Pedagogical theory A. Pedagogical education system A.S. Makarenko

MAKARENKO ANTON SEMENOVICH (1888-1939), teacher and writer. Russia, USSR.
He grew up in the family of a master painter (the village of Belopole, Kharkov province). In 1905 he graduated from the city school and pedagogical courses and was appointed a teacher at a two-class railway school. And in 1914-1917. studied at the Poltava Teachers' Institute. Upon graduation, he became the head of the higher primary school in Kryukovo. Already here MAKARENKO became thoroughly interested in pedagogy, looking for something new in educational work both with individual students and with the team.
Did the October Revolution play a decisive role in the pedagogical fate of MAKARENKO, as was written about it before? Hardly. Most likely, with his talent, MAKARENKO would still have succeeded as a teacher. Of course, the first years of Soviet power and its actions in the field of public education were inspiring and involved in the search. But several years have passed, and the situation is changing, a period of “creativity with caution” begins, and then strict control. It is quite possible that, under favorable conditions, his socio-pedagogical activities would have achieved even more amazing results.
The MAKARENKO phenomenon began in 1920, when he organized a labor colony for juvenile offenders. Here the teacher succeeded in the main thing - he found strong remedy upbringing, which I became the team of students themselves. An important role in its creation was played by MAKARENKO’s authority, his patience, firmness, care for teenagers, and justice. People were drawn to him as to a father, looking for truth and protection. In the colony, which received the name of Gorky, a system of structural interactions in the team was determined: assets, division into detachments, a council of commanders, external paraphernalia (banner, bugler signals, report, uniform), rewards and punishments, traditions. Later MAKARENKO formulated laws of team development, the most important of which he considered the “system of perspective lines” and the “principle of parallel pedagogical influence.”
MAKARENKO combined education in a team with correctly labor education. The work of the colonists was organized into groups and combined with study. And life kept throwing up new problems. Paradoxically, it turned out that a well-functioning work system can cause calm and relaxation. MAKARENKO believed that this is why the internal development of the Gorky colony was suspended. He found a way out in setting a new task - “the conquest of Kuryazh.” About 130 colonists left their old established household and voluntarily moved to the dilapidated Kuryazh to help 280 unruly street children become human. The risk paid off; the friendly team of Gorky residents relatively quickly restored order in the new place, and not by force. The pedagogy of the MAKARENKO team worked another time, when in 1927 he simultaneously became the head of the Dzerzhinsky colony, transferring 60 of his students to it. Since 1929, MAKARENKO retained only the last colony, which soon became fully self-sufficient: complex production of electric drills and cameras was established.
Today, reproaches and accusations are being made against MAKARENKO about the barracks discipline he allegedly introduced in the colony, the authoritarianism of the teacher himself and the team he created, disdain for the Personality, complicity in the formation of the cult of the party and Stalin. But are they justified? The ideas of personal development in a team, if not publicly announced by MAKARENKO as the goal of his pedagogical system, were successfully implemented in practice. The communes worked daily for 4 hours, and free time indulged in well-organized leisure time. The commune had a club, a library, clubs, sport sections, cinema. In the summer, tourist trips were made to the Caucasus and Crimea. Those who wished to continue their education studied at the workers' faculty and entered universities. There are statistics: over the 15 years of its work (1920-1935), about 8,000 delinquents and homeless people passed through the groups created by MAKARENKO, who became worthy people, qualified specialists. Of course, like any teacher, MAKARENKO also did not avoid mistakes and failures.
Since 1936, MAKARENKO left his teaching career, moved to Moscow and was engaged in literary work. Here he survived the tragic years of 1937 and 1938.
MAKARENKO’s experience is unique, just as the teacher himself is unique. Few people in the history of pedagogy were able to so successfully translate their theory into practice and achieve impressive results when dealing with such difficult students. The exaltation of MAKARENKO began back in the 30s, and for a long time he was considered perhaps the most outstanding Soviet and even domestic teacher. Let us recall, however, that neither during MAKARENKO’s life nor after his death the authorities, while ordering the study of his pedagogical system, were in no hurry to implement it, although there were plenty of colonies and corresponding “human material”. By the way, the same fate befell Shatsky’s talented experiment with the children’s community. Only a few teachers resorted to MAKARENKO’s experience, some of them were his students at one time. The name and works of MAKARENKO are widely known abroad.

Purpose of education

In pedagogical theory, oddly enough, the purpose of educational work has become an almost forgotten category. (...)
An organizational task worthy of our era and our revolution can only be the creation of a method that, being general and unified, at the same time, enables each individual to develop his own characteristics and preserve his individuality.
It is quite obvious that, when starting to solve our particular pedagogical task, we should not be wise. We must only understand well the position of the new man in the new society. Socialist society is based on the principle of collectivity. It should not contain a solitary individual, sometimes bulging out like a pimple, sometimes crushed into roadside dust, but rather a member of the socialist collective.
In the Soviet Union there cannot be an individual outside the collective and therefore there cannot be a separate personal fate and personal path and happiness opposed to the fate and happiness of the collective.
In a socialist society there are many such groups:
The broad Soviet public consists entirely of precisely such groups, but this does not mean at all that teachers are relieved of the duty to seek and find perfect collective forms in their work. The school community, a unit of Soviet children's society, must first of all become the object of educational work. When educating an individual, we must think about educating the entire team. In practice, these two problems will be solved only jointly and only in one general way. At every moment of our influence on the individual, these influences must necessarily also be an influence on the collective. And vice versa, our every touch with the collective will necessarily be the education of each individual included in the collective.
The collective, which should be the first goal of our education, must have very definite qualities that clearly follow from its socialist character...
A. The team unites people not only in a common goal and in common work, but also in the general organization of this work. The common goal here is not a random coincidence of private goals, as in a tram car or in a theater, but precisely the goal of the entire team. The relation between a general and a particular goal for us is not a relation of opposites, but only a relation between the general (and therefore mine) and the particular, which, while remaining only mine, will be summed up into the general in a special order.
Each action of an individual student, each of his success or failure should be regarded as a failure against the background of the common cause, as success in the common cause. Such pedagogical logic should literally permeate every school day, every movement of the team.
B. The collective is part of Soviet society, organically connected with all other collectives. He bears the first responsibility to society, he bears the first duty to the entire country, only through the collective does each member enter society. This is where the idea of ​​Soviet discipline comes from. In this case, every student will understand the interests of the team and the concepts of duty and honor. Only in such instrumentation is it possible to cultivate harmony of personal and common interests, to cultivate that sense of honor that in no way resembles the old ambition of an arrogant rapist.
B. Achieving the goals of the team, common work, duty and honor of the team cannot become a game of the random whims of individual people. A team is not a crowd. The collective is a social organism, therefore, it has management and coordination bodies authorized primarily to represent the interests of the collective and society.
The experience of collective life is not only the experience of being in the neighborhood with other people, it is a very complex experience of expedient collective movements, among which the most prominent place is occupied by the principles of command, discussion, subordination to the majority, subordination of comrade to comrade, responsibility and consistency.
Bright and broad prospects are opening up for teaching work in Soviet schools. The teacher is called upon to create this exemplary organization, preserve it, improve it, and pass it on to new teaching staff. Not paired moralizing, but tactful and wise leadership of the correct growth of the team - this is his calling.
D. The Soviet collective stands on the principled position of the world unity of working humanity. This is not just an everyday association of people; it is part of the battle front of humanity in the era of world revolution. All the previous properties of the collective will not resonate if the pathos of the historical struggle that we are experiencing does not live in its life. All other qualities of the team should be united and nurtured in this idea. The collective must always, literally at every step, have examples of our struggle; it must always feel ahead of itself the Communist Party, leading it to true happiness.
From these provisions about the collective flow all the details of personal development. We must graduate from our schools energetic and ideological members of socialist society, capable without hesitation, always, at every moment of their lives, of finding the correct criterion for personal action, capable at the same time of demanding correct behavior from others. Our pupil, no matter who he is, can never act in life as a bearer of some kind of personal perfection, only as a kind or honest person. He must always act, first of all, as a member of his team, as a member of society, responsible for the actions not only of himself, but also of his comrades.
Particularly important is the area of ​​discipline in which we, teachers, have sinned the most. Until now, we have a view of discipline as one of the many attributes of a person and sometimes only as a method, sometimes only as a form. In a socialist society, free from any otherworldly foundations of morality, discipline becomes not a technical, but a necessarily moral category. Therefore, the discipline of inhibition is absolutely alien to our team, which now, due to some misunderstanding, has become the alpha and omega of the educational wisdom of many teachers. Discipline expressed only in prohibitive norms is the worst type of moral education in the Soviet school. (...)
Makarenko A.S. About education. - M., 1988. - pp. 28-30

