first time learned the charm of the inspired poem “The Tale of Igor’s Campaign.” He enthusiastically read Russian classics, especially Gogol and Dostoevsky.

Anton's college graduation certificate only showed A's. But his peers in the yard cruelly mocked him and often beat him. Excellent and weak people were not liked. It happened that a neighbor girl stood up for Anton...

Question about future profession was difficult for Anton.

Due to his health, he could not engage in physical labor. But, fortunately, one-year pedagogical courses have opened. After studying for another year, in August 1905. Makarenko received a certificate “...for the title of primary school teacher, with the right to teach in rural two-year schools of the Ministry of Public Education and Teaching Church Singing.”

A new teacher, Anton Semyonovich Makarenko, began working in September 1905 at a two-class railway school in the small town of Kryukov.

Makarenko’s students are the children of railway workers and craftsmen, at first they were a little shy of their new mentor. But somehow, unbeknownst to them, it turned out that more and more often they wanted to linger near the young teacher, listen to what Anton Semyonovich was talking about, what book he advised to read, or even play snowballs, little towns, and others with him. funny Games, for which the teacher turned out to be a great hunter.

Anton Semyonovich sincerely, truly loved children. He was keenly interested in children's affairs and worries, he could help in trouble, give advice, amuse with a joke, he was with them even in a moment of rest.

However, having successfully worked for 6 years at the Kryukovsky railway school, he had to look for another job and start working as a teacher at the railway school at Dolinskaya station. A small school at Dolinskaya station was created for the children of railway workers; many students lived in a boarding school at the school “in a shelter style.” There were also orphans there.

This gave Anton Semenovich, who worked as a teacher and educator (“supervisor” - as his position was officially called), the opportunity to “spend a significant part of his time with his students.” Anton lived in a small room at the school.

IN small library The teachers, next to the volumes of Pushkin, Lermontov, Nekrasov, also had thin books that excited with their courage and novelty of thought, books by Maxim Gorky. Faith in man, in the wealth of his spiritual capabilities, in the necessity big changes for complete happiness of people, she filled the stories and poems of young Gorky. Makarenko was an avid reader of Gorky, considered him his favorite writer, his teacher. (3, pp. 4-10). Later, a correspondence began between Gorky and Makarenko. On July 8, 1925, a letter was sent to Gorky in Italy, in which the colonists talked about their lives, their affairs, and asked Gorky to answer them. Soon the Gorkyites read Alexei Maksimovich’s answer. This is how a friendship began (finishing one of the letters, Alexey Maksimovich wrote: “I firmly press 350 of your paws”) (3, p. 40) Three years later, on July 8, 1928, Gorky visited the colony and did not part with the colonists for all three short days. (3, p.44).

In 1914, Makarenko, having already had 10 years of experience as a national teacher, entered the Poltava Teachers' Institute to continue his education, from which he graduated in 1917 with a gold medal. In the 1917/18 academic year, he was appointed inspector (head) of the higher primary school in Kryukovo and enthusiastically devoted himself to teaching. In 1920, the Poltava Provincial Department of Public Education instructed A.S. Makarenko to organize and manage a colony for juvenile offenders near Poltava. The work had to begin in very difficult conditions. The pupils with whom Anton Semenovich had to deal were teenagers and young men with a criminal record, undisciplined, not accustomed to work.

Within 3-6 years, he created an exemplary educational institution - the “Gorky Labor Colony”; the number of its pupils in 1926 reached 120. In the same year, the colony moved to Kuryazh, near Kharkov, where 280 extremely neglected children lived. Anton Semenovich decided, with the help of the “Gorkyites,” to turn the Kury residents into an exemplary labor collective, to educate them with the help of the colonists.

Since June 1927, Makarenko participated in the organization of the children's labor commune named after F.E. Dzerzhinsky in the village of New Kharkov, combining this work with activities in the Gorky colony. From the end of 1928, Makarenko left the colony and for several years thereafter devoted all his strength to the leadership of the Dzerzhinsky labor commune.

In 1935 A.S. Makarenko left his job in Dzerzhinsky's commune. He was appointed head of the educational part of the labor colonies of Ukraine and moved to Kyiv, and then, settling in Moscow, he became fully involved in the work on the advice of A.M. Gorky literary activity- generalization of pedagogical activities in the Gorky colony and the Dzerzhinsky commune.

In 1933-1935, “ Pedagogical poem“, in 1937, “A Book for Parents” appeared in print - an artistic and pedagogical work covering issues of family education. In 1938, another work by Makarenko was published, depicting the life of the Dzerzhinsky commune - “Flags on the Towers.”

At the same time, in 1933-1939, Makarenko wrote a number of stories for children and youth, published in various magazines, and many pedagogical, literary and journalistic articles that were published in the newspapers Pravda, Izvestia, Literary Gazette. Hundreds of parents and teachers turned to Makarenko for advice. He often gave reports and lectures on pedagogical topics and ardently promoted the achievements of young Soviet pedagogy. A number of his lectures for parents were repeatedly published under the title “Lectures on Raising Children.” (4, pp. 392-394).

On April 1, 1939, Anton Semenovich from the village of Golitsino, near Moscow, went with a script for the Soyuzdetfilm studio to Moscow. On the train he suddenly felt ill. A few moments later Makarenko died. Doctors stated sudden death from a heart attack. (3, p. 84).

Pedagogical system A.S. Makarenko is based on interrelated principles: education in work, education in the team and through the team, humanism.

A necessary factor of education in Makarenko’s pedagogical system is work, on which the real well-being of the children depends (quality of food, clothing, entertainment, excursions, etc.). At the same time, students should have the opportunity to choose, so that everyone can find something they like. It is fundamentally important that children manage the fruits of their labor themselves. In “Lectures on the Education of Children,” he said: “Correct education cannot be imagined as education without labor... In educational work, work should be one of the most basic elements.”

Makarenko correctly believed that hard work and the ability to work are not given to a child by nature, but are brought up in him. Work should be creative, joyful, conscious, the main form of manifestation of personality and the capabilities inherent in it.

The work activity of the pupils was great place in institutions headed by Makarenko; it constantly developed and improved. Having started in the Gorky colony with the simplest types of agricultural labor, mainly for the needs of his team, Makarenko then moved on to organizing the productive labor of pupils in handicraft workshops.

His highest form this work activity reached in the commune named after Dzerzhinsky, where pupils (older) studied in high school and worked in production with complex technology requiring highly skilled labor.

In the process of children’s work, says Makarenko, it is necessary to develop their ability to navigate, plan work, take care of time, tools of production and materials, achieve High Quality work.

In order to avoid early and narrow specialization, children should be switched from one type of work to another, given the opportunity to receive a secondary education and at the same time master blue-collar professions, as well as skills in organizing and managing production (4, p. 398).

Regarding the talk about the supposedly militarized nature of the upbringing of the colonists, we can say with confidence that this was simply an entourage that was attractive to teenagers of that time. And “iron” discipline was expressed in its strict observance, since the guys themselves were interested in it. Under the influence of Herbart, a limited understanding of discipline developed - only as a discipline of obedience. Makarenko contrasts this understanding of discipline with his demand for active discipline, or “the discipline of struggle and overcoming.” He said that a disciplined person can be called one who can always, under any conditions, choose correct behavior, the most useful for society, and will find the determination to continue this behavior to the end, despite any difficulties and troubles.” Discipline in Makarenko’s understanding is not only the discipline of inhibition, but also the discipline of aspirations and activity. It not only restrains, but also inspires, inspires to new victories and achievements.

In the education of discipline, Makarenko, rejecting the incorrect statement of teachers who were influenced by the theory of “free education” that “punishment can educate a slave,” pointed out that by applying punishment, it is possible to educate both a slave or a frightened, flabby person and a free woman full of human dignity strong personality. It's all a matter of what punishments and how to apply them. Corporal punishment is, of course, unacceptable. Regarding other punishments, Makarenko demanded that they be thoughtful, not imposed rashly and haphazardly, that they be of an individualized nature, correspond to the offense, are not private, that they awaken in the punished the consciousness of the justice of the punishment and the experience of their own guilt, so that the collective recognizes the justice of these punishments. None of the punishments used in the colony were humiliating. The most severe thing - boycott - was used extremely rarely. Makarenko closely linked the issue of discipline with the cultivation of a sense of duty, honor, will, and strong character. He believed that will, courage, and determination cannot be cultivated without special exercises a team". He trained his students in endurance and endurance. In the Gorky colony, pupils learned to easily endure inconveniences and difficulties. They arose and received universal recognition of the slogan “Don’t whine, don’t squeak,” always be cheerful and courageous.

Discipline especially develops and strengthens in an organized team. Makarenko said: “Discipline is the face of the team, its voice, its beauty, its mobility, its facial expressions, its conviction.” “Everything in a group ultimately takes the form of discipline.” (4, pp. 399-400)

Team formation:

To become a team, a group must go through a difficult path of qualitative transformation. On this path A.S. Makarenko identifies several stages (stages).

The first stage is the formation of a team (the stage of initial cohesion). At this time, the team acts, first of all, as the goal of the educational efforts of the teacher, who strives to transform an organizationally formed group into a collective, i.e., such a socio-psychological community where the relationships of students are determined by the content of their joint activity, its goals, objectives, and values. The organizer of the team is the teacher, all requirements come from him. The first stage is considered complete when an asset has emerged and earned in the team, the students have united on the basis of a common goal, common activity and common organization.

The second stage is characterized by stabilization of the team structure. At this time, the team already acts as an integral system; mechanisms of self-organization and self-regulation begin to operate in it. It is already capable of demanding certain standards of behavior from its members at any stage of development, even at the initial stage. A close perspective could be, for example, a joint Sunday walk, a trip to the circus or theater, an interesting competition game, etc. The main requirement for a close perspective is that it should be based on personal interest: each student perceives it as their own tomorrow joy, strives for its fulfillment, anticipating the expected pleasure. Highest level a close perspective is the prospect of the joy of collective work, when the very image of a joint work captures the children as a pleasant close perspective.

Medium perspective, according to A.S. Makarenko, lies in the project of a collective event, somewhat delayed in time. Achieving this perspective requires effort. It is most advisable to put forward an average perspective when the class has already formed a good, efficient asset who can take the initiative and lead all schoolchildren. For teams at different levels of development, the average perspective must be differentiated in terms of time and complexity.

Distant prospect- this is delayed in time, the most socially significant and requires significant effort to achieve the goal. In such a perspective, personal and social needs are necessarily combined. An example of the most common long-term perspective is the goal of successfully completing school and subsequently choosing a profession. Education in the long term gives a significant effect only when the main place in collective activity is occupied by work, when the team is passionate about joint activity, when collective efforts are required to achieve the goal.

