The pedagogical system of education of A.S. Makarenko

Makarenko is a brilliant teacher. The international recognition of A.S. Makarenko was evidenced by the well-known UNESCO decision (1988) concerning only four teachers who determined the way of pedagogical thinking in the twentieth century. These are John Dewey, Georg Kerschensteiner, Maria Montessori and Anton Makarenko.

A.S. Makarenko is known for organizing and leading colonies for juvenile offenders and street children. Children came to Makarenko, who were already so spoiled that they could not live in a normal society: thieves, hooligans, girls-prostitutes. Parents brought their children when they themselves could not cope with them. And Makarenko could. He achieved such skill in raising children that he could say with confidence: "Upbringing is an easy thing." It became so easy for Makarenko that in the colony for them. Dzerzhinsky, he completely abandoned educators, and 600 former offenders were in his care. There were teachers at school, engineers at the factory, but the children's collective of 500-600 people lived independently to a certain extent. Makarenko was sure that the children, on their own, would get out of bed on time at a signal, tidy themselves up and put all the premises of the commune in order. The commune has never had a cleaning lady. The pupils cleaned everything themselves, moreover, so that everything had to shine, because 3-4 delegations a day came to the commune. Cleanliness was checked with a white handkerchief.

Today, in our days, according to the Prosecutor General's Office of the Russian Federation, only 10% of graduates of Russian state orphanages and boarding schools adapt to life, 40% commit crimes, another 40% of graduates become alcoholics and drug addicts, 10% commit suicide.

March 13, 2018 marks the 130th anniversary of his birth one of the most prominent representatives of world pedagogy - (1888-1939). His system of upbringing children in a team and their adaptation to life in society carried out at one time a grandiose revolution in pedagogy.

In the 20s-30s of the twentieth century, Makarenko headed a labor colony for street children and juvenile offenders near Poltava and other labor colonies and communes for children. He carried out a largely contradictory, but unique in pedagogical practice, experience of mass re-education of juvenile delinquents.

What was the Makarenko method?

Separation of study and upbringing

The main difference between the Makarenko system is a clear separation of study and upbringing. Makarenko defined education and upbringing as two different processes and they should be carried out by different means. The usual classroom system worked well for teaching. And for education, Makarenko believed, it was necessary to create "a team with sufficiently pronounced not only vertical (boss - subordinate, teacher - student), but also horizontal human, labor and educational ties."

Labor education

The basis of Anton Makarenko's method was labor education... The teacher believed that "the work of children in production opens up many educational paths." The pupils of the commune had a real business: a subsistence economy was arranged, life was organized, the pupils received a salary for their work, which they supported themselves, helped the younger members of the commune, paid scholarships to former communards who studied at universities, maintained a theater, an orchestra, organized cultural events and hiking.

A plant was built in the commune, where the pupils produced electric drills, Leica cameras, which have such "precise optics, where the most complicated processes, which were never known in old Russia."

Thus, productive labor, which is both a part of education and training, should, according to Makarenko, form a personality: at the age of 16-20, pupils have already become highly qualified masters of their craft.

The main means of education is the team

The core of Makarenko's pedagogical theory is the doctrine of collective- a certain organization of children. Makarenko was the first teacher who considered the collective in which the child was immersed as a means of education.

“The upbringing of a personality in a team and through a team is the main task educational work», – noted the teacher.“The collective must be the first goal of our upbringing, must have completely definite qualities,” the main of which is to unite people in the name of a common goal, in common work and in the organization of such work.

Any action of an individual student, any of his success should be regarded as success in a common cause, and a mistake as a failure against his background.

The collective is a “purposeful complex of personalities”. Through the experience of collective life, students develop managerial qualities, the ability to find moral criteria for their personal actions and demand from others to behave in accordance with such criteria.

The main business of the teacher here is tactful management of the growth of the team.

Seniors to juniors

Makarenko believed that the organizational structure of the team should resemble family relationships. Since the collective included pupils of different ages, there was a continuous transfer of experience by the elders, and the younger ones learned the habits of behavior, learned to respect their older comrades. With this approach, the elders take care of the younger ones and take responsibility for them, compassion and exactingness, develop the qualities of a future family man.