What does it mean to raise a child?

What does it mean to raise a child? You can raise for happiness, you can raise for struggle. You can educate for individual happiness, you can educate for individual struggle. And you can educate for common happiness and for common struggle. These are all very important and very practical questions.
We have many old ideas about human values, about his dignity.
So, the purpose of education seems to be clear. What should a Soviet citizen be like? A few very clear signs: active, active, prudent, knowledgeable collectivist. But not only the ability to act, we also need a greater ability to inhibit, also different from the old ability. A very important ability to navigate, a broad view and a wide sense.
Ways of education. Of course, in the foreground is the total sum of correct ideas, the sum of correct, Marxist-illuminated knowledge. Knowledge comes from study and even more from the wonderful Soviet experience, from newspapers, books, from our every day. Many people think that this is enough. That's really a lot. Our life makes the most powerful impression on a person and truly educates him. (...)
But we cannot dwell on these achievements; we must directly say that without special care for people, pedagogical care, we lose a lot. True, good results are obtained, but we are satisfied with them only because we do not know how grandiose they can be,
I am a supporter of a special educational discipline, which has not yet been created, but which will be created here, in the Soviet Union. The basic principles of this education: 1) respect and demand; 2) sincerity and openness; 3) integrity; 4) care and attention, knowledge; 5) exercise; 6) hardening; 7) labor; 8) team; 9) family: first childhood, amount of love and degree of severity; 10) children's joy, play; 11) punishment and reward.
Right there. -WITH. 35-36.

Communist education and behavior

Our task is not only to cultivate in ourselves a correct, reasonable attitude towards issues of behavior, but also to cultivate the right habits, i.e. such habits when we would do the right thing not because we sat down and thought, but because we cannot do otherwise, because we are so used to it. And cultivating these habits is a much more difficult matter than cultivating consciousness. In my work of character education it was very easy to organize the consciousness. Still, a person understands, a person is aware of how to act. When he has to act, he acts differently, especially in those cases when the act is performed in secret, without witnesses. This is a very precise test of consciousness - an act in secret. How does a person behave when no one sees him, hears him and no one checks him? And then I had to work a lot on this issue. I realized that it is easy to teach a person to do the right thing in my presence, in the presence of the team, but to teach him to do the right thing when no one hears, sees or knows anything is very difficult. (...)
It is a common belief that a person must have both advantages and disadvantages. Even young people and schoolchildren think so. How “comfortable” it becomes to live with the consciousness: I have advantages, but I also have disadvantages. And then there is self-consolation: if there were no shortcomings, then it would be a scheme, not a person. The flaws should be there for the sake of beauty.
But why on earth should there be disadvantages? And I say: there should be no shortcomings. And if you have twenty advantages and ten shortcomings, we should pester you, but why do you have ten shortcomings? Down with five. When five remain, down with two, let three remain. In general, you need to demand, demand, demand from a person! And every person must demand from himself. I would never have come to this conviction if I had not had to work in this area. Why should a person have flaws? I must improve the team until there are no shortcomings. And what do you think? Do you get a diagram? No! It turns out to be a wonderful person, full of originality, with a vibrant personal life. But is this a person who, if he is a good worker, if he is a wonderful engineer, but likes to lie and does not always tell the truth? What is this: a wonderful engineer, but Khlestakov?
And now we ask: what shortcomings can be left?
Now, if you want to carry out communist education in an active way and if they say to you that everyone must have shortcomings, you will ask: what kind? You will see what they answer you. What shortcomings may remain? It is impossible to take it secretly, it is impossible to misbehave, it is impossible to steal, it is impossible to act dishonestly. And what kind are possible? Can I leave my hot temper? Why on earth? Among us there will be a person with a quick temper, and he may curse, and then say: sorry, I have a quick temper. It is precisely in Soviet ethics that there must be a serious system of demands on a person, and only this can lead to the fact that we will develop, first of all, demands on ourselves. This is the most difficult thing - the demand on yourself. My “specialty” is correct behavior, I should have, in any case, behaved correctly in the first place. It’s easy to demand from others, but from yourself you run into some kind of rubber, you still want to excuse yourself with something. And I am very grateful to my community team named after. Gorky and them. Dzerzhinsky for the fact that in response to my demands on them they made demands on me.
...We must demand, but make only feasible demands... Any excess can only cripple...
Our ethics should be a prosaic, business-like ethics of today’s and tomorrow’s ordinary behavior...
Those who believe that people can have shortcomings sometimes think: if a person is used to being late, then this is a small shortcoming.
I can be proud - in my commune there was always this order: no matter what meeting took place, you had to wait three minutes after the signal. After this, the meeting was considered open. If one of the communards was five minutes late for a meeting, the chairman said: you were five minutes late - get five outfits. This means five hours of extra work.
Accuracy. This is labor productivity, this is productivity, this is things, this is wealth, this is respect for oneself and for comrades. We in the commune could not live without precision. Tenth graders in schools say: there is not enough time. And the commune had a full ten-year plan and a factory that took up four hours a day. But we had enough time. And they walked, and relaxed, and had fun, and danced. And we have reached a real ethical pathos: being late is the biggest punishment. Let's say a communard told me: I'm going on vacation until eight o'clock. He set his own time. But if he came at five past nine, I put him under arrest. Who pulled your tongue? You could have said at nine o’clock, but you said at eight, so come like that.
Accuracy is a big deal. And when I see that a communard has lived to the point of precision, I believe that a good person will come out of him. Respect for the collective is precisely demonstrated, without which there can be no communist ethics. (...)
Any act that is not designed for the interests of the collective is a suicidal act, it is harmful to society, and therefore to me. And therefore, reason and common sense must always be present in our communist ethics. Whatever question you take, even the question of love, it is resolved by what determines all our behavior. Our behavior should be the behavior of knowledgeable people, capable people, life technicians who are aware of every action. We cannot have ethics without knowledge and skill, without organization. This also applies to love. We must be able to love, know how to love. We must approach love as conscious, sensible, responsible people, and then there can be no love dramas. Love also needs to be organized, like all things. Love loves organization as much as any work, and until now we thought that love was a matter of talent. Nothing like this.
The ethical problem “I fell in love - fell out of love”, “deceived - abandoned” or the problem “I fell in love and will love for life” cannot be resolved without the use of the most careful orientation, accounting, verification and the obligatory ability to plan one’s future. And we must learn how to love. We are obliged to be conscious citizens in love, and therefore we must fight the old habit and view of love that love is an influx from above, such an element has come, and a person has only his “object” and nothing else. I fell in love, that's why I'm late for work, forget the keys to office cabinets at home, forget money for the tram. Love should enrich people with a sense of strength, and it does. I taught my communards to test themselves in love, to think about what will happen tomorrow. (...)
Ibid.- P.38-46.