Perspective line system must permeate the team. It needs to be built in such a way that at any given time the team has a bright, exciting goal, lives by it, and makes efforts to implement it. The development of the team and each of its members in these conditions is significantly accelerated, and the educational process proceeds naturally. You need to choose prospects in such a way that the work ends with real success. Before setting difficult tasks for students, it is necessary to take into account social needs, the level of development and organization of the team, and the experience of its work. Continuous change of perspectives, setting new and increasingly difficult tasks - required condition progressive movement of the collective.

It has long been established that the direct influence of a teacher on a student can be ineffective for a number of reasons. The best results come from exposure through the schoolchildren around him.

This was taken into account by A.S. Makarenko, putting forward the principle parallel action. It is based on the requirement to influence the student not directly, but indirectly, through the primary team. The essence of this principle is presented in a schematic diagram (Fig. 1).

Each member of the team is under the parallel influence of at least three forces - the educator, the activist and the entire team. The influence on the individual is carried out both directly by the educator (parallel 1), and indirectly through the activist and the team (parallels 2" and 2).

As the level of formation of the team increases, the direct influence of the teacher on each individual student weakens, and the influence of the team on him increases. The principle of parallel action is applicable already at the second stage of development of the team, where the role of the educator and the strength of his educational influence are still significant. At higher levels of team development, the influence of the asset and the team increases. This does not mean that the teacher completely ceases to directly influence the students. Now he relies more and more on the collective, which itself becomes the bearer of educational influence (the subject of education). In the works of A.S. Makarenko, one can find numerous examples of the successful implementation of the principle of parallel action. For example, he himself never looked for specific perpetrators of violations, giving the team the right to understand their misdeeds, and he himself only gradually directed the actions of the activists. (6, pp. 67-72)

1. Organizational structure of the team in the colony.

He believed that even the most best boys in conditions of a poorly organized team, they very quickly become wild animals. (2, p. 395) The organization of the team in children's institutions occurs according to various principles. Children can be divided into groups based on school; under this system, in residential institutions they live in bedrooms school classes or parts thereof. This has its own benefits: children are selected of the same age, same development, it is more convenient and easier for them to prepare lessons, use common aids and textbooks, and help those who are lagging behind.

Primary groups of pupils can be organized according to other principles, namely: by production, by age, etc.

2. Self-government in the detachment.

The detachment must be headed by a commander - one of the team members. There may be two principles for the nomination of a commander - appointment and election.

Commanders manage detachments on the basis of general meetings of the detachment, the influence of the detachment activists, institutional organizations, the work of all self-government bodies in full agreement with the administrative and pedagogical leadership with constant instruction and assistance from the teaching staff.

3. Self-government bodies.

The main body of self-government is the general meeting of all pupils of the children's institution. It should meet during the period of organization and breakthroughs in the work of the institution or in the team at least once every six days, and the rest of the time - at least twice a month.

The general meeting, as a rule, should always be open, i.e. All members of the team have the right to attend and speak. On some issues, voting by all those present may be allowed, for example, on issues related to cultural and club work, etc.

The general meeting of all pupils should be considered by the administration and pupils as the main body of self-government, its authority should be steadily supported by all the forces of the institution.

That is why the work of the general meeting should be special attention management of the institution. In no case should incorrect, harmful, erroneous resolutions of the meeting be allowed; therefore, before raising the issue for consideration by the general meeting, the leadership itself needs to have its own clear opinion on this issue, it is necessary to know firmly what forces in the meeting will support correct solution who will go against.

4. Collective Council (Council of Commanders)

The staff council is the central self-government body that carries out all current work in the staff of the children's institution. A council of commanders can be formed different ways depending on the structure and specifics of the institution, the absence or presence and type of production, as well as the size of the asset and the age of the students.

5. Sanitary commission

For an institution of 500 people, the sanitation commission must consist of at least seven people. The Sanitary Commission is elected for six months by the general meeting of the staff. The institution’s doctor must participate in the sanitation commission. The decisions of the Sanitary Commission are binding not only for students, but also for all employees of the institution.

The work of the Sanitary Commission is as follows:

a) monitoring the cleanliness of premises, common rooms, classrooms, bedrooms, dining room, kitchen, corridors, employee apartments, courtyard, warehouses;

b) special monitoring of the cleanliness of dishes, kitchen utensils, containers in which food is transported;

c) monitoring the cleanliness of the pupils’ bodies and regulating all issues related to bathing, using the bathhouse and laundry;

d) monitoring the regular change of linen and suits;

e) taking measures to prevent epidemics;

f) ambulance in case of accidents;

g) participation in activities to protect the health of pupils.

6. Active.

An asset is understood as all students who have a good attitude towards the institution and its tasks, who take part in the work of self-government bodies, in the work of production management, in club and cultural work.

The asset is that healthy and necessary reserve in an educational children's institution, which ensures the continuity of generations in the team, preserves the style, tone and traditions of the team. The growing activist replaces the students who have graduated from the institution in social work, and thus the unity of the team is ensured.

The process of asset formation is extremely important. If this process is left to its own devices and the asset is not worked on, a real working asset will never be formed. For the normal growth and maturation of an asset, it is very important to give it certain organizational forms. In the commune named after F.E. Dzerzhinsky’s basis for the permanent formation of the activists was the division of students into candidates and members of the commune. The first were called pupils, the second had the title of communards. The title of communard was awarded by resolution of the council of commanders, approved by the general meeting, and here the approved communard was solemnly awarded the communard badge.

7. Discipline and routine

Sometimes discipline is understood only as external order or external measures. This is the most disastrous mistake that can happen in an educational institution.

With this view of discipline, it will always be only a form of suppression, will always cause resistance from the children's collective and will not bring up anything except protest and the desire to quickly leave the sphere of discipline.

Discipline should not be seen only as a means of education. Discipline is the result of the educational process, the result, first of all, of the efforts of the team of students themselves, manifested in all areas of life: industrial, everyday, school, cultural.

8. Punishments and measures of influence

The method of education should be based on the general organization of life, on increasing cultural level, on organizing the tone and style of the entire work, on organizing a healthy perspective, clarity, and especially on attention to the individual, to his successes and failures, to his difficulties, characteristics, aspirations.

In this sense, the correct and appropriate application of punishment is very important. A good teacher can do a lot with the help of a system of punishments, but the inept, stupid, mechanical use of punishments harms all our work.

It is impossible to give general recipes on the issue of punishment. Each action is always individual. In some cases, the most correct thing is a verbal reprimand even for a very serious offense; in other cases, a severe punishment must be imposed for a minor offense.

The starting point of punishment is the whole team: either in a narrower sense - a detachment, a brigade, a class, a children's institution.

The interests of the collective are common interests. Whoever violates these interests, who goes against the collective, is responsible to the collective. Punishment is a form of influence of the collective, either in the form of its direct decisions, or in the form of decisions of the authorized representatives of the collective, elected to protect its interests.

Based on this basic principle, our punishment must necessarily satisfy the following requirements:

a) it must not have the purpose and must not actually cause mere physical suffering;

b) it makes sense only if the person being punished understands that the whole point is that the collective protects common interests, in other words, if he knows what and why the collective demands of him;

c) punishment should be imposed only if the interests of the collective are actually violated and if the violator openly and consciously commits this violation, neglecting the demands of the collective;

d) punishment should in some cases be canceled if the offender declares that he obeys the team and is ready not to repeat his mistakes in the future (of course, if this statement is not outright deception);

e) in punishment, what is important is not so much the content of the imposed procedures, but the very fact of its imposition and the condemnation of the collective expressed in this fact;

f) punishment should educate. The person being punished must know exactly why he is being punished and understand the meaning of the punishment.

With our understanding of punishment important his equipment acquires. Each punishment must be strictly individualized in relation to the case and the given student.

It is necessary that the right to impose punishments in educational institutions belongs only to the teaching assistant or the head of the institution. No one else has the right to impose punishment. Punishment can be imposed on behalf of the management and, even more often and more usually, on behalf of self-government bodies: the collective council, the general meeting, but in all these cases, the head of the pedagogical unit is primarily responsible for the punishment; no punishment should be imposed without his knowledge and council, and no one should begin to impose punishment if the head of the pedagogical unit does not recommend punishment.

9. Center

The organization of a pedagogical center is important. This issue is abandoned in our children's institutions.

It is necessary to ensure that his office becomes the center of attention and attraction of the entire team, and especially the favorite room of the activists, with whom the pedagogical leader should always be in communication, without waiting for special meetings and meetings.

Job pedagogical supervisor must always take place in contact with the chairman of the local government, with all groups of regular duty officers. He must consult with them about all his undertakings and listen to their reports about the affairs of the institution. (1, pp. 267-296)

A number of principles for forming an effective team, highlighted by A.S. Makarenko, on which he relied when forming the children's team:

unity of purpose and work of team members (such unity: consciously set goals and organization of work to achieve it was specially cultivated by A.S. Makarenko.);(1, vol. 5, p. 354)

greater “connectedness” of the team (in the team, everyone was forced to connect with everyone and in different relationships. The team did not “drown” the individual, but on the contrary, provided the opportunity to quickly transfer experience to each other); (1, vol. 1, p. 200)

"major" (activity) (A.S. Makarenko: The “major” in the team should have a very calm and strong appearance. This is, first of all, a manifestation of inner, confident calm, confidence in one’s own strengths, in the strength of one’s team and one’s future. This strong major should have the appearance of constant vivacity, readiness for action..."); (1, volume 5, p. 82)

protection ( “In the internal relationships of everyday work, students can “press” each other as much as they want, general meetings, ..., punish, but outside of these special forms of influence, they must give credit to each student, primarily because they are members of the same team, and defend him before outsiders...”;(1, vol. 5, p. 84)

braking ( “This inhibition should not have the nature of drill; it should be logically justified by the benefits for the body of the student himself, aesthetic ideas and the convenience of the entire team.”. (1, vol. 5, p. 87)

The main thing that determined the success of Makarenko’s undertakings was the conviction that the inmates of the colony are still people, and they need to be treated accordingly; he saw a person in a juvenile delinquent, a street child. He forced his employees from the very beginning not to remember the child’s past, to the point that he locked the files that were brought with the children and handed over to the colony in a safe. And on this basis, he derived this famous formula: “The more respect for a person, the more demanding of him.” “We cannot demand from a person if we do not respect him.” (2, p. 534)

Makarenko sincerely believed in man, believed that there could be no innate criminality. Approaching a person invariably with an “optimistic hypothesis,” Makarenko believed that “the good in a person always has to be projected, and the teacher is obliged to do this.” He stated that pedagogy should be a practical science, pragmatic, expedient, useful, understandable, which in that period came into conflict with the principles of Soviet pedagogy, which proclaimed comprehensive harmonious education.