“I decided that such a team, the most reminiscent of a family, would be the most beneficial in terms of upbringing. There, care for the younger is created, respect for the elders, the most tender nuances of companionship. "

Self management

According to Makarenko, self management- not only a necessary condition for establishing and maintaining order, but also a means of educating active organizers, instilling in each member of the team responsibility for the common cause and self-discipline. Makarenko believed that a comrade should be able to obey a comrade and be able to order him.

The main body of self-government was general meeting, at which other self-government bodies were elected among the pupils: the collective council (council of commanders), which resolves current issues, sanitary commission, economic commission, etc.

It was necessary to constantly work with active members of the self-government: to gather them to discuss upcoming affairs, consult, talk about what difficulties there are in their work, and so on.

Tomorrow's joy

Tomorrow's joy - this is a stimulus for a person's life, tomorrow must be planned and be better than today. Therefore, one of the most important objects of work of educators was the determination, together with the children life prospects - what will be the result of their activities.

Prospects could be near, medium, and distant.

Close perspective especially useful for young children: movies, concerts, walks and excursions. However, the life of the team should be filled not only with entertainment, but also with the joy of work. For example, an offer to children to arrange an ice rink will be perceived positively by them, since it promises them future entertainment at the ice rink. "In the process of work, new tasks will arise: to create comfort for the skiers - to put benches, to make lighting, etc." For completing the task, the children will receive some kind of pleasure, for example, ice cream after lunch.

Average perspective is a joyful collective event, pushed back in time: holidays, summer holidays, the end and beginning of the school year, etc. An average perspective only then has an educational effect if the events are being prepared for a long time,

Distant perspective- this is the future of the entire institution. If the guys love him, such a distant prospect carries them away to serious and difficult work.

"For each member of the team, the future fate of the institution can never be indifferent." Against the background of a collective distant perspective, the personal aspirations of each pupil, his own future, are determined. Helping the pupil choose his life perspective was important not only for life in an educational institution, but also for his future destiny.

Traditions

The team must necessarily develop traditions that consolidate everything that is valuable in its experience and determine its originality. “Nothing holds a team together like tradition. To cultivate traditions, to preserve them is an extremely important task of educational work ”. According to Makarenko, there were many traditions in his children's collective, “just hundreds,” and even he did not know all of them, but the guys knew them and passed them on from the elders to the younger ones.

For example, one of these traditions was the election of the most pedantic cleanliness girl to the position of a member of the sanitary commission on duty, since it was such a person who could best monitor the cleanliness of the pupils and premises.

Feeling secure

An important idea of Makarenko's pedagogy was idea of security everyone in the team, when a person feels protected from tyranny, all kinds of bullying; when a member of the team knows that no one can offend him. Makarenko drew the attention of teachers to the need to develop the ability of children to comply.

“Cultivating the habit of giving in to a friend is a very difficult task. I have achieved that before the children quarrel - stop, brake, and the quarrel does not occur. Therefore ... in the commune for months there were no quarrels between comrades, let alone fights, gossip, intrigues against each other. And I achieved this not by focusing on who is right and who is wrong, but solely by the ability to slow myself down, ”- said the teacher.

Beautiful life

"What beautiful life? Life associated with aesthetics. The children's collective must live beautifully. " What does Makarenko mean here?

External beauty: the aesthetics of the costume, room, workplace, as well as the beauty of behavior. It is important not only for pupils, but also for teachers to monitor their appearance: hairdo, costume, cleanliness of hands, observance of etiquette.

Makarenko recalled that even when his team was poor at an early stage, the first step was to build a greenhouse and grow roses and chrysanthemums - so the pupils themselves decided. Makarenko did not admit a slovenly dressed teacher to the lesson, so the teachers went to work in their best suits. “Billions of little things” - the state of textbooks and pencils - cannot be ignored by the teacher. This beautifies the team, and the aesthetics of business relations and appearance become an educational factor.