Methodology for organizing the educational process
Teacher's work

The work of a teacher in groups should consist of the following: first of all, the teacher must know well the composition of his groups, must know the life and character traits of each pupil, his aspirations, doubts, weaknesses and virtues.
A good teacher must keep a diary of his work, in which he must record individual observations of pupils, incidents characterizing 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 in different ages. This diary should under no circumstances have the character of an official journal.
It should be viewed only by the head of the pedagogical department and only if he wants to get a more complete picture of a particular student. Keeping such a diary can characterize the quality of the teacher’s work and serve as a known measure of his value as a worker, but one should not formally demand that he keep such a diary, because in this case the most dangerous thing is to turn such a diary into an official report.
It is recommended to keep a diary in a large notebook, without dividing it into parts for individual students, since in this diary the teacher must characterize and analyze not only individuals, but also entire groups and phenomena in units. This diary should not be used to register misdeeds and violations. Such registration should be carried out in another place - with the head of the pedagogical unit or in the council of commanders. The teacher should be interested in intimate, officially elusive phenomena.
In order for a teacher to work in this particular 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. The leadership of the detachment, having the right to command and demand, is the detachment commander. Under no circumstances should the teacher replace him. Likewise, he should not replace the senior management of the institution.
If possible, the teacher should avoid complaints about students to senior management and report to the official about the state of the units assigned to him. And this responsibility to officially report belongs to the commander.
Only when the teacher is freed from formal, supervisory functions can he earn the full trust of the units and all students and conduct his work properly.
What should a teacher know about each of his students?
What is the state of the pupil’s health, does he complain about anything, does he see a doctor, is he satisfied with the doctor’s help? Is the doctor attentive enough to this student?
How does the student feel about his institution, does he value it, is he ready to actively participate in improving the life of the institution, or does he treat it indifferently, as an episode of his life, and perhaps even hostile? In the latter case, it is necessary to find out the reasons for this unhealthy attitude: do they lie in the institution itself and its procedures, or do the reasons lie in the pupil’s desire to study and live in another place, where exactly, how to live, what to do?
Does the student have a sufficiently accurate idea of ​​his position, his strengths, and does he understand the need for a career path? Isn’t he dominated by primitive perspectives of today’s satiety, today’s pleasure, and is this entertainment due to ingrained habits or due to weakness of development?
How does the pupil relate to his comrades and which ones is he more drawn to, whom does he not like, with whom is he friends, with whom is he at enmity? How strong are his inclinations towards secret antisocial groups, towards fantastic and adventurous plans? How does he relate to the detachment and commander? What inclinations does he have to dominate and on what does he seek to substantiate this dominance: on intelligence, on development, on life experience, on personality strength, on physical strength, on an aesthetic pose? Is this desire for dominance parallel to the interests of the institution or directed against the institution, against the unit or against individuals?
How does the student feel about improving his qualifications, school work, cultural work, improving the general culture of behavior, the culture of attitude towards people.
Does he understand the need for his own improvement and the benefits of it, or is he more attracted to the process of study and cultural work, the pleasures that this work gives him?
What does the pupil read, does he read newspapers, books, does he get them himself from the library or reads random books, is he interested in certain topics or reads indiscriminately?
What talents and abilities does the pupil discover, which ones would need to be developed?
Where does the student work in production, is the work feasible for him, does he like it? Does the pupil show weakness of will in his attitude towards work, is he capricious, does he strive for another job, how reasonable is this desire, what are the obstacles in such an aspiration, how does the pupil overcome these obstacles, is he ready to fight them for a long time, enough does he have persistence?
How does the student relate to his workplace, to the work processes, to the tool, to the technological process, does he show interest in the technical development of his work, in improving it, increasing productivity, in the Stakhanov movement? What inconveniences and shortcomings hinder the student’s work, what measures does he take to eliminate them, does he speak out in the unit, and in what forms does the student do all this?
Is the student familiar with the general production situation of the entire detachment, the entire workshop? Does he know the control figures for the detachment and the workshop, is he interested in the success of his production, institution, and its movement forward? How much does he care about the successes and failures of production, how much does he live by them?
The financial situation at home - in the family and the student’s earnings at work, how much money does he receive in his hands? How does he spend it, does he value it, and does he strive to save it? Does the family and which family members, comrades, help? Does he tend to dress better in what clothes he buys?
Are cultural skills instilled in the pupil, does he understand their necessity, does he strive to improve his speech, how does he treat the weak, women, children and the elderly?
The teacher should know all this data about the pupil and many others that arise in the process of studying the pupil, 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.
From this basic position flow both the forms of communication between the teacher and the student, and the forms of its study. The teacher should not simply ask the student about various circumstances of his life, about his aspirations and desires in order to write down and summarize all this.
At the first meeting of the teacher and the pupil, the former must set a practical goal: to make this boy or girl a real cultured Soviet person, a worker, a worker who can be released from the institution as a useful citizen, qualified, literate, politically educated and educated, healthy physically and mentally. The teacher should never forget this goal of his work, literally not forget it for a single minute. And only in practical movement towards this goal should the teacher have contact with his pupil.
Every learning something new about a pupil from a teacher should immediately be translated into practical action, practical advice, a desire to help the pupil.
Such help, such movement towards a permanent goal can only in rare cases be provided in a simple conversation with a student, in a simple explanation of various truths to him.
Conversations to inexperienced educators seem to be the highest expression of pedagogical technique. In fact, they represent the most artisanal pedagogical techniques.
The educator should always be well aware of the following: although all pupils understand that they are taught and raised in a children's institution, they really do not like to be subjected to special pedagogical procedures and, even more so, do not like it when they are endlessly talked to about the benefits of education, moralizing every meaning.
Therefore, the essence of the teacher’s pedagogical position should be hidden from students and not come to the fore. A teacher who endlessly pursues pupils with apparently special conversations bores the pupils and almost always causes some resistance.
Soviet pedagogy is not a pedagogy of direct, but of parallel pedagogical action. Pupil of our child care facility is first of all a member of the work collective, and then a student, this is how he should present himself to himself. Therefore, officially he is not called a student, but a candidate or a member of the team. In his eyes, the educator must also act, first of all, as a member of the same work collective, and then as an educator, as a specialist teacher, and therefore the contact between the educator and the student should occur not so much in a special pedagogical plane, but in the plane of the labor production collective, against the backdrop of not only the interests of the narrow pedagogical process, but the struggle for a better institution, for its wealth, prosperity and good reputation, for cultural life, for happy life collective, for the joy and intelligence of this life.