Re-education should return a normal child to normal life Therefore, it must be introduced into this life. Makarenko wrote that along with work, digging, drilling, planing, reforging and reworking of the personal plane took place. Despite the fact that many children had already formed a thieves' ideology, according to which work is a curse, suddenly they saw that work brings not only satisfaction, it actually creates some kind of special attitude towards the world around them. (2, p.528)

Introduction

Makarenko labor game education

The relevance of research. The basis of the pedagogical worldview of A.S. Makarenko consists of three main concepts - “labor”, “pedagogical explosion” and “promising lines”. How accidental did they arise in the philosophy of education of the first half of the twentieth century, of which the outstanding Soviet teacher was a representative? And what makes his ideas popular in modern education? The author presents a look at the heritage of the past, turning to the works of Hegel and modern philosophers in Italy.

A.S. Makarenko worked out his fundamental idea: work is caring. Already at the beginning of his activities in the Poltava colony, he saw that “the proximity of such a concept as labor turned out to be sufficient to be confident in the salvation of many means that had nothing to do with labor.” Anton Semenovich saw the consequences of the neutrality of the work process, as he associated it with autonomy, and with the fact that labor consists of mechanical actions. Or, in the words of Makarenko’s students, simple mechanical performance of work frees one from any moral obligations.

Having highlighted this problem, the teacher established that in order for work to have an educational and developmental influence, it must include integral part into a holistic educational system that would be inextricably linked with the life of the team. Unlike Marx, the outstanding teacher writes that work is not only economic category, but also moral. Like Hegel, he believes that each person does his job provided that all other members of society do the same. Labor regulates relationships between people and ultimately ensures the stability of a society united by a social contract.

Morality is one of the ways of normative regulation of human actions in society, in which the need is satisfied life together of people. Therefore, the teacher-educator and social reformer did not accept the generally accepted views about work in the educational process that existed in his time, and his work turns into work - care, which serves as the logical basis for the behavior of the individual in the team. Labor education through caring for others becomes the essence of the pedagogical process, and, consequently, the purely economic significance of labor is lost for the sake of moral value work for team members.

Labor education younger generation many representatives of progressive pedagogy have paid and are paying attention to. The connection between labor education and the social conditions of life of society and the team is especially characteristic of the teaching family of A.S. Makarenko, which is all based on the formation of personality in organized socially significant work. He attached great importance to purposeful work activity as one of the most important factors for developing a person’s character.

IN modern conditions the need for knowledge has increased significantly psychological foundations labor education. The content requires the teacher to have thorough psychological equipment, the ability to take into account in his work age characteristics child, patterns of formation of his personality.

Labor is the foundation of education for every nation. Yakut teachers Chiryaev K.S., Danilov D.A., Semenova A.D., Savvinov T.T., Neustroev N.D. pay attention to the possibilities of labor education of the younger generation in their works. and others. Human relations with society, nature, and other people are carried out through work. The main concern of public education is hard work and love for working people. Hard work is considered a measure of a person's worth.

A modern school must raise, train and educate the younger generation with maximum consideration of the social conditions in which they will live and work in the new century. New opportunities are being created for further growth labor productivity in all spheres of material and spiritual production, the intellectual potential of society increases, comprehensive and harmonious education modern man.

But, unfortunately, in modern conditions, teenagers and young people, without clear moral guidelines, increasingly prefer easy money, unspiritual pastime, the pursuit of pleasure, and profess the cult of success. Weakening the role of the family, various shapes entrepreneurial initiatives lead to the loss of such public values as interest in learning and work. Among teenagers, feelings of aggressiveness, irritation, and uncertainty about the future are growing sharply. These are very alarming symptoms of deteriorating moral and mental state society.

The purpose of the work is to study the pedagogical system of education of A.S. Makarenko and reveal the application of the system in modern times.

Job task:

Reveal the basics of the pedagogical system of education of A.S. Makarenko.

Conduct research in MBOU secondary school with. Kruglikovo according to the Makarenko education system.

Chapter 1. Fundamentals of the pedagogical system of education A.S. Makarenko

1 The most important principles of pedagogical theory and practice A.S. Makarenko

A.S. Makarenko believed that a teacher’s clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. Makarenko argued that achieving this goal is quite possible. “Raising a new person is a happy and feasible task for pedagogy” (Makarenko A.S. “ Complete collection works in 8 volumes" M, 1986, vol. 4, p. 35), he said, referring to Marxist-Leninist pedagogy.

Respect for the child’s personality, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment have invariably been the basis of the innovative pedagogical activity of A.S. Makarenko. He approached his students with Gorky’s call: “As much respect for a person as possible and as much demand for him as possible.” To the call for all-forgiving, patient love for children, which was widespread in the 20s, Makarenko added his own: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through Makarenko’s entire pedagogical system, is one of its main principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He sought to “design” the best in a person.

Supporters of “free education” objected to any punishment of children, declaring that “punishment raises a slave.” Makarenko rightly objected to them, saying that “impunity breeds a hooligan,” and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal, were quite acceptable.

A.S. Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditioning of the fate of children by heredity and some unchangeable environment” formulated by pedologists. He argued that anyone soviet child, offended or spoiled by the abnormal conditions of his life, can be corrected provided that a favorable environment is created and the application correct methods education.

In any educational Soviet institution, pupils should be oriented towards the future, and not towards the past, call them forward, and open up joyful, real prospects for them. Orientation to the future, according to Makarenko, is the most important law of socialist construction, which is entirely directed towards the future; it corresponds to the life aspirations of every person. “To educate a person means to educate him,” said A.S. Makarenko, “promising paths along which his tomorrow’s joy is located. You can write a whole methodology for this important work“This work should be organized according to a “system of promising lines.”

Education in the team and through the team.

The central problem of pedagogical practice and theory of A.S. Makarenko - organizing and educating a children's team, which N.K. also spoke about. Krupskaya.

October Revolution put forward the urgent task of communist education of a collectivist, and it is natural that the idea of education in a team occupied the minds of Soviet teachers of the 20s.

Much credit goes to A.S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the proper organization of the team. “Marxism,” he wrote, “teaches us that we cannot consider the individual outside society, outside the collective.” The most important quality Soviet man is his ability to live in a team, enter into constant communication with people, work and create, and subordinate his personal interests to the interests of the team.

A.S. Makarenko persistently searched for forms of organizing children's institutions that would correspond to the humane goals of Soviet pedagogy and contribute to the formation of a creative, purposeful personality. “We need,” wrote he - new forms of life in children's society that are capable of producing positive desired values in the field of education. Only great tension in pedagogical thought, only close and harmonious analysis, only invention and testing can lead us to these forms." Collective forms of education distinguish Soviet pedagogy from bourgeois. "Perhaps," Makarenko wrote, "the main difference between our educational system and the bourgeois one is The fact is that our children's collective must necessarily grow and become rich, must see a better tomorrow ahead and strive for it in a joyful general tension, in a persistent, joyful dream. Perhaps this is where true pedagogical dialectics lies." It is necessary, Makarenko believed, to create a perfect system of large and small collective units, to develop a system of their relationships and interdependencies, a system of influencing each student, and also to establish collective and personal relationships between teachers and students and the head of the institution. The most important “mechanism”, a pedagogical means, is “parallel influence” - the simultaneous influence of the teacher on the team, and through him on each student.

Finding out educational essence team, A.S. Makarenko emphasized that real team must have a common goal, engage in diverse activities, and must have organs that direct his life and work.

The most important condition, ensuring the cohesion and development of the team, he believed that its members had a conscious prospect of moving forward. Upon achieving the set goal, it is necessary to put forward another, even more joyful and promising, but necessarily located in the sphere of general long-term goals that face Soviet society building socialism.

A.S. Makarenko was the first to formulate and scientifically substantiate the requirements that the teaching staff must meet educational institution, and the rules of his relationship with the team of students.

The art of leading a team, according to Makarenko, lies in captivating it with a specific goal that requires common effort, labor, and tension. In this case, achieving the goal gives great satisfaction. A cheerful, joyful, cheerful atmosphere is necessary for a children's group.

2 Social pedagogical views A.S. Makarenko for child labor

There are names in the history of science that, like centuries, mark the transition of scientific knowledge to a qualitatively new state. Great workers of science accumulate the achievements of their predecessors and, with a powerful impulse of creative thought, approach the true vision of the subject, revealing the essential connections of phenomena in their development. Thus, at the same time they create and new method scientific knowledge, shortening and making the path easier for his followers. Anton Semenovich Makarenko is also among the true pioneers of science. His scientific creativity is inseparable from the revolutionary process of creating socialist pedagogy, and we rightly call his pedagogical experience the flesh and blood of experience best wrestlers for a new, unified labor polytechnic school.

Now that the concept of “work collective” has been sanctified by law and has firmly entered into everyday life, much here seems simple and obvious to us. But let's not forget: for A.S. Everything was revealed to Makarenko, or better yet, openly to him, in the 20s and 30s.

Labor is called a powerful educator. But its educational power is not yet revealed when the teenager’s hands are busy with something. Labor divorced from the ideological, intellectual, moral, aesthetic, emotional, physical education, from creativity, from interests and needs, from multifaceted relationships between students, becomes a duty that they want to quickly “serve” so that they have more time for more interesting things. Labor becomes the basis for the harmonious development of the individual also because in work activity a person asserts himself as a citizen. He feels that he is able to obtain not only his daily bread, but also to materialize his mind, his creativity. Civility should not be in a ringing phrase, but in the soul - this is one of the most important rules labor education. The feeling of civic significance of work is, along with the joy of learning and mastering the world, a very strong emotional stimulus that inspires hard work, and work only educates when it is not easy. One of the subtlest secrets of education is to be able to see, find, discover the civil, ideological principle of labor.

The unity of work and education is achieved by the fact that a person, exploring the world through work, creates beauty, thereby affirming in himself a sense of the beauty of work, creativity, and knowledge. Creating the beauty of work is whole area education, which also applies, unfortunately, to pedagogical purpose Not .

People have long said: “You have to work hard for a good holiday.” This means that the result, the result of labor is a completed thing, object, etc. - brought and brings joy to people. Taking into account these features of the formation and formation of personality in new social conditions and was created by A.S. Makarenko theory of labor and ideological-aesthetic education. The outstanding Soviet teacher saw in the desire for tomorrow's joy a powerful incentive for the development of social activity and built an effective educational system on this.

A.S. has a significant place in the life and activities of the educational team. Makarenko occupied the productive labor of children.

“Labor,” wrote A.S. Makarenko, “without the accompanying education, without the accompanying political and social education, does not bring educational benefits, it turns out to be a neutral process. You can force a person to work as much as you like, but if at the same time you do not educate politically moral if he does not participate in public and political life, then this work will simply be a neutral process that will not give a positive result.

Labor, as an educational means, is possible only as part common system"(33 vol. 5, p. 116).