The game

In the life of the collective, the presence of play is mandatory, because every child has a need for play and it must be satisfied. As a child plays, Makarenko noted, this is how he will work, so the whole life of the team must be saturated with play. Makarenko instructed: "Childhood itself should be a game, and you should play with them, and I played for 16 years." Together with the students, he played "militarization", using some military elements: report, formation, commanders, salute, "Yes, comrade commander", etc.

MAKARENKO SYSTEM AND MODERN SCHOOL

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

The pedagogical findings of Anton Semyonovich are also known to modern pedagogy: detachments of different ages, councils of commanders, self-government, the creation of a major optimistic tone in the life of the collective, etc. Makarenko considered the collective a form of the pedagogical process and argued that it is in the collective that norms and attitudes, conscious discipline, bringing up traditions ... The forming function of the collective is determined by the fact that its members act as active subjects of socially significant collective activities and relationships.

Anton Semyonovich considered the main task of educational work to be the upbringing of the individual in the team and through the team, and the essence of his pedagogical experience was "as much as possible exactingness towards a person and as much respect for him as possible." He wrote: "Children do not prepare for work and life, but live and work, think and experience, and they should be treated as comrades and citizens, to see and respect their rights and obligations, including the right to joy and the duty of responsibility." According to the teacher, the team should have a common goal, a common cause, engage in various types of activities, have governing bodies that organize, control and direct the actions of all team members in the right direction.

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

The Makarenko family was considered as the primary collective that determines the success of raising children. In The Book for Parents, he says that everyone in the family is full members with their own functions and responsibilities, including the child. Anton Semyonovich emphasizes that the personal example of parents, their actions, attitude to work, to things, parental interpersonal relationships do not just affect the child, but form his personality.

To form a stable striving for the best, A. S. Makarenko used a “system of promising goals” (near, medium and long-range). This system of goals determined the life of the children's collective, created by A.S. Makarenko, and ensured its constant advancement. Constantly emphasizing the defining role of the collective in the upbringing of the individual, he pointed out that in the collective "the personality acts in a new position of upbringing: she is not an object of educational influence, but its bearer, but she becomes a subject only expressing the interests of the entire team."

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

A.S. Makarenko is known for working with the most "difficult" (as they are now called) teenagers. He not only worked with them, but headed colonies for juvenile criminals who could no longer live in a normal society. Makarenko really showed such skill in raising children that after a while he completely abandoned educators. The 500-strong collective of former offenders lived independently. Makarenko's approaches absolutely justified themselves, and this aroused surprise, bewilderment and distrust among the bosses and the inspectors: few could believe that the pupils were servicing themselves, tidying up things and premises (there were never any cleaners in the commune), preparing food, storing fuel ... A few years later, the commune completely abandoned outside financial assistance and switched to self-sufficiency: the former colonists had their own factory, the children mastered production, at the age of 16-19, as it was said earlier, they “had grain in their hands,” that is, they owned a working profession. which could feed them in the present and in the future. The work of the guys was serious and "real", they were filled with a sense of their own importance and dignity: they themselves, with their own hands, created, assembled, repaired, sold, bought. Not only did a part of the money earned go to the state, the money received as a result of production was spent not only on food and clothing: the communards helped the elders (as a scholarship) or the younger ones who were not yet trained, allowed themselves cultural trips and trips. It was such a tremendous pedagogical experience that there was no one who would recognize it: it was a kind of revolution in pedagogy.

It is known that Maxim Gorky defended Makarenko and his system, and it seems that this is why the teacher remained intact, because his methods were recognized as "anti-Soviet" and prohibited from use, and one of his ardent enemies was N.K. Krupskaya.

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

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

For comparison: among almost 3000 pupils of collectives under the leadership of A. S. Makarenko there was not a single relapse. The pupil Makarenko had similar achievements. (theyhis wife raised about 7000 pupils according to the same system).