Before a group of pupils, the teacher must act as a comrade in arms, fighting with them and ahead of them for all the ideals of a first-class Soviet children's institution. From this follows the method of his pedagogical work. The teacher must remember this at every step.
Therefore, for example, if a teacher has set himself the goal of breaking up or eradicating any harmful group or company in a detachment, class or institution, he should do this in the form of not a direct appeal to this group, but a parallel operation in the detachment, class itself, talking about a breakthrough in the detachment, about the passivity of some comrades, about the harmful influence of the group on the detachment, about the lag of the detachment. He must mobilize the attention of the entire detachment on this grouping. A conversation with the students themselves should take the form of a dispute and persuasion, not on a direct issue (upbringing), but on the issue of the life of the institution, its work.
An educator, wanting to find out the situation of a pupil at school or at work, has at his disposal the only method: he visits school, at work, speaks at all production meetings, he speaks and actively acts among the teaching staff, production administration, and fights together with the detachment for excellent academic performance, for good tools, for the presentation of materials, for the best process of instructing and monitoring and improving the quality of training. He acts alongside the detachment as an interested member in all cases when the detachment defends the correct social position.
In all cases, when a detachment strays onto the wrong path, he fights within the detachment itself, relying on its best members and at the same time defending not his own pedagogical positions, but, first of all, the interests of the students and the entire institution.
The “processing” of individual pupils should only in rare cases take the form of a direct appeal to a given pupil. First of all, the educator must mobilize for such “processing” a certain group of senior and influential comrades from his own detachment or even from someone else’s. If this does not help, he must speak with the pupil himself, but even this conversation he must make into a completely simple and natural conversation about affairs in the institution or in the detachment, and only gradually and naturally move on to the topic of the pupil himself. It is always necessary that the student himself wants to talk about himself. In some cases, it is possible to directly address the student on the topic of his behavior, but such an appeal must be made logically based on the general themes of the team.
An issue of extreme importance is the attitude of children towards education. This is an area that the teacher should pay the most serious attention to. The systematic acquisition of thorough knowledge at school and its timely completion determine a person’s path in life, but this is also necessary for the healthy and correct formation of character, i.e., this largely determines the fate of a person. Therefore, academic performance and grades (and this does not always coincide completely and should also be a subject special attention teacher), the student’s actual knowledge on subjects that specifically interest him should be well and in detail known to the teacher in their dynamics, development and trends. Failure at school and bad grades lower the student’s mood and vitality, although outwardly this may take the form of bravado, feigned indifference, isolation or ridicule. Failures at school are the usual beginning of systematic lies among children in its most diverse forms. This posture of the pupil contrasts him with the healthy children and youth group, and therefore it is always more or less dangerous.
An excellent student may have another tendency outside the collective position: arrogance, narcissism, selfishness, hidden behind the most virtuous face and pose. The average student has a monotony and grayish tone of life, which children find difficult to tolerate and therefore begin to look for an optimistic perspective in other areas.
School relationships form the main background of children’s lives school age, this is something the teacher must always remember, but even here, complete success and well-being are achieved by the clarity of the pupil’s personal and social perspective paths, the strength of social and collective ties, and lectures and persuasion help the least. Real help is needed for those lagging behind to improve their civic well-being.
The future of the student should be very special in the teacher’s mind. The teacher must know what the student wants and hopes to be, what efforts he makes for this, how realistic his aspirations are, and whether he is capable of them. Choosing a path in life for a young man is not so easy. Here, the biggest obstacles are often lack of faith in one’s own strengths or, on the contrary, dangerous imitation of stronger comrades.
Students usually have difficulty understanding this complex task, especially since we have not yet learned how to thoroughly help our graduates.
Helping a student choose his own path is a very responsible matter, not only because it is important for future life pupil, but also because this greatly affects the tone of his activities and life in the institution.
The teacher must also carry out this work among the entire detachment, arousing the pupils’ interest in various areas of life, citing as examples the advanced workers and collective farmers who have become famous throughout the country. It is important to arouse in the children the desire to be ahead in every place, in every activity. It is important to prove that energy, enthusiasm, intelligence, and the desire for high quality work make each specialty enviable.
The forms of work of a teacher in a detachment can be very diverse:
participation in the work of a detachment, class;
participation in all production meetings;
participation in all meetings and general meetings;
simply being present in a group while having a conversation, playing chess or dominoes, or playing a sports game;
walking together; participation in clubs together with members of the squad;
participation in the publication of the squad newspaper;
reading evenings; guidance in reading and selecting books;
participation in general cleaning in the detachment;
walks and conversations with individual groups and individual pupils;
presence in class sessions;
assistance to students in preparing lessons, in the execution of drawings and drawings;
presence in all self-government bodies;
a meeting with the detachment or with all the detachments of your group;
direct work in organizing exhibitions and preparing holidays;
active participation in solving all issues of material life;
trips and hikes to connect with different organizations, just to visit workers and collective farms.
Swimming, skiing, skating - direct work on the organization and establishment of all these entertainments.
The work of a teacher in detachments requires a lot of effort, and it can fill the entire working time of the teacher.
For such team work there is no need to establish any time regulations. This job cannot be on duty. The teacher must be with the detachment, especially at a time when the detachment is not busy at work or at school, but even at this time, every hour the teacher spends with the detachment is already work.
The teacher should avoid only one form: simply being in front of the children without anything to do and without any interest in them. Monitoring of a teacher’s squad work should be done not by the number of hours worked, but by the results of the work, by the place occupied by his squad in inter-squad competition, by the general tone, by production successes, by the nature of the growth of individual pupils and the entire squad, and, finally, in relation to him of the detachment itself.
It is absolutely clear that a teacher who does not have authority cannot be an educator.
In his team work, as already said, the teacher should not be an administrator. If negative phenomena are observed in the detachment, the teacher must talk about them with the head of the pedagogical unit, but after such a conversation the management of the institution can take organizational measures only after a statement about trouble in the detachment is received from the commander or members of the detachment.
In order to put such measures on the agenda, the teacher must openly demand that the detachment meeting or the detachment leadership report a message to the leadership of the institution. In such a requirement, the teacher must always be persistent, must not play along with the students and hide his own point of view from them. In the eyes of the students, the teacher should not be two-faced, and his actions in the detachment should not seem to be in conflict with the actions of the administration of the institution. The position of the teacher is completely different in his other work - in working with the entire team. In this case, he no longer acts as a senior comrade in a group of detachments, but as an authorized representative of the entire team...