In assessing productive labor in Makarenko’s educational system, one should, first of all, draw a principled line separating his understanding of the role of labor in raising children from the theory of so-called “labor training and practice and “labor school.” Makarenko had productive labor of children in conjunction with education While studying the basics of science at school, children at the same time worked in production facilities equipped with last word technology

The most complex, requiring the utmost technical precision and first-class equipped productive work should be an integral part of the content of a child’s educational life.

In our country, where truly “the will and labor of man create marvelous wonders,” creative labor, the creator of material values, has become the basis of morality.

Makarenko considered teaching creative work a particularly important task. Such work is possible where work is treated with love, where its necessity and benefits are understood, where work is done as the main form of manifestation of personality and talent.

Such an attitude towards work is possible only when a deep habit of labor effort has been formed, when no work seems unpleasant if there is any meaning in it.

Labor has always been the basis for human life and culture. Our state of workers, in our Constitution Russian Federation about the right to work and protection from unemployment in section one, chapter 2, article 37 it is written:

Labor is free. Everyone has the right to freely manage their ability to work, choose their type of activity and profession.

The child will be a member of a working society, therefore, his importance in this society, his value as a citizen will depend solely on the extent to which he will be able to take part in social labor. But his well-being and material standard of living will depend on this. Various work qualities are not given to a person by nature, they are brought up in him throughout his life, and especially in his youth.

Children's labor participation should begin very early. With age, work assignments should be complicated and separated from play. In general, he should be brought up in such a way that the decisive moment in the labor effort is not its entertaining nature, but its usefulness, its necessity.

The work task and its solution should in themselves give the child such pleasure that he experiences joy. Recognition of his work as good work should be the best reward for his work.

In the work activities of children A.S. Makarenko attached highest value those parallel pedagogical results (skills, abilities, knowledge, character traits and other qualities of the human personality) to which this activity leads, its results were both the maximum development and improvement of their natural strengths and abilities.

Acquiring organizational skills, instilling a sense of competition, mutual assistance, instilling a desire for rationalization and improvement of production - all this is achieved and brought up in children through their participation in work.

From a pedagogical point of view, the only benefit of labor was that it filled free time pupil and caused him some fatigue.

If labor, Makarenko said, has always been the basis human life, then its true stimulus will always be prospects, dreams that reveal to a person his tomorrow’s joy. Joyful prospects for the most part are precisely labor prospects.

Instilling in the children the ability to dream, Makarenko supported only those dreams that awakened creative activity pupil. Combining the romance of dreams with the prose of work, Makarenko raised leaders capable of making the wildest dream a wonderful reality.

And not only should labor be creative as a means of all-round development of a person, it should also be productive, since the power of its educational impact lies in the creation of material values.

3 The importance of play in education

A.S. Makarenko believed that play has the same meaning for a child as activity, work, or service for an adult. The future activist, he said, is brought up primarily in play: The entire history of an individual person as an activist and worker can be represented in the development of play and in its gradual transition to work. Noting the enormous impact of play on a child before school age, Makarenko revealed in his lectures on raising children a number of important problems related to this issue. He spoke about the methodology of play, about the connection between play and work, about the forms of management of children's play by adults, and gave a classification of toys.

He suggested not to rush to distract the child from play and transfer him to work effort and work care. But at the same time, he said, one cannot ignore the fact that there are people who bring gaming attitudes from childhood into serious life. Therefore, it is necessary to organize the game in such a way that in the process the child develops the qualities of a future worker and citizen.

Covering the issues of playing methodology, A.S. Makarenko believed that children should be active when playing, experience the joy of creativity, aesthetic experiences, feel responsibility, and take the rules of the game seriously. Parents and educators should be interested in children's play. Children should not be forced to repeat only what adults do with a toy, nor should they be bombarded with a wide variety of toys: “Children... at best become toy collectors, and in the worst case, the most common, they move from toy to toy without any interest , play without passion, spoil and break toys and demand new ones.” Makarenko distinguished games in preschool age from games of children.

He also spoke about the features of games at high school age.

Speaking about the management of children's games, A.S. Makarenko pointed out that at first it is important for parents to combine the child’s individual play with group games. Then, when children get older and play in a larger group, the game is played in an organized manner with the participation of qualified teachers. Further it should take more strict forms collective game, in which there must be a moment of collective interest and collective discipline must be observed.

Classifying toys, A.S. Makarenko identified the following types:

A toy is ready-made or mechanical: dolls, horses, cars, etc. It is good because it introduces complex ideas and things, develops imagination. It is necessary for the child to keep these toys not to show off them, but really for play, to organize some kind of movement, to depict this or that life situation.

A semi-finished toy, such as: pictures with questions, boxes, construction sets, cubes, etc. They are good because they pose certain tasks for the child, the solution of which requires the work of thought. But at the same time, they also have disadvantages: they are monotonous and therefore can bore children.

The most beneficial game element is various materials. They most closely resemble the activities of an adult. Such toys are realistic, and at the same time they give a lot of space creative imagination.

IN play activity Preschool children need to combine these three types of toys, Makarenko believed. He also analyzed in detail the content of the games of junior and senior schoolchildren and... gave a number of tips on how they should be organized.

Chapter 2. Research in MBOU secondary school p. Kruglikovo according to the Makarenko education system

1 Description of MBOU Secondary School p. Kruglikovo

MBOU Secondary School s. Kruglikovo creates an educational environment that promotes self-realization of all participants in the educational process.

The main tasks facing the teaching staff:

Developing the ability for moral self-improvement, understanding the meaning of one’s life, and individually responsible behavior.

Development of ability to implement creative potential in spiritual and subject-productive activities.

Fostering hard work, frugality, optimism in life, and the ability to overcome difficulties.

Development of a sense of patriotism and civic solidarity.

Forming motivation for active and responsible participation public life.

The study involved students of grade 7 "A", the number of students was 25. The age category of students was 13-14 years old. The experiment was carried out during the 2011-2012 academic year.

Experiment stages:

IdeaDiagnostic stagePrognostic stageOrganizational-preparatory stagePractical stageGeneralized stageIntroduction of work activity in the learning process.Organization of intra-school control aimed at determining the level of learning and socio-psychological development of students.A survey of school teaching staff was conducted. Based on the results of the survey: 65% of the teaching staff showed interest in the topic of the experiment and expressed a desire to work in development mode. Created creative Group teachers.1.Planning labor work schools based on a map of problems 2. Selection and testing of modern pedagogical technologies. 3. A model of in-house training has been created to develop the creative potential of the teacher and his innovative culture. Monitoring and evaluation activities of students in the process of work. Summing up the activities of students and teachers.

Current problems experiments are as follows:

Problems of personality development (humanization and democratization of pedagogical relations; relations of participation, empathy, community, cooperation, co-creation as the basis of new pedagogical technologies; personal approach as a condition for personal development; pedagogical communication and its reserves; formation of motivation for learning without coercion; assessment of children’s activities; formation positive self-concept of students’ personality; moral qualities personality - virtues; education of freedom and self-determination of the individual; activities of the school psychological service.

Problems of collective education:

The place and role of collective education in modern secondary school; collective creative education.

Collective education based on labor activity (according to A.S. Makarenko).

Goal setting in collective education: a combination of personal, collective and social goals.

The team-building role of labor, educational, and leisure activities.

Implementation of the idea of joint life activities of children and adults; collective (group) relationships and their educational role.

Management of teams (groups).

Co-management and self-government.

Formation of class teams, public organizations, according to interests (clubs, different ages, etc.)

Problems of the school community.

Problems of managing school-wide groups (school councils, pedagogical advice, bodies of public organizations).

Organization of a collective method of learning).

Didactic problems (harmonization and humanization of education; testing of new curricula, programs, textbooks and manuals; didactic problems of mental, labor, artistic and physical development children; differentiation of training by content (electives, advanced courses, differentiation by areas, by profiles); implementation of the idea free choice in the content of training; differentiation of training by level of development (level training in the classroom, stream classes, rehabilitation groups, etc.); training modes (five days, pause of the school day, immersions, practice, etc.); application of methodological ideas of pedagogy (ideas of support, large blocks, advance, etc.); new forms of organizing the educational process (credit system, business games, competitions, meetings, debate lessons, conferences, travel, etc.); computer educational technology; implementation of modern psychological and pedagogical theories of learning at the methodological level; development of cognitive independence of students; formation of general educational and general labor skills; didactic problems of deviant development).

Problems of management and pedagogy environment(democratization of management at all levels in public education, state-public management of schools, optimization of management of public education in the region; organization of children’s life activities as an integral educational complex, implementation of the idea of a children’s half-day, organization of leisure activities for children; family education, formation of a pedagogical culture of parents, cooperation between the school and parents; polytechnic and labor education of children, career guidance, forms of cooperation with production and farms, participation of children in productive labor, issues of self-financing of labor activity of children and schools; artistic development children, forms of cooperation with cultural institutions.

Thus. Structural components The experimental plan consists of its main stages and various experimental activities and procedures. As source data ( general characteristics) includes: the initial formulation of the problem, topic, goals and objectives, research hypothesis, personalities of performers and managers, calendar dates for conducting the experiment.

2 Progress of the experiment

Goal: Formation of a socially adapted personality of a 7th grade student in the process of work.

Develop respect for team members and careful attitude towards the results of work.

Develop work skills, skills of a responsible and creative attitude to work.

Create conditions for the development of each child through involvement in different kinds work in accordance with abilities, interests and opportunities.

The program is designed for one academic year with students of grade 7 "A" in the following areas:

Household work, self-service, agricultural work, creative work.

Classes are held 2 times a month, lasting 40 minutes, where the theoretical and practical foundations of labor education are discussed.

The following results from the program are expected:

Develop in students the habit of systematic work.

To develop general labor skills in seventh-graders.

To create a cohesive children's team in the classroom through the inclusion of students in active work.

To educate a citizen, a family man, a worker who will develop a conscious attitude towards work as the primary social duty.

Algorithm for drawing up a plan - lesson notes on "Technology".

Section 1. Didactic rationale for the lesson.

Section.2. Options for designing developmental goals.

Section 3. Options for designing educational goals.

Section 4. Options for constructing career guidance goals.

During the classes.

Technology lesson plan.

A technology lesson is understood as a lesson in which students, united in a group (class), under the guidance of a teacher or independently, master technological knowledge, skills and abilities. Each lesson is component, step or link in educational process. At the same time, a lesson is a relatively independent and logically completed stage on the path of students acquiring knowledge, skills and abilities.

Main requirements for a technology lesson:

Clarity and clarity of the main educational goals that must be achieved as a result of the lesson.

Correct selection educational material for the lesson as a whole and each part of it (presentation and consolidation theoretical material, organization of practical work for students, etc.). The material is selected based on the goals and topic of the lesson, as well as the level of students’ previous training. To organize practical work in a lesson, the selection of objects of labor is very important, i.e. products made by students.

Selecting the most appropriate teaching methods for each lesson. This takes into account the specifics of the educational material, the level of preparation of students, material equipment, and the experience of the teacher himself.

