Keyword: «pedagogical process»

The intensive theoretical development of the problems of the activity approach to the pedagogical process was happening at the end of XIX – the beginning of the XX centuries. It was the special period in the history of a mankind. The rapid development of science and equipment, mechanical production, city building, railroads and communication lines led to the basic changes in the life of people. There was an urgent need in the education reforming. The comprehensive school was exposed to the sharp criticism for dogmatism, verbal nature of training, separation from the reality. The pedagogical discussion was held, the participants of which tried to overcome the traditional opposition of intellectual and physical activity and to consider these activities in unity and interrelation. The problems of the rapprochement of school with life, practice, independence development and initiative of pupils were especially actual. For the solution of these problems it was supposed to use the activity approach to the pedagogical process. The essence of the activity approach consisted in the use of different types of self-dependent pupils activity for stimulation of versatile development, the didactic and educational purposes.

The article analyzes the projects of the State educational standards of pre-school education and primary general education with a view to implementing the requirements of general pedagogical principles of an integral pedagogical process. Analyzing the projects of the State educational Standards, we can talk about a sufficiently high degree of reflection in them of the requirements of general pedagogical principles of an integral pedagogical process, but at the same time there are remarks and recommendations that we consider expedient to take into account when making corrections to projects.

The article is devoted to the issue of thinking, in particular, to pedagogical thinking as a teacher’s professional ability not only to comprehend, analyze, summarize, evaluate educational practice, but also to create pedagogical theories and concepts, as well as to make methodological discoveries, actively, creatively and effectively carry out education and teaching. The author talks about the use of a variety of didactic tools, the main of which are pedagogical tasks, or pedagogical situations. The article reveals the method of specific situations, which are a fragment of problem-based learning. The article touches upon the questions concerning the criteria that determine the choice of educational pedagogical tasks. Discussing the issue of the effectiveness of various methods, the author argues that they can contribute to the formation of active learning activities of students, the formation of a certain type of thinking, as well as stimulate their intellectual potential and motivation to study subjects.

The relevance of the research is justified by the need to apply new approaches to pedagogical research. The civilizational approach, in contrast to the formational and other scientific approaches, is actively used not only in philosophical and historical research, but also in pedagogical. The theoretical foundations of this approach help come to the heart of the studied pedagogical problems. The scientific novelty of the research lies in the disclosure of the main provisions of the civilizational approach and their application to pedagogy. This is due to the cardinal changes that took place in the twentieth century in all spheres of society, including education and the humanities. The need to apply new approaches in pedagogical research is also dictated by the development of pedagogical science and the accumulation of new knowledge, the increased interest of society in the upbringing and education of the younger generation. Since the civilizational approach includes the fundamental characteristics of the culture of a particular civilization, the specific features of upbringing and education process within the civilizations, the use of the approach will contribute to improving the quality of education, obtaining profound knowledge, developing research competences in students, and forming the cultural and historical environment of the Russian state. The theoretical significance of the study: it determines the need for a transition from a formational to a civilizational approach, as well as the development and use of an approach in pedagogy. The use of the approach by the scientific and pedagogical community shows the diversity of pedagogical systems and societies development within the framework of world civilizations. The purpose of the study is to highlight the main characteristics of the civilizational approach in the methodology of pedagogical research as well as common and different characteristics of "civilization" concept, and to determine the possibility of using the civilizational approach for a more profound study of pedagogical problems. The authors speak about some peculiarities of "civilization" concept interpretation, revealing its meaning in case of applying to pedagogy. The paper examines similar and different meanings of the "civilization" concept in pedagogy and history, as well as the unique features of the Russian civilization formation and the impact of these features on the development of pedagogical research. It is emphasized that they used an exclusively formational approach in pedagogy for a long time, but after the collapse of the world bipolar system at the end of the 20th century, scientists began to apply a civilizational approach. The authors justify the use of this approach in pedagogy of both higher and secondary schools not only by creating the most important prerequisites for the education of schoolchildren and students, but also by preserving historical and collective memory in social systems. It is believed that the use of the civilizational approach in pedagogical research contributes to the study of various processes, taking into account the specifics of the social and cultural foundations of society in which pedagogical processes take place. The approach increases the potential of scientific research, as it examines the specific features of education and upbringing created within civilizations. Pedagogical paradigms and educational models that were embedded in the socio-cultural foundations of civilizations were directly connected with the reproduction of a certain type of a person, an ethnos that was in unity with the traditions of society and the dominant system of cultural and religious values in it. The authors believe that the application of the civilizational approach to pedagogy, in the process of education and upbringing, can be an effective and essential condition for both professional and personal growth.

The article examines the relationship between the Self-concept, emotional intelligence of adolescents and their role in the educational process. The review of theoretical and experimental works of domestic and foreign psychologists in the study of the Self-concept as a system of expectations, attitudes, beliefs and ideas of a person about himself, performing important functions in his life, allowing him to identify himself with the reference group, to perceive the views, attitudes and behavior of this group. The results of studies involving adolescents show that, in addition to the indirect influence of perceived (subjective) emotional intelligence through self-esteem, emotional intelligence has a direct impact on life satisfaction. In the works of psychologists, the adaptive and stress-protective functions of emotional intelligence are proved. The results of these studies suggest that emotional intelligence can be considered as a factor of self-actualization of the individual. The emotional intelligence of the school class is a group-level construct based on the shared subjective emotional experiences of the group members. The author comes to the conclusion that the purpose of activating learning is to create didactic and psychological conditions for meaningful learning, which will allow students to be updated at a high level of intellectual and personal position. Only the knowledge that is based on cognitive interest has a significant impact on the formation of the personality and its mental development, the formation of perception, memory, thinking, ensuring success in the performance of activities that aroused interest.