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 on 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 be an integral part of an integral educational system, which would be inextricably linked with the life of the team. Unlike Marx, the outstanding teacher writes that labor is not only an economic category, but also a moral one. 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 the moral value of work for team members.

Many representatives of progressive pedagogy have paid and continue to pay attention to the labor education of the younger generation. 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 of the psychological foundations of labor education has increased significantly. The content requires the teacher to have thorough psychological equipment, the ability to take into account in his work the age-related characteristics of the child, the 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 of labor productivity in all spheres of material and spiritual production, the intellectual potential of society is increasing, 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 initiatives towards entrepreneurship lead to the loss of such social values ​​as interest in study and work. Among teenagers, feelings of aggressiveness, irritation, and uncertainty about tomorrow. 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 use 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. “Educating a new person is a happy and feasible task for pedagogy” (Makarenko A.S. “Complete Works in 8 volumes” M, 1986, vol. 4, p. 35), he said, meaning 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 appeal: “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 most 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.

The 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 proper organization team. “Marxism,” he wrote, “teaches us that it is impossible to consider the individual outside of society, outside of the collective.” The most important quality of a Soviet person 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. pedagogical means is “parallel influence” - the simultaneous influence of the teacher on the team, and through it on each student.

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

He believed that the most important condition for ensuring the cohesion and development of a team is that its members have 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 of an educational institution must meet, and the rules of its relationship with the group 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 and pedagogical views of 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 a new method of scientific knowledge, shortening and making the path easier for their 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 his teaching experience we rightfully call the experience of the best fighters for the new, unified labor polytechnic school flesh and blood.

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 a whole area of ​​education, which, unfortunately, also belongs to the pedagogical virgin lands.

People have long said: “For the sake of happy holiday you have to work a lot." This means that the result, the result of labor - 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.

Significant place in life and activity educational team at A.S. 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 be simply a neutral process that does not give positive result.

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

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 the 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.

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.

Teach creative work Makarenko considered this 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 labor qualities are not given to a person by nature; they are cultivated 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 the greatest importance to those parallel pedagogical results (skills, abilities, knowledge, character traits and other qualities of the human personality) to which this activity leads; his 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 the student’s free time 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 influence of play on a preschool child, Makarenko revealed a number of important problems related to this issue in his lectures on raising children. 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 in play, 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 variety of toys: “Children... in best case scenario they become collectors of toys, 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, as 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 must take more strict forms of collective play, 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 ready-made or mechanical toy: dolls, horses, cars, etc. It is good because it introduces complex ideas and things and 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 scope for great creative imagination.

In the play activities of preschool children, it is necessary 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 the ability to realize creative potential in spiritual and subject-productive activities.

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

Developing a sense of patriotism and civic solidarity.

Forming motivation for active and responsible participation in 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 in the period 2011-2012 school year.

Experiment stages:

IdeaDiagnostic stagePrognostic stageOrganizational-preparatory stagePractical stageGeneralized stageIntroduction of work activities 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. A creative group of teachers has been created. 1. Planning the work of the school based on a problem map 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.

The current problems of the experiment are the following:

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 the personality of students; formation of deep moral qualities of the individual - 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 public 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 groups, public organizations, based on interests (clubs, different age groups, etc.)

Problems of the school community.

Problems of managing school-wide groups (school councils, pedagogical councils, 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 of children; differentiation of education by content (electives, in-depth, differentiation by areas, by profiles); implementation of the idea free choice in the content of training; differentiation of training according to the level of development (level training in the classroom, stream classes, rehabilitation groups, etc.); training modes (five days, pause of the school day, immersion, practice, etc.); 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.); 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 pedagogization of the 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 , the formation of a pedagogical culture of parents, cooperation between schools and parents; polytechnic and labor education of children, career guidance, forms of cooperation with production and farms, participation of children in productive work, issues of self-financing of labor activities of children and schools, forms of cooperation with cultural institutions.

Thus. The structural components of an experimental plan are its main stages and various experimental activities and procedures. As initial data (general characteristics) includes: the initial formulation of the problem, topic, goals and objectives, research hypotheses, 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 labor skills, skills of a responsible and creative attitude to work.

To create conditions for the development of each child through involvement in various types of work in accordance with abilities, interests and capabilities.

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 represents a component, stage or link in the 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 reinforcement of 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 methodology of teaching technology, various criteria are used to qualify lessons: according to the predominance of studying theoretical knowledge or practical work, according to the dominant didactic purposes and tasks on basic 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 interrelation. Let's look at 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 a big role in the development of students’ culture of labor movements and the formation of a general 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.

The approximate structure of a lesson - laboratory work is as follows: 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 exercises. On it, students solve, in calculation and technical terms, the problems of design and technological preparation of 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 of their mastery 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, performing control 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 children to be careful with things. The reference product shown to the group will be made more diligently and efficiently, shaping the students’ aesthetic taste and their self-exacting standards.

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 refer 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).

The long-term plan determines the 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.

Promote 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.

Promote education correct attitude To universal 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 of the 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 organizing students' cognitive activity.

During the classes

Organizational moment: greeting; 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 students' homework completion.

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 technical complex, 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.

Focusing students' attention on the most effective techniques performing operations.

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

Monitoring the careful attitude of students to learning tools.

National use of instructional time by students.