Organizational clarity of the lesson: timely start and finish, time distribution for each stage, etc.

Achieving lesson goals. Mastery of educational material by all students. Performing the developmental and educational functions of the lesson.

Types and structure of technology lessons.

In the teaching methodology, technologies are used to qualify lessons various signs: by the predominance of studying theoretical knowledge or practical work, by the dominant didactic goals and objectives, by the main teaching methods. Based on these characteristics, the following are distinguished: a combined lesson, a theoretical lesson, a practical lesson, a lesson - laboratory work, a lesson on solving technical problems, a test lesson.

Types of technology lessons differ from each other in their structure. This means the totality of elements included in the lesson, their sequence and interconnection. Let's consider individual types of lessons and their structure.

A combined lesson is a combination of elements of theoretical and practical classes.

The structure of the combined lesson is as follows: organizational part; communication of the topic and goals of the lesson; survey of students on the studied material; presentation of new educational material and its consolidation; induction training; trial implementation of practical work techniques; independent practical work of students and ongoing instruction of the teacher; final part.

A theoretical lesson, as a rule, takes no more than 1 academic hour, so in most cases it is conducted as part of a two-hour lesson. In these classes, students become familiar with the elements of materials science and master a specific technology for converting materials, energy or information. They also learn to read drawings and sketches, work with technological maps, get acquainted with organizational issues, general rules safety and labor protection, hygiene and industrial sanitation requirements.

The practical lesson aims to directly master the working methods of performing technological operations by students, the formation of skills and abilities and occupy the main place in the system of lessons on a particular technology.

Practical lessons play big role in the development of students' culture labor movements and the formation of a common technological culture.

Lesson - laboratory work. These lessons are a type of practical, since in them students do mainly independent work, but it is not of a labor, but of a research nature. Laboratory work on technology is usually associated with the study of materials, the study of their mechanical, technological and other properties. They usually do not require a long time, so they are carried out within one academic hour.

Approximate lesson structure - laboratory work next: organizational part; communicating the goals and topics of the lesson; presentation of the theoretical material on which the laboratory work is based and its consolidation; issuing assignments for laboratory work; its implementation by students; summarizing the laboratory work and the entire lesson.

A lesson on solving technical problems occupies an intermediate position between theoretical and practical classes. On it, students solve the problems of design and technological training in calculation and technical terms production processes. These lessons are devoted to the design and modeling of products; drawing up drawings and sketches on them; planning technological processes and developing technological maps.

The approximate structure of a lesson in solving technical problems is as follows: organizational part; communication of the topic and goals of the lesson; presentation of theoretical material.

The test lesson is aimed at obtaining data on the level of technological training of students, the degree of strength in their assimilation of technical knowledge, skills and abilities. These lessons are usually held at the end of a quarter, half-year, or academic year, allowing for periodic certification of students in technology.

Approximate structure of a test lesson: organizational part; communication of the topic and goals of the lesson; issuing assignments for control practical work, completing test work; summing up its results and the lesson as a whole.

Educational and didactic support for lessons.

Outstanding psychologist P.P. Blonsky believed that the main misconception of teachers is that they allegedly prepare children for life, forgetting that the years spent at school are not preparation, but life itself. In fact, every lesson should help schoolchildren to become aware of their surroundings and readiness to participate in solving feasible everyday and social problems. In practice, this is achieved, alas, not in every lesson, and the main reason for this is poor didactic support.

If a teacher makes a drawing on the board, it must be clear, neat, and in compliance with all requirements, otherwise all the mistakes he makes will transfer to the students’ workbooks. Technological maps, covered with plastic film, last a long time, and you can be sure that this teaches the children to take care of things. The reference product shown to the group will be made more diligently and efficiently, forming aesthetic taste students and their demands on themselves.

All these are important attributes of the teaching and educational process, which must constantly remain in the teacher’s field of vision. It is clear that such experience comes with time. It is all the more important for a novice teacher to develop the habit of providing the most complete and comprehensive educational and didactic support for conducting technology classes. It is important to involve the students themselves in this. To do this, you need to learn how to make visual aids, express knowledge in diagrams, drawings, and turn to additional sources of information. When this pedagogical problem becomes the subject of mutual interest of the parties, the success of the lesson is guaranteed.

Forward planning lessons in service labor technology

Planning is the basis for the proper organization of the educational process.

Determine the logical sequence of studying program topics and educational material within each of them.

Outline the relationship between the volumes of theoretical information and practical work.

Outline appropriate forms and methods of teaching.

Ensure continuity in training (Appendix 1).

Long-term plan defines activities

Algorithm for drawing up a lesson plan on "Technology"

Topic: module

Section 1. Didactic rationale for the lesson

Lesson objectives: 1. Options for constructing educational goals:

Contribute to the formation and development of skills (special and general educational).

Promote memorization of basic terminology of technological processes.

To promote the memorization of digital material as a guide for understanding the quantitative characteristics of the objects and phenomena being studied.

Promote understanding of basic technological material.

To promote awareness of the essential features of concepts and technological processes.

Create conditions for cause-and-effect relationships:

Reveal the reasons.

Find out the consequences.

To promote understanding of patterns...

Create conditions for identifying the relationship between….

To promote understanding of the relationships between...

Options for designing developmental goals:

Promote the development of students' speech (enrichment and complexity of vocabulary, increased expressiveness and nuances).

To promote the mastery of the basic methods of mental activity of students (teaching to analyze, highlight the main thing, compare, build analogies, generalize and systematize, prove and disprove, define and explain concepts, pose and solve problems).

To promote the development of the sensory sphere of students (development of the eye, orientation in space, accuracy and subtlety of distinguishing colors and shapes).

Promote the development of the motor sphere (mastering the motor skills of small muscles of the hands, developing motor dexterity, proportionality of movements).

To promote the formation and development of students’ cognitive interest in the subject.

To promote students' mastery of all types of memory.

Contribute to the formation and development of student independence.

Options for designing educational goals:

Contribute to the formation and development of moral, labor, aesthetic, patriotic, environmental, economic and other personality qualities.

Help develop the right attitude towards universal human values.

Options for constructing career guidance goals:

Summarize students’ knowledge about areas of work, professions, and careers.

To promote the formation of knowledge and skills to objectively carry out self-analysis of the level of development of one’s professionally important qualities and correlate them with the requirements of professions and areas of work for a person.

Develop an understanding of the national economy and the need for work, self-education, self-development and self-realization.

Cultivate respect for the working person.

Methodological equipment lesson:

Material and technical base:

Labor training office (workshop).

Machine tools, machines.

Tools, devices.

Materials.

Didactic support: textbook ( tutorial); workbook; collection of tasks; additional literature (dictionaries, reference books); posters; tables.

Educational and technical documentation (ETD):

Technological maps (TC).

Instruction cards (IC).

Instructional and technological cards (ITC).

Samples of labor objects.

Samples of unit processing of products.

Materials for monitoring students' knowledge.

Cards-tasks, Tests, Crosswords.

Teaching methods: Forms of organization cognitive activity students.

During the classes

Organizing time: greetings; checking student attendance; teacher filling out a class log; checking students' readiness for the lesson; students' mood for work; communicating the lesson plan to students.

Checking student completion homework.

Updating students' knowledge.

Presentation by the teacher of new material.

Consolidating students' knowledge.

Physical education minute.

Practical work (title):

Teacher induction:

message of the name of the practical work; clarification of the tasks of practical work; familiarization with the object of work (sample);

familiarization with the teaching aids with which the task will be performed (equipment, tools, devices);

familiarization with educational and technical documentation (instruction on TC, IC, ITK); warning about possible difficulties when performing work; safety briefing.

Independent work of students on UTD.

Assimilation of new knowledge:

Checking the correct use of educational and technical documentation by students.

Instructions for completing the task in accordance with the technological documentation.

Target walks:

Instructing students on how to perform individual operations and the task as a whole.

Concentrating students' attention on the most effective techniques for performing operations.

Providing assistance to students who are poorly prepared to complete the task.

Control for caring attitude students to learning tools.

National use of instructional time by students.

Final teacher briefing:

Analysis of students' independent work performance.

Analysis typical mistakes students.

Revealing the causes of mistakes made by students.

Instructing the teacher on completing homework.

Cleaning workplaces.

Summing up the lesson by the teacher:

Teacher's message about achievement of lesson objectives.

Objective assessment of the results of collective and individual work of students in the lesson; placing grades in the class journal and student diaries.

A message about the topic of the next lesson.

Assignment for students to prepare for the next lesson.

2.3 Results of the experiment

Labor skills are laid down in the process of human life and existence. Their further self-determination depends on how well the younger generation develops their labor skills. In the process of work, children gradually begin to manifest themselves as independently developing personalities, which is essential for their independent life.

In the program, labor education is understood as Team work teacher and pupils, aimed at developing the latter’s general labor skills and abilities, psychological readiness to work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.

The problem of labor education is one of the most important in modern society. There is a mature understanding that true education is possible only through the work and employment of children. This is especially important to take into account when building educational work in conditions orphanage.

It is no secret that most students cannot successfully adapt to life, experience great difficulties in the process of working in production, these children cannot arrange their lives. The process of socio-psychological adaptation of children in orphanages is very difficult. Graduates have a low level of social adaptation, this is proven by the diagnostic result “Profile of a Socially Adapted Personality.”

Having analyzed the results, we see that 20% of children are socially adapted, 20% of children are socially active, 30% are autonomous and 30% are morally educated.

As practice shows, teachers in school institutions do not fully realize their educational capabilities, as a result of which low motivation of students to work becomes a serious problem. The “Personal Growth” diagnostic showed that only 10% of children have a situationally positive attitude towards work, while 60% have a situationally negative attitude, and 30% have a persistently negative attitude towards work.

The results of the analysis of observations of the activities of seventh grade students and research data showed the need for systematic and targeted work to develop work skills in children. After all, for students, work is a further condition for their success. Therefore, labor education should be the main focus of work.

This program provides ample opportunities for organizing the work activities of pupils, where vital skills and personality qualities are formed, such as independence, initiative, the ability to make decisions, work in a team, independently acquire knowledge, that is, those qualities that will help to successfully adapt to independent life.

Conclusion

Labor, wrote A.S. Makarenko, - without the accompanying education, without the accompanying political and social education, it does not bring educational benefits, it turns out to be a neutral process. You can force a person to work as much as you like, but if at the same time you do not educate him politically and morally, if he does not participate in public and political life, then this work will simply be a neutral process that does not give a positive result.

In assessing productive labor in Makarenko’s educational system, one should, first of all, draw a fundamental line separating his understanding of the role of labor in raising children from the theory of so-called labor training and practice and labor school. Makarenko had productive work for children combined with teaching the basics of science. While studying at school, the children at the same time worked in production, equipped with the latest technology.