Final teacher briefing:

Execution Analysis independent work by students.

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 developed 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 show themselves as independently developing personalities, which is essential for their independent life.

In the program, labor education is understood as the joint activity of the teacher and students, aimed at developing in the latter general labor skills and abilities, psychological readiness for 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 organizing educational work in an 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 from 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 students, where vital skills and personality traits are formed, such as independence, initiative, the ability to make decisions, work in a team, independently gain 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 of 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 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.

Grishchenko A., Petukhov V. Summer working quarter. - M: Young Guard, 1981. - 205 p.

Gushchin L.N., Hiltunen V.R. A teacher named Trud. - M: Politizdat, 1986. - 223 p.

Efimova K.A. Educational space: concept and problems of modeling. // Public education of Yakutia. - 1999. - No. 1. - With. 144-147.

Zolotukhin D.S. Labor education of rural schoolchildren: A book for teachers. - M.: Education, 1990. - 159 p.

Ivanovich K.A. Andrianov P.N., Karakashev G.I. Organization and maintenance of the work of interschool educational and production plants // Sat. scientific t. - M: Academy of Pedagogics. Sciences, 1983. - 102 p.

Kairov I.A. Petrov F.N. Pedagogical encyclopedia. - M.: Soviet Encyclopedia, 1968. - T. 3, 4. - 879, 911 p.

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

Mikhailova E.I. About creation necessary conditions for the development of rural schools // Public education of Yakutia. - 1999, - No. 1. - With. 11-18.

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

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A.S. Makarenko developed a coherent pedagogical system, the methodological basis of 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 workforce of teachers and students, whose life activities serve 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.”

Let us now consider the basics of pedagogy by A.S. Makarenko.

1. Raising children in a team

Team is a contact group 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.

Pedagogical team- This is a team of students and adults. Children's self-government bodies worked well. Legislative organ- this is a general meeting of the entire teaching staff, where everyone has the right to vote (decisive). The general meeting decides the most important issues in the life of the team. Executive organ- This is a council of commanders, which included commanders of primary detachments and chairmen of commissions. There were commissions headed by a chairman.

2. Discipline and regime.

Discipline- this is not a means or a 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.

Mode- 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.

3. Labor education.

Makarenko could not imagine his system of education 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.

4. The problem of family education.

Makarenko writes lectures for parents about education, which include the general conditions of family education, writes about parental authority, about labor education in the family, about discipline, about sex education. He writes a “Book for Parents” and examines the problems of pedagogical skill and pedagogical technology.

Let us now consider collectivism in the concept of A. S. Makarenko

“In its simplest definition, collectivism means the solidarity of a person with society” (A. S. Makarenko).

This side of personality includes the following characteristics:

• 1. Ability to work in a team;
• 2. developed ability for collective creativity;
• 3. comradely solidarity and mutual assistance;
• 4. active participation in collective activities;
• 5. caring about your team and its prospects;
• 6. awareness of oneself as the owner of the team;
• 7. responsibility for your comrades and for the entire team;
• 8. the ability to order and obey a comrade;
• 9. the desire and need to subordinate one’s interests to the team;
• 10. accepting collective perspectives and traditions as one's own.

Anton Semenovich developed and brilliantly used in practice the principle of parallel influence on the individual through the team. Anton Semenovich was the first to scientifically develop a method of education in a children's group and considered such issues as:

• - team structure;
• - relationships in the team;
• - pedagogical requirement, discipline, rewards and punishment;
• - moral and labor education;
• -- work style;
• - self-government, traditions;
• -- individual approach to children.

The individual and the collective, the collective and the individual... The development of their relationships, conflicts and their resolution, the interweaving of interests and relationships - stood at the center of the new pedagogical system. Makarenko advocated a broad and complete democratization of education and training, for the creation of a normal psychological climate in the children's environment, which gives everyone a guarantee of security. Guarantee of free and creative development.

A. S. Makarenko considered self-government to be one of the features of the democratic educational process, without which he could not imagine the development of the children's team, children's management. And it did not exist in the commune on paper. No one could cancel the decisions of the general meeting. It was this that determined the life, work, everyday life, leisure, recreation of the entire team, and sometimes the fate of one person. “I made a decision - I answer” - this experience of responsibility worked wonders, although it was brought up with great difficulty.

Anton Semenovich organized the pedagogical and labor process in the commune in such a way that “every child was included in a system of real responsibility”: both in the role of a commander and in the role of a private. Where this system was absent, Makarenko believed, weak-willed people who are not adapted to life often grow up.

Anton Semenovich considered the most important facet of the life of the educational team to be the nature of the relationship between teachers and their students: he sought democratic, not authoritarian, relationships; relationships based on comradely communication, friendship in the process of joint activity - in the field, at the machine, in the classroom.

A teacher is, first of all, a member of the team, and then a mentor, a senior comrade.

Makarenko considered the basis for educating the individual citizen to be the early inclusion of children in productive work, which benefits the team, society and the individual himself.

Based on the views of outstanding Soviet teachers, Makarenko took the idea of ​​labor and practically implemented it. But “Labor without accompanying education, without accompanying civic and social education, does not bring educational benefits, it turns out to be neutral” (A. S. Makarenko).

• - participation in productive labor immediately changed the social status (position) of adolescents, turning them into adult citizens with all the ensuing rights and responsibilities;
• - but Anton Semenovich believed that work that does not mean the creation of values ​​is not a positive element of education.

Supporters of verbal, book education arrogantly greeted “corny pedagogy,” as they dubbed the productive work of students.

In the formation of the younger generation, it is also necessary to take into account the influence of the family, which is why A. S. Makarenko wrote the artistically journalistic “Book for Parents.” He saw the secret of the success of “family” education in the honest fulfillment by parents of their civic duty to society. The personal example of parents, their behavior, actions, attitude to work, to people, to events and things, their relationship with each other - all this influences children and shapes their personality. These are the main provisions of the theory of education of A. S. Makarenko, his unique pedagogy, recognized throughout the world.

Anton Makarenko is a legend not only of Soviet pedagogy. UNESCO named him and Maria Montessori as educators who laid the foundations for the modern concept of education. Can a modern mother extract something useful from a Soviet classic that was almost a century old? It turns out it can.

Despite the fact that Makarenko is a “pedagogical legend” and has been awarded numerous titles, the attitude of official Soviet pedagogy towards him is evidenced by the fact that there were no high education officials at his funeral. By the way, Krupskaya (among other things, the initiator of the creation of the “Friend of Children” society) criticized the real friend of the children, Makarenko, and called his approach “anti-Soviet.”

Therefore, it is not surprising that the “Pedagogical Poem” was published not in a pedagogical publishing house, but in a literary one. And this is really not a dry manual, but real literature - with bright characters, an ironic narrator, lyrical digressions and a tense plot. Pedagogy here is not a set of abstractions, but specific people, destinies, situations. Therefore, the book is very lively and easy to read.