Practice A.S. Makarenko, on the organization of productive child labor, showed that school-age children amazingly quickly and without any overexertion master the most complex production skills, not only the skills of working on complex machines, but also the organization of production.

The most complex, requiring the utmost technical precision and first-class equipped productive work should be an integral part of the content of a child’s educational life.

In our country, where truly the will and labor of man create marvelous marvels, creative labor - the creator of material values - has become the basis of morality.

Makarenko considered teaching creative work a particularly important task.

Such work is possible where work is treated with love, where its necessity and benefits are understood, where work is done as the main form of manifestation of personality and talent.

Bibliography

1. Averichev Yu.P. Organization of labor training and education of schoolchildren. - M: Pedagogy, 1976. - 68 p.

Aksenov D.E. About labor education. - M.: Education, 1982. - 336 p.

Beskina R.M., Vinogradova M.D. Ideas of A.S. Makarenko today. - M.: Knowledge, 1988. - 79 s.

Bondarevskaya E.V. Moral education students in the context of the implementation of school reform. - Rostov-n/Don, 1986. - 110 p.

Byastinov G.P. We are creating a new type of national school. // Public education of Yakutia - 1983 - "2- pp. 76-77

Varnakova E.D. Creative use of the pedagogical heritage of A.S. Makarenko in the education of future young workers. - M.: Higher School., 1991. - 445 p.

Varnakova E.D., Zaretskaya I.I. Summer practical work as a means of labor education for schoolchildren. // Research Institute of General Pedagogy. APN USSR. Sat. scientific t. - M., 1978 - 82 p.

Vorobiev A.I. theory and practice of productive labor of students in the conditions of reform secondary school. - Tashkent. "FAN"., 1986. - 110 p.

Voronov V.V. School pedagogy in a nutshell. Abstract - a manual for student teachers and teachers. - M.: Pedagogical Society of Russia. - 1999. - 192 p.

Gordin A.Yu. Pedagogical heritage of A.S. Makarenko and modern school. Chisinau: Shtiintsa, 1987. - 28 p.

Gordin L.Yu. A.S. Makarenko 1888-1923. - M: Educational and pedagogical. 1963. - 213 p.

Germogenova M.D. Formation of a team in a labor and recreation camp for schoolchildren. - Yakutsk: book publishing house, 1963. 213 p.

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Makarenko A.S. Pedagogical works in 8 volumes / Comp. M.D. Vinogradova, A.A. Frolov. - M: Pedagogy, 1984. - 400 p.

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Makarenko A.S. "Complete works in 8 volumes" M, 1986, vol. 4, p. 119

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Federal Agency for Education

State educational institution higher

vocational education

"Yaroslavl State Technical University"

Department of Vocational Training

Essay

by discipline " Introduction to vocational educationesociality"

Teacher

Doctor ped. sciences, professor

Valery Filippovich Shevchuk

Pedagogy A.WITH.Makarenko

YAGTU 050501.65-019 R

Completed the task

student gr. MO-19

D.Yu. Nikolaev

Yaroslavl, 2006

Introduction
Fundamentals of Makarenko's pedagogy
Conclusion

Introduction

“A person should have a single specialty - he should be a great person, a real person” (A.S. Makarenko).

A.S. Makarenko is one of the domestic teachers Soviet period, the legacy of which has caused and still causes a lot of contradictory assessments.

We will consider his main views, ideas, requirements for the personality of a teacher, and these disputes will become clear. We also have to consider whether the ideas and principles of A.S. have been preserved. Makarenko its relevance to this day. Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with students, he adhered to the principle: “As many demands on a person as possible and as much respect for him as possible.” In the most difficult conditions of economic devastation, he developed and implemented a system for educating pedagogically neglected, socially and morally crippled children, victims of wars and social disasters. At the core Makarenko’s pedagogy - the theory of the educational team that shapes the norms and lifestyle in the children’s environment. The system of education (and not just the so-called re-education of juvenile delinquents) created by A.S. Makarenko actually goes beyond the framework of Soviet communist pedagogy, as well as beyond the boundaries of Makarenko’s pedagogy itself. pedagogical experience. In fact, in his communes, Makarenko began to create an alternative social structure. The communes produced electrical equipment and photographic equipment using Austrian and German technologies, receiving considerable income from their labor, which they shared with the state. Western countries became widely practiced only after the Second World War and had a positive effect in terms of personal motivation of employees, who were not only employees for a salary, but also co-owners.

In my opinion, Makarenko’s pedagogy is not just a theory about educating people, but a theory supported by practice, or even more accurately, practice transferred to theory, which is important in such an important and responsible matter as pedagogy. Before writing, Makarenko went through a long journey in life, he worked with children various kinds, with children of different ages, and not only children, but also adults were gradually brought up under his influence.

Some biographical facts of A.S. Makarenko

MAKARENKO,ANTONSEMENOVICH(1888-1939), Russian prose writer, publicist, teacher. Born on March 1 (13), 1888 in the town of Belopolye, Sumy district, Kharkov province, in the family of a painter. In 1904 he graduated from a 4-year school in Kremenchug, then a year-long teacher's course. In 1905-1914 he taught at railway schools. In 1916-1917 he served as a warrior in the active army, but was demobilized due to myopia. In 1917 he graduated from Poltava with a gold medal pedagogical institute, writing graduation essay A crisis modern pedagogy. Having real prospects for a scientific career, from 1918, however, he chose the path of practical pedagogy, worked as an inspector at the Higher Primary School in the city of Kryukov Posad, Kremenchug district, and headed the primary city school in Poltava.

From September 1920 he was the head of the Poltava colony for offenders (later named after M. Gorky), where he decided to implement the method of “Gorky’s attitude towards people.” It was to Gorky that Makarenko sent his first story for review in 1914 Silly day, and from 1925 he corresponded with him. In 1928, Gorky, having personally become acquainted with the Poltava colony and the Kharkov commune, prophetically noted in a letter to Makarenko: “Your pedagogical experiment is of enormous importance and amazingly successful and has global significance.”

Having studied well by this time pedagogical literature, Makarenko, contrary to the widespread concept of the innate goodness or depravity of people, in the spirit of communist neo-enlightenment, proceeded from the principle of proper education as a determining condition for the formation worthy person. The disinterested enthusiast began to prove this in the dilapidated buildings of the first colony on quicksand, and from 1927 - near Kharkov, uniting with the colony, which throughout Ukraine had the sad reputation of a den of the most incorrigible thieves and street children. The unprecedented successes of the innovative teacher that soon followed were based on the use of the enormous educational potential of the team, the combination of school education with productive work, the combination of trust and exactingness.

Makarenko's first articles about the colony appeared in 1923 in the Poltava newspaper Golos Truda and in the magazine New Stitches. The first chapters were written in 1927 Pedagogical poems. At the same time, Makarenko developed a project for managing children's colonies in the Kharkov province for the widespread implementation of his experience, however, due to attacks from the pedagogical community (the basis of which was not so much the actual omissions of Makarenko, but conservatism, and even the ordinary envy of less fortunate colleagues) after the announcement in the summer 1928 People's Commissariat of Education of Ukraine, his education system was "non-Soviet", submitted his resignation from work.

In 1932 he published his first major artistic and pedagogical work. March 30 of the year- a series of essays united by the main actors, still in short form, but in Makarenko’s characteristic documentary-“cinematic”, implicitly didactic manner, devoid of sentimentality, gravitating towards humor as a kind of “softening” way of conveying the severity of internal experiences and external collisions, telling about the life of an innovative type of educational colony.

Since 1928, Makarenko has been working on the formation of a new team - the commune named after F.E. Dzerzhinsky near Kharkov, which not only contributed to the re-education of “difficult” teenagers in the process of collective labor, but also paid for itself, giving the state huge profits, and even began producing complex devices - FED cameras and the first model of domestic electric drills, which is expressed in the name next book Makarenko - FD-1(1932; the surviving part of the manuscript was published in 1950).

With the help of Gorky, it was published in 1933-1935 Pedagogical poem, which soon brought its author worldwide fame and opened new page in the history of pedagogy. This is unique piece of art about scientific creativity in the field of practical education. It not only showed the path of proper personality development, based on the principle of goal-setting, “positive” activity, productivity, humanistic mutual assistance and social responsibility and, most importantly, respectful trust in a person, but also gave lively and convincing types of students with diverse, often aggressive inclinations and difficult destinies, the evolution of their characters, as well as the captivating truthfulness of the image of Makarenko himself - a mentor, organizer, older friend, revealing the process of education in specific (often funny, pre-projecting the “resolution” of the conflict) situations, the psychological dynamism of which was manifested mainly in dialogues with their effect reader's presence and subtle speech individualization.

In 1933, after the Kharkov Theater became the head of the commune he led, Makarenko wrote a play Major(published in 1935 under the pseudonym Andrei Galchenko), aimed at conveying the cheerful, cheerful mood of the communards. The next was a “production” play from the life of factory opticians fighting to eliminate defects - Newtonian rings(unpublished), Makarenko also wrote the scripts Real character, Comandiversion(both published 1952), novel Paths generations(unfinished, also from factory life).

In 1935, Makarenko was transferred to Kyiv as an assistant to the head of the department of labor colonies of the NKVD of Ukraine, where in September 1936 he was transferred from the commune named after F.E. Dzerzhinsky received a political denunciation (Makarenko was accused of criticizing I.V. Stalin and supporting Ukrainian opportunists). The writer was given the opportunity to “hide”; he moved to Moscow (1937), where he completed work on Book For parents(1937; co-authored with his wife, G.S. Makarenko). Stories Honor(1937-1938; based largely on the author’s childhood memories) and Flags on towers(1938) continued the themes of the writer’s previous artistic and pedagogical works, but in a romantic and apologetic tone, emphasizing not so much the difficulties of the process as the brilliance successful result many years of effort and honed pedagogical technology(in response to critics’ reproaches for idealizing the depicted, Makarenko wrote: “This is not a fairy tale or a dream, this is our reality, there is not a single fictitious situation in the story. There is no artificially created color, and my colonists lived, imagine, in a palace” (“ Literary newspaper", 1939, April 26).

“Programmed” optimism of Makarenko the educator in the second half of the 20th century. was corrected by the achievements of modern pedagogy, which also takes into account Makarenko’s alien appeal to heredity, the sphere of the subconscious, to national mentality and so on. However, the time of fighting “Makarenkoism” has also passed: Makarenko’s concept and practical experience are still being studied today, finding a response among many teachers different countries until the beginning of the 21st century.

Makarenko’s active journalistic, literary and artistic activity in Moscow was interrupted sudden death in a commuter train on April 1, 1939.