Who will it be useful for?

The book will be useful for parents of teenagers who suddenly faced the problems of adolescence.

For parents of many children The book also contains a lot of relevant things: how to organize children into a team, resolve conflicts between children, delegate responsibility to older children.

In addition, it seems to me that there are many important points in the book for foster parents. After all, there are a lot of fears associated with adoption: that he is spoiled, steals and is rude - in general, a difficult story. But Makarenko worked not with just anyone, but with juvenile delinquents - so it’s much more difficult!

Religion

True, some moments may cause spiritual dissonance for a believing reader. The sweet, smart, ironic author is a child of his time, which means he is anti-clerical. No, Makarenko, of course, is not a militant atheist at all, he simply sincerely views religion as an atavism that is about to die out on its own. He treats believers as harmless weirdos, “hit with a sack from around the corner” and having consumed a fair amount of “opium for the people.” Believers (the book describes both a believing employee and a believing student) are objects of the author’s inexhaustible, good-natured irony.

This is how the caretaker reacts to the fact that the students pester the believing master: “What do you care about Jesus Christ, please tell me? As soon as I capture you from here, you will serve not only Christ, but also St. Nicholas the Saint of Prayer! If the Soviet government has weakened you from the gods, then rejoice in silence, and not like the people who came here to swagger.”

Situations in the book often prompt conversation “about butts.” The Komsomol student does not want to “get married to the priests.” Makarenko calmly sends another pupil for an abortion. Once again, the colony moves not just anywhere, but to the territory of a ruined monastery, about which the author says this: “Many different reverend people stayed in Podvorki: former priests and monks, novices, grooms and residents, monastery cooks, gardeners and prostitutes.” However, Makarenko prohibits students from interfering with divine services in the preserved temple: “Just be careful not to misbehave. We fight religion with conviction and the restructuring of life, not hooliganism.”

1. Less theory, more practice

The constant motif of the book is the fight against Soviet official pedagogy, officials and theorists. Actually, in this struggle and because of the constant pressure from the “pedagogical community,” Makarenko eventually abandoned his beloved Gorky colony and moved to a colony under the control of the NKVD.

The contradiction between “theory and practice” is the main pain of Makarenko, who even wrote his thesis on the topic “Crisis modern pedagogy" To his great regret, his magnificent results are nothing compared to the Theory: “ Your team is wonderful. But that doesn't mean anything. Your methods are terrible».

However, Makarenko describes this struggle with irony, albeit sad: “ He spoke for a long time, this same Chaikin. I listened and remembered Chekhov's story, which describes a murder using a paperweight; Then it seemed to me that there was no need to kill Chaikin, but that he should be flogged, not with a rod or some kind of tsar-regime whip, but with an ordinary belt that a worker uses to tie up his pants. It would be ideologically consistent.”

What can be useful?

Nowadays store shelves are filled with pedagogical theory. It is worth asking yourself the question: how applicable is this theory to life? What do we want - to pick up smart words or to raise a child normally? If the latter, then it is better not to get carried away with theory and not try to sacrifice yourself to it while practical results leave much to be desired.

Quote:

“And at this time, a professor of pedagogy, a specialist in issueseducation, writes a note to the GPU or NKVD: “My boy has robbed me several times, he doesn’t spend the night at home, I’m turning to with an earnest request..."The question is: why should security officers be higher pedagogical technicians than professors of pedagogy?”

1. Discipline is very important for a child

One of the key “controversial” aspects of Makarenko’s approach is strict discipline. Today we would call this “building boundaries,” but for the pedagogical thought of that time it was pure sadism and mockery of the child. Makarenko does not agree with this and constantly argues with the ideas of “natural” education.

Quote:

In “heaven” the child was considered as a being filled with a special gas, for which they did not even have time to come up with a name. ... It was assumed (working hypothesis) that this gas has the ability to self-develop; there is no need to interfere with it. Many books were written about this, but they all repeated, in essence, the sayings of Rousseau: “Treat childhood with reverence...” “Be afraid of interfering with nature...” The main tenet of this creed was that in conditions of such reverence and consideration for nature, of the above gas, a communist personality must necessarily grow. In fact, in conditions of pure nature, only what could grow naturally grew, that is, ordinary field weeds.

What can be useful?

For me personally, it was surprising that those “super-progressive” ideas, which seem to be the pinnacle of today’s thought, were an outdated theory already in the time of Makarenko. Personally, it seemed to me that quite recently discipline was the only axiom of pedagogy, and then good experts on children’s souls came and introduced the idea of ​​“free development.” It turned out that this idea was fashionable a hundred years ago. And it hasn’t worked a hundred years ago.

1. No physical punishment

Makarenko has a very original concept of punishment. He never uses physical punishment, and the worst punishment is imprisonment in Makarenko’s own office. There is no question of any punishment cell or rods, and yet he runs a colony for juvenile offenders. Punishments in a book are always a Shakespearean tragedy when dark side The child’s personality (“what’s wrong?”) struggles with the bright side (“yes, I did wrong”). It is not sadism when the teacher acts as a punishing sword. For Makarenko, punishment is a kind of sign of recognition as “one of our own,” as an equal person and responsible for his actions. Makarenko does not apply punishment to those who have not yet earned the title of a real colonist. And yet, he is regularly criticized for his “irrepressible cruelty.”

Quote:

- You reminded me of my direct responsibilities. I came to talk to you about the discipline system. So you don't deny that you impose punishments? These outfits... then, they say, you have something else in practice: arrest... but they say you imprison both bread and water?

“I don’t put you on bread and water, but sometimes I don’t give you lunch.” And outfits. And I can make arrests, of course, not in a punishment cell - in my office. Your information is correct.

- Listen, but all this is prohibited.

- This is not prohibited by law, and I don’t read the writings of various hacks.

What can be useful?

Punishments are necessary, but they should be applied in strictly defined cases and not turn from a tool for building boundaries into a way to take revenge on a child for an offense. It is useless to apply punishment to those who perceive it only with hatred, without understanding its meaning. If it comes to physically punishing a child, then such punishment is even more useless. This means that the adult was no longer able to build a system of rules and form trusting relationship with baby. There is no way out but to hit your child, raised at home, in the family? But Makarenko managed without assault with teenage delinquents!

1. You need to communicate with a child like an adult

From Makarenko’s point of view, the main task of education is to fit the child into a normal adult life. To teach how to interact with other people, to be part of society (that’s why the word “team” is used so often in the book), to make decisions, to be responsible for them. And it turns out that children can make quite adult decisions - for example, giving up new shirts in order to buy a cow.