Basic pedagogical principles of A.S. Makarenko

A.S. Makarenko developed a harmonious pedagogical system, methodological basis which is pedagogical logic, which interprets pedagogy as “first of all, a practically expedient science.” This approach means the need to identify a natural correspondence between the goals, means and results of education. The key point of Makarenko’s theory is the thesis of parallel action, that is, the organic unity of education and life of society, the collective and the individual. With parallel action, the “freedom and well-being of the student” is ensured, who acts as a creator, and not an object of pedagogical influence.

The quintessence of the methodology of the educational system, according to Makarenko, is the idea of the educational team. The essence of this idea lies in the need to form a single labor collective teachers and students, whose life serves as a breeding ground for the development of personality and individuality.

Makarenko, despite the command-administrative methods of management that were established in education, as well as throughout the country, in the 30s, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative powers and capabilities of man.

Makarenko’s creativity came into conflict with Stalinist pedagogy, which inculcated the idea of educating a human cog in a gigantic social machine. Makarenko professed the idea of educating an independent and active member of society.

Makarenko’s theoretical heritage and experience have gained worldwide recognition. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”

Fundamentals of Makarenko's pedagogy

Upbringing children V team

A team is a contact collection of people based on the following principles: common goal; general activities; discipline; self-government bodies; connection of this team with society. According to its structure, the team is divided into 2 types: general and primary. Education must begin with the primary collective. This is a collective in which its individual members are in constant business, everyday, friendly and ideological association. The primary team can be created on the basis of different principles. The primary team is called a detachment, headed by a commander who is elected for a period of 3 to 6 months. Makarenko built his primary teams according to age and production principles. Then, when a friendly team was formed, he created groups of different ages. Education must also take place through a common team, the main condition for the existence of which is the opportunity for everyone to get together. The team goes through several stages of its development. He connects them with pedagogical requirements: the teacher himself makes demands; an asset is created and the teacher makes demands on the asset; is created public opinion, i.e. a cohesive team is created that makes demands on the individual; the individual makes demands on himself. The teaching staff is a team of both students and adults. Children's self-government bodies worked well. The legislative body is a general meeting of the entire teaching staff, where everyone has the right to vote (decisive). The general meeting decides the most important questions life of the team. The executive body is the council of commanders, which included commanders of primary detachments and chairmen of commissions. There were commissions headed by a chairman.

Discipline And mode .

Discipline is not a means or method of education. This is the result of the entire educational system. Education is not moralizing, it is a well-organized life for children. The logic of discipline: discipline must first of all be required from the team; the interests of the collective are higher than the interests of the individual if the individual consciously opposes the collective. Regime is a means (method) of education. It must be mandatory for everyone, exactly on time. Properties of the mode: - must be appropriate; accurate in time; mandatory for everyone; is of a changeable nature. Punishment and reward. Education should be without punishment, if, of course, education is properly organized. Punishment should not bring moral and physical suffering to the child. The essence of punishment is that the child worries about being judged by the team, his peers.

Labor upbringing .

Makarenko could not imagine his education system without participation in productive labor. In his commune, labor was industrial in nature. The children worked and studied 4 hours a day. The evening Industrial Technical School was opened. The principle of complete self-sufficiency of the commune.

A.S. Makarenko about the requirements for a teacher’s personality

Role personalities teacher V education And society By Makarenko .

To understand Makarenko’s approach to the teacher’s personality, let’s consider his understanding of the educational process and the role of the teacher in it.

Developing, in the logic of pedagogical theory, the Marxist-Leninist position on the essence of the individual as the totality of all public relations, Makarenko made an extremely important conclusion for pedagogy that relationships should first of all constitute the “true object of educational work.” Arguing that “we always have a double object before us - the individual and society,” he quite rightly believed that “it is absolutely impossible to turn off the personality, isolate it, take it out of the relationship... Consequently, it is impossible to imagine the evolution of an individual personality, but one can only imagine evolution of the relationship." He considered the preparation of the emerging personality for social responsibilities, for a certain system of dependencies existing in society, as the most important task of the teacher and education in general, and teachers and educational staff as a necessary mediating link between society and the individual.

As is known, Makarenko considered the education of an individual in dialectical unity with the education of the team as a whole. “I don’t think,” he said, “that you need to educate an individual... you need to educate a whole team.” Creating the moral influence of the team on the individual should be the main goal of the educational work of the teacher. However, one cannot ignore the fact that the pedagogy of influencing the developing personality through the collective in Makarenko’s work was organically supplemented, in his terminology, by individual pedagogy, that is, the direct influence of the teacher on the child’s personality.

Humanism pedagogy Makarenko .

Makarenko’s favorite writer was Maxim Gorky with his optimistic but realistic approach to life, with faith in man. Many of Makarenko’s principles and views are close in spirit to Gorky’s works, and important place In this system of views, the idea of the personality of the teacher is occupied. Thus, Makarenko wrote: “The good in a person always has to be projected, and the teacher is obliged to do this. He is obliged to approach a person with an optimistic hypothesis, even with some risk of making a mistake. And this ability to project the best, stronger, more interesting in a person is needed learn from Gorky... Gorky knows how to see positive forces in a person, but he never becomes moved by them, never lowers his demands on a person and will never stop at the most severe condemnation.

This attitude towards man is a Marxist attitude."

One of the brightest followers and successors pedagogical ideas Makarenko was an outstanding Soviet teacher V.A. Sukhomlinsky. Based on the ideas and principles of Makarenko and following them, he wrote: “The educator must express with his trust, first of all, an assessment of the best, good beginning in a person, as if “forgetting” at the same time about evil.” He considered it a sign of deep pedagogical ignorance that individual educators, while placing trust in the pupil, at the same time remind him: you have many sins, I remember this, but you see, I trust you, which means I a kind person, so be good too. “Such words from the teacher are salt in the wound in the human heart: the student feels that the teacher came up with his trick with trust only in order to strengthen control. And he most often rejects the teacher’s attempts.” Confidence in the form of forgiveness for a student’s offense should in no case be the subject of special, intense attention on the part of the teacher and students of the team.

Pedagogical target V understanding Makarenko .

Makarenko believed that the leading component in education is the pedagogical goal. The goal, as an immutable law, determines the content of the educational process, its methods, means, and results. The goal predetermines the requirements for the student, and for the teacher, and for other subjects of the pedagogical process, for all conditions of education.

Therefore, the goal of the educational process, Makarenko points out, should always be clearly felt by the educational organization and each educator as mandatory, and “we must strive for it in direct and energetic action.” Educational work must, first of all, be expedient. We cannot allow any means,” said Makarenko, “that would not lead to the goal we have set.” Thus, a teacher, Makarenko argues, must always have a goal in every action, have a good idea of the result of his work and create all the conditions for achieving this result.

There are very close, complex, diverse indirect connections between the individual components of education, its purpose, means and conditions. Therefore, the use of one or another means of education must constantly be made dependent on general conditions, the level of development of the team, the characteristics of the student’s personality, the teacher’s preparedness and other circumstances. Makarenko argued that no system of educational means can be recommended as permanent, because the child himself changes, entering new stages of personal development, the conditions of his life and activities change, our country and its requirements for the younger generation change. Therefore, the system of pedagogical means must be set up by the teacher and educator in such a way as to ensure creative development and eliminate it in a timely manner outdated methods, goals, requirements. Accordingly, our educational goals cannot remain unchanged.

This is another function of the teacher - the development of new, modern educational goals and their corresponding methods of achieving them.

Pedagogical team How necessary condition education And training .

Makarenko attached great importance to the formation of the teaching staff. He wrote: “There must be a team of educators, and where educators are not united into a team and the team does not have a single work plan, a single tone, a single precise approach to the child, there can be no educational process.”

A.S. Makarenko revealed a pattern according to which the pedagogical skill of a teacher is determined by the level of formation of the teaching staff. “The unity of the teaching staff,” he believed, “is an absolutely decisive thing, and the youngest, most inexperienced teacher in a single, united team headed by good master- a leader, will do more than any experienced and talented teacher who is at odds with the teaching staff. There is nothing more dangerous than individualism and squabbles in the teaching staff, there is nothing more disgusting, there is nothing more harmful." A.S. Makarenko argued that the question of education cannot be raised depending on the quality or talent of an individual teacher, you can only become a good master in a teaching team .

However, Makarenko wrote, “the problem of education in our country is in such a situation that it can be characterized very briefly: we don’t have an educational team, we don’t know what it should be like, and we have no idea where it will come from and whose responsibility it is to design it.”

Relationship teachers And pupils By Makarenko .

In the theoretical heritage and experience of A.S. Makarenko, the problem of forming relations between teachers and students is one of the central ones. K. Marx’s idea that “...the actual spiritual wealth of an individual depends entirely on the wealth of his actual relationships” served as the basis for Makarenkov’s statement: “It is the relationship that constitutes the true object of our pedagogical work.”

Ultimately, teachers enter into personal relationships with students in order to, through pedagogically expedient mediation of all children’s relationships with the world around them, fulfill the task of directing the development of students’ relationships to learning, to work, to nature, to people - to the entire surrounding reality. They can and must consciously use their relationships with students as a kind of instrument, a means of consciously regulating the process of forming the entire set of relationships of their students to the surrounding reality. At the same time, such regulation will be truly humane and effective if it is aimed at developing amateur forces, creative educational, cognitive, labor and social activity of students, and their self-government.

The relationship between teachers and students at school is the interaction of subjects of the educational process, directed by teachers in accordance with the educational goals put forward by society and conditioned socially and psychologically by the entire system of material and ideological relations prevailing in society.

In the works of A.S. Makarenko with great completeness revealed from the Marxist-Leninist position the essence and foundations of the methodology for forming humane, comradely relations between teachers and students in the Soviet school. What was fundamentally new in his approach to this problem was that he was able to overcome the purely declarative nature of proclaiming the role of the team, characteristic of many teachers of his time. Contrasting the efforts of a “single teacher” with a purposeful system of actions of the entire teaching and children's teams, the innovative teacher emphasized that pedagogically appropriate relations between the teacher and students exist only where there is complete unity of all teachers and mutual assistance. Demanding and demanding of each other.

A.S. Makarenko decisively refuted the widespread opinion that children can only love and appreciate a lenient and gentle teacher. “You can be dry with them to the last degree, demanding to the point of pickiness, you can not notice them if they stick out at your fingertips, you can even be indifferent to their sympathy, but if you shine with work, knowledge, luck, then you can’t calmly look around: they are all on your side, and they will not betray you... And vice versa, no matter how affectionate you are... no matter how nice you are in everyday life and in leisure, if your business is accompanied by failures and failures, if at every step it is clear that you don’t know your business, if everything ends in marriage or “zilch,” you will never deserve anything except contempt, sometimes condescending and ironic, sometimes angry and destructively hostile, sometimes annoyingly defamatory.”