The child must participate in the economic life of the family, must learn to work: all the pupils of the colony work in workshops and in the fields. By the way, Makarenko believes that there is nothing wrong with financially rewarding children for work - after all, this is also a model from adult life.

The main thing, according to Makarenko, is to set an example for the child, then there will be no need for a “special attitude” towards children - they themselves will follow those who seem worthy of emulation:

- I already knew that the children do not justify the intellectual belief that children can love and appreciate a person who treats them lovingly, who caresses them. I was convinced long ago that the greatest respect and greatest love on the part of the guys, at least the kind of guys who were in the colony, manifest themselves in relation to other types of people. What we call high qualifications, confident and clear knowledge, skill, art, golden hands, laconicism and complete absence of phrases, constant readiness to work - this is what captivates the guys to the greatest extent.

Makarenko shows how important it is for children to be treated like adults, not coddled, and their boundaries respected :

Comrade Zoya took Blue’s rosy cheeks with two fingers and turned his lips into a small pink bow:

- What a lovely child!

The little blue one pulled away from Zoya’s affectionate hands, wiped his mouth with the sleeve of his shirt and looked at Zoya with an offended expression:

- A child... Look!.. What if I did that?.. And not a child at all... But a colonist at all.

By the way, according to Makarenko, not only children need to be raised like adults, but adults can also be raised... like children. In a word, sensitive pedagogy is generally the norm of communication, for example, between a manager and a subordinate:

Kalina Ivanovich became the first object of my educational activities... His Blue eyes sparkled with such love for life, he was so receptive and active that I did not spare a small amount of pedagogical energy for him. And I began his upbringing in the very first days, from our first conversation.

What can be useful?

This approach is now, in my opinion, completely forgotten. Let's take modern orphanages: Alexander Gezalov, a public figure and a former orphanage himself, constantly says that children should learn to take care of their things, make the bed and wash the floor. But no, in an orphanage the main thing now is to feed, and the “exploitation of child labor” is unanimously condemned. As a result, the child is overwhelmed with gifts and overfed, but simply does not know how to live alone, manage his life and somehow organize it himself, without “instructions from above.” Therefore, having broken free, he goes to great lengths.

Alas, this also applies to many family children, for whom their parents become not an example, but something between service personnel and a prison guard. Makarenko’s simple principle is that a child will easily accept rules, boundaries, discipline and work when he sees that his life depends on himself.

The main slogan of the Gorky Colony is “Don’t squeak!” - stands for something like this: “You are an adult, don’t whine, but take responsibility for your actions.” Unfortunately, a frequent situation that I observed as a teacher is precisely the “squeaking child”: whining, bargaining for homework or assessment, who skillfully manipulates or outright lies. It seems to me that this is a direct result of raising children according to the principle “what a lovely child, let me rub your cheeks!”

1. You need to set interesting goals for children

Makarenko’s students study hard because they want to go to workers’ school. They work because they want their own prosperous farm, they want to eat and dress better. Noticing confusion and problems in the team, Makarenko understands: we need to move on. He is looking for new ambitious goals for his students, moving away from his usual place in order to overcome “stagnation”. This is not abstract “motivation”, these are real goals that are easy to captivate children. Makarenko is sure that discipline is a good way to achieve a goal. And if there is no goal, then discipline also begins to fall apart at the seams.

What can be useful?

Today, a common situation is a completely demotivated high school student who doesn’t want and can’t do anything, who doesn’t understand why he should study, much less where he wants to go. And why even break away from the computer, online games and social networks. This is not surprising: if he had no goals for 15 years before, but only a reflexive reaction to the shouts of his parents, then one should not expect that he will suddenly begin to strive for something, set a goal for himself. He has learned only to whine and prevaricate and wants only one thing - to leave him alone and at the same time continue to regularly bring pasta and sausages.

1. Communicate more with children

It sounds banal, but the main recipe of Makarenko’s pedagogy is to live one life with your children, one team. Work together, make decisions together, set goals together. Nowadays, too often, parents try to delegate upbringing to anyone: nannies, coaches, club leaders - as long as the child is accommodated and separated from natural adult life. Do not be surprised in this case that you and your child are strangers to each other, and you are completely unable to “educate” him. Communicate with a child, love him, delve into his problems, be in the full sense of the word “one family” - this is main principle successful education according to Makarenko.

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Philologist and Master of Social Philosophy. Author of the blogs nenadoada.ru and antilubov.ru. Journalist, PR specialist, teacher of Russian, literature and other humanities. Mother of a daughter, wife of a husband, owner of a dog and a cat. Of course, I’m a bit of a poet, and I’ve even been published a bit. Someday I'll write a novel :)

The experience of the pedagogical activity of A. S. Makarenko (1888–1939) in the re-education of juvenile delinquents is widely known throughout the world.

In 1920, A. S. Makarenko was offered to head a colony for juvenile delinquents, which radically changed his life.

Already in the first years of the colony’s work, he developed the principles of relations between pupils and teachers:

1) equality of rights and responsibilities of educators and students;

2) clear organization of work;

3) the role of public opinion represented by the council of commanders and the general meeting;

4) a clear list of serious offenses: laziness, deviation from hard work, insulting a friend, violating the interests of the team.

However, not all officials liked the activities of A. S. Makarenko. In 1928, he was removed from the post of head of the colony, went to work for the NKVD, and soon took over the commune named after. F. E. Dzerzhinsky.

The concept of social education by A. S. Makarenko is based on the formation of personality in new social conditions. He believed that in the conditions of a labor colony it was possible to raise a new person, a Soviet citizen, a collectivist.

A. S. Makarenko carried out his pedagogical work in the conditions of the formation of the Soviet state, so in many ways it was politicized. The teacher actively emphasized that only communist education is capable of resisting philistinism and the vices of education, it is “general and united, it will enable each individual to develop his inclinations and abilities.” As methods of communist education, he identified public opinion, competition, encouragement, punishment, and a system of promising lines.

Nevertheless, it cannot be argued that his pedagogy demeaned the individual; it only assumed the individual development of the individual in a collective environment. The principle of collectivist pedagogy formulated by him is as follows: “As much respect for a person as possible, as much demand for him as possible.”

A. S. Makarenko paid great attention to the education of conscious discipline, which is possible in the unity of the team and discipline.

Yu. V. Vasilkova and T. A. Vasilkova highlight the ideas of A. S. Makarenko that are relevant for a modern social educator:

1) the ability to create a children's team united by reasonable, creative, productive work;

2) the creation of children's self-government, various forms of which were a school for each pupil;

3) creation of special relationships between students and educators;

4) a wide range of methods in creating a team.

More on the topic The activities of A. S. Makarenko and his methods of education:

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2. Problems of education in a team in the activities of V. N. Soroka-Rosinsky
3. Chapter 1. Characteristics of the main methods and forms of education of military personnel
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