A.S. Makarenko ridiculed and condemned fussing with a “solitary” person, and exposed “pedagogical theories” that proved that a hooligan cannot be called into the corridor. The ability to see positive forces in a person, to respect them, but not to be touched and not to lower demands, not to hesitate at the most severe condemnation - this is the attitude towards a person by A.S. Makarenko called it Marxist, truly humane. He considered the combination of demands with respect for the personality of the student to be the main principle of Soviet pedagogy.

In addition, Makarenko believed: “A good teacher must keep a diary of his work, in which he must record individual observations of pupils, cases that characterize this or that person, conversations with him, the pupil’s movement forward, analyze the phenomena of crisis or turning point that happen to all children V different ages. This diary should under no circumstances have the character of an official journal.

In order for a teacher to work in this direction, he should not resemble a supervisor. The teacher should not have the right to punish or reward in formal terms; he should not give orders on his own behalf, except in the most extreme cases, and especially should not command. Only when the teacher is freed from formal supervisory functions can he earn the full trust of all students and conduct his work properly.

The teacher should know all the data about the student that arises in the process of studying the student, and a good teacher will definitely write it down. But this data should never be collected in such a way that it is simply collecting. The knowledge of the pupil should come to the teacher not in the process of indifferently studying him, but only in the process of working together with him and the most active assistance to him. The teacher should look at the pupil not as an object of study, but as an object of education."

In pedagogical theory, the idea of A.S. was developed. Makarenko that the logic of relations between teachers and students at school follows from the very essence social order. With all the originality of the content and nature of these relationships, depending on the age of the students, their individual characteristics, the level of education of the team as a whole, and the personal qualities of teachers, they should always remain a relationship of senior and junior comrades, a relationship of responsible dependence.

Pedagogical experience By Makarenko .

When analyzing the characteristics of children, Makarenko proceeded from the concept of pedagogical experience as an extremely complex social phenomenon. Its main components are the personality of the child and the personality of the teacher who sets certain educational goals; certain educational means and conditions apply here; the results correspond to them. The laws of the upbringing process are nothing more than significant, stable, repeating connections between these components of upbringing. Thus, another requirement for the personality of teacher Makarenko is the presence and constant accumulation of teaching experience, constant observations and revisions of the teacher in his relationships with children.

The success of Makarenko’s pedagogical experience was greatly facilitated by the fact that in his activities he was guided by his own “minimum program,” that is, a system of real, absolutely necessary and practically achievable specific educational tasks in the given conditions. “You need to take heroic measures to be satisfied with this minimum... Without achieving this minimum, all talk about anything else is ridiculous. And, on the contrary, achieving this minimum opens up wide open spaces in all directions,” Makarenko wrote.

Peculiarities pedagogical techniques By Makarenko .

Taking into account the peculiarities of the situation and the personal qualities of the student, Makarenko believed, the teacher each time finds his own educational technique, which, to a greater extent than others, can change the student’s behavior. That is, he must find the best option, give your amendment to general method, using the team, the environment, the time factor, and the like. It is the variability of each technique that makes it possible to apply it to those students who constantly violate discipline, and to those who do it for the first time, to boys and girls, but in each specific case, with a specific child in mind. You cannot use the same technique in a stereotyped manner, without searching for creative options and amendments that are most effective for a given student.

The development of a teacher’s pedagogical skill proceeds logically: from the imitative transfer of techniques into one’s experience to its creative refraction, to variability and the creation of new own means of touching the student’s personality.

Liberty creativity teachers in views Makarenko .

In his pedagogical practice and attempts at its theoretical generalization, Makarenko paid special attention to the role of the teacher in educational process, believing that a teacher deprived of a uniquely interpreted freedom of creativity, subjected to petty scrutiny, will bring nothing but harm to the student. The teacher must have the right to take risks, to have the freedom to maneuver in complex and unpredictable conditions of pedagogical interaction, but within the framework of his certain attitudes, which is decisive.

pedagogy Makarenko discipline regime

Conclusion

We examined the main principles, thoughts, and ideas of Makarenko about the requirements for a teacher’s personality. A teacher must be a humanist, Makarenko believes, - he needs faith in man and his good, bright forces. Nowadays there is good phrase: “First I love, then I teach.” I think it fully reflects the essence of Makarenko’s entire pedagogy and, of course, his requirements for the teacher’s personality.

Are his ideas relevant today? And is it possible in our time to talk about a pedagogical system based on Marxist-Leninist principles? Are Makarenko’s principles applicable to the teacher’s personality today?

I think yes. Makarenko’s requirements for the teacher’s personality are relevant at all times, because they contain thoughts that humanity has carried through the entire time of its existence.

First of all, these are the already mentioned requirements for the teacher to be a humane person and to perceive the child from a positive side.

Makarenko devotes a large place in education to the team - both teaching and student. This idea is fully applicable to today. Makarenko says that a teacher must first of all educate the team. And what does it represent modern society, at least our country? It can be figuratively called a “crowd of loners.” And how important it is for a teacher to educate a collective of children, to introduce them with all their actions and deeds to the idea that they are a collective, tightly knit together by camaraderie and friendship. If in our time the younger generation grows up with thoughts of friendship, loyalty, responsiveness, and mutual assistance, then perhaps life in our country will become better? And of course, a group of students can only be educated by a team of teachers, since a teacher is always an example for his student in everything.

Makarenko believed that a teacher should educate a doer, a builder of a new society. During Makarenko’s time, this future society was considered communist. We can make allowances for the fact that now the situation is different and the communist future is in great doubt, but much here is applicable to our days: we are now living in some kind of intermediate period, and it is necessary to create a new, stable society. Isn’t Makarenko’s idea about educating a teacher a person who is a builder of something new suitable here?

And of course, Makarenko’s ideas about the pedagogical goal of the teacher, the relationship between teachers and students, can be fully recommended today. independent work the teacher, his experience, the teacher’s creativity and his freedom, as well as about the teacher’s various pedagogical techniques. In my opinion, these thoughts of Makarenko are relevant in our time, as in any other, since as long as society exists, the teacher will exist.

List of used literature

Dzhurinsky A.N. "History of Pedagogy" - M.: VLADOS, 1999

"History of Pedagogy" Part 2 - from the 17th century. to midday XX century /ed. ak. Piskunova A.I. - M.: T.Ts. "Sphere", 1997

"History of pedagogy in Russia." Reader/comp. Egorov S.F. - M: "Academy", 2000

Krol T.G. "A.S. Makarenko" - M. - L.: "Enlightenment", 1964

Makarenko A.S. "About education" / comp. And ed. will enter. articles by V.S. Helemendik - M: Politizdat, 1988

Pavlova M.P., "Pedagogical system of A.S. Makarenko", Moscow, "Higher School", 1972.

Pedagogy /V.A. Slastyonin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov - M.: School - Press, 1997

“Development of A.S. Makarenko’s ideas in the theory and methodology of education” / ed. Krotova V.M. - M: Pedagogy, 1989

Frolov A.A., "Organization of the educational process in the practice of A.S. Makarenko" edited by V.A. Slastenin and N.E. Fere, Gorky, 1976

http://www.chrono.ru/

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Introduction

“A person should have a single specialty - he should be a great person, a real person” (A.S. Makarenko).

A.S. Makarenko is one of the domestic teachers Soviet period, the legacy of which has caused and still causes a lot of contradictory assessments.

Some biographical facts of A.S. Makarenko

Makarenko’s active journalistic, literary and artistic activity in Moscow was interrupted sudden death in a commuter train on April 1, 1939.

Basic pedagogical principles of A.S. Makarenko

Makarenko, despite the command-administrative methods of management that were established in education, as well as throughout the country, in the 30s, he contrasted them with pedagogy, humanistic in essence, optimistic in spirit, imbued with faith in the creative powers and capabilities of man.

Makarenko’s creativity came into conflict with Stalinist pedagogy, which inculcated the idea of ​​educating a human cog in a gigantic social machine. Makarenko professed the idea of ​​educating an independent and active member of society.

Makarenko’s theoretical heritage and experience have gained worldwide recognition. He believed that the work of a teacher is the most difficult, “perhaps the most responsible and requires from the individual not only the greatest effort, but also great strength, great abilities.”

Fundamentals of Makarenko's pedagogy

Upbringing children V team

Discipline And mode .

Labor upbringing .

Makarenko could not imagine his education system without participation in productive labor. In his commune, labor was industrial in nature. The children worked and studied 4 hours a day. The evening Industrial Technical School was opened. The principle of complete self-sufficiency of the commune.

A.S. Makarenko about the requirements for a teacher’s personality

Role personalities teacher V education And society By Makarenko .

To understand Makarenko’s approach to the teacher’s personality, let’s consider his understanding of the educational process and the role of the teacher in it.

Humanism pedagogy Makarenko .

This attitude towards man is a Marxist attitude."

Pedagogical target V understanding Makarenko .

This is another function of the teacher - the development of new, modern educational goals and their corresponding methods of achieving them.

Pedagogical team How necessary condition education And training .

Relationship teachers And pupils By Makarenko .

Pedagogical experience By Makarenko .

Peculiarities pedagogical techniques By Makarenko .

The development of a teacher’s pedagogical skill proceeds logically: from the imitative transfer of techniques into one’s experience to its creative refraction, to variability and the creation of new own means of touching the student’s personality.

Liberty creativity teachers in views Makarenko .

Conclusion

Are his ideas relevant today? And is it possible in our time to talk about a pedagogical system based on Marxist-Leninist principles? Are Makarenko’s principles applicable to the teacher’s personality today?

I think yes. Makarenko’s requirements for the teacher’s personality are relevant at all times, because they contain thoughts that humanity has carried through the entire time of its existence.

First of all, these are the already mentioned requirements for the teacher to be a humane person and to perceive the child from a positive side.

List of used literature

Dzhurinsky A.N. "History of Pedagogy" - M.: VLADOS, 1999

"History of Pedagogy" Part 2 - from the 17th century. to midday XX century /ed. ak. Piskunova A.I. - M.: T.Ts. "Sphere", 1997

"History of pedagogy in Russia." Reader/comp. Egorov S.F. - M: "Academy", 2000

Krol T.G. "A.S. Makarenko" - M. - L.: "Enlightenment", 1964

Makarenko A.S. "About education" / comp. And ed. will enter. articles by V.S. Helemendik - M: Politizdat, 1988

Pavlova M.P., "Pedagogical system of A.S. Makarenko", Moscow, "Higher School", 1972.

Pedagogy /V.A. Slastyonin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov - M.: School - Press, 1997

“Development of A.S. Makarenko’s ideas in the theory and methodology of education” / ed. Krotova V.M. - M: Pedagogy, 1989

Frolov A.A., "Organization of the educational process in the practice of A.S. Makarenko" edited by V.A. Slastenin and N.E. Fere, Gorky, 1976

http://www.chrono.ru/

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Makarenko’s creativity came into conflict with Stalinist pedagogy, which inculcated the idea of educating a human cog in a gigantic social machine. Makarenko professed the idea of educating an independent and active member of society.