What does the Teacher himself say about the difficulties of upbringing? It is known that he always paid attention to the creation of technologies of upbringing influence (it seems that nowadays this idea was partially picked up and revised by the Federal State Educational Standards). Makarenko also draws a very interesting analogy between upbringing and production processes at a factory: “Our pedagogical production was never built according to technological logic, but always according to the logic of moral preaching. And I ... found more similarities between educational processes and ordinary processes in material production. in my mind, it continued to be a human person with all its complexity, wealth and beauty, but it seemed to me that it was precisely because of this that it needed to be approached with more accurate measurements, with greater responsibility and with greater science ... A very deep analogy between production and education is not only did not offend my idea of a person, but, on the contrary, infected me with a special respect for him, because one cannot treat without respect for a good complex machine.In any case, it was clear to me that there are many details in the human personality and in human behavior could be done on the press, just a stamp to work in a standard manner, but this requires especially delicate work of the stamps themselves, requiring scrupulous care and precision. Other details, on the other hand, required individual processing in the hands of a highly skilled craftsman, a man with golden hands and a sharp eye. .. Why in technical universities we study the resistance of materials, and in pedagogical universities we do not study the resistance of the individual when they begin to educate him? .. "

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

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

the core of the team (the so-called "leaven", authoritative colonists, internally accepting and professing the values of the colony). Children should communicate the rules in their own language, and the role of the educator is to organize a civilized framework;

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

regulations must be mandatory and must be strictly observed. Makarenko had both strict rules and pleasant (but obligatory) traditions, which also made a huge contribution to the education of the individual.

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

…Makarenko's communes disappeared, his work was selflessly continued by Semyon Kalabalin, who also suffered from slanderers and ill-wishers (he was forbidden to engage in pedagogical activities, he was denounced as an "enemy of the people"), went through the war, "raised" several orphanages by the Makarenko system and died at work in 1972; after that no one raised the commune flag ...

…Is the revival of Anton Semyonovich's system possible today in a modern school? Despite the tremendous efficiency of this teacher's system and the relevance of educational work with "difficult" now, in our time, I think that Makarenko's system will not fit into the framework of educational policy. Why? Let's compare some aspects of SM and the modern educational system at school and consider this comparison in the table:

Educational system

in a modern school

Units of different ages - the principle of organizing the commune (the elders teach the younger ones and help them; everyone has their own place and purpose)

Classes of the same age.

There are no different age groups in any school. All are taught by teachers, not senior comrades.

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

Self-government and the council of commanders as school self-government bodies exist only formally, they have no effective force and authority.

"As much as possible exactingness to a person, as much respect for him as possible" - the credo of A.S. Makarenko

Respect for the individual - yes. Demandingness is in question. The teacher is exacting to the student, but does not go beyond certain limits. "As much demanding as possible" - this will not work at school, or it must be scrupulously justified by some kind of rigid necessity.

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

Children prepare for work and life theoretically: they read about work and life in books, listen to adults, watch films. The life of children at school is a theoretical discipline, an indirect study of the surrounding world.

The upbringing of the individual in the team and through the team is the main task of upbringing work.

The main task of educational work at school is "to bring up a harmoniously developed personality capable of successfully socializing in a team and developing."

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

In a modern school everything "revolves" around the personality: an individual approach, personality-oriented pedagogy

The duty of responsibility is one of the most important conditions for upbringing.

Teachers try to educate responsibility, but aboutresponsibilities there is no need to say responsibility.

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

Now at school this is not at all a condition of upbringing. This is desirable, but no one talks about the obligation and necessity of a joyful atmosphere.

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

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

Personality -carrier educational influence.

Personality -an object educational influence.

The commune has never had a cleaning lady.

At school they wash floors, toilets, corridors, windows, wallsonly cleaning ladies. The teacher has no right to force the student to do any of this work.

Pedagogical production - according to technological logic

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

Oddly enough, the Makarenko system is partially implemented in business companies doing business. This can be seen in the following: the relationship between the income of each employee and the total profit of the enterprise, the upbringing of new employees using the "core" of the team, the company code (rules) and control, self-government in separate blocks or creative groups, business competition ("socialist competition").

I believe that there will be no more times when the country was choked with criminals, street children, illiterate, dark teenagers and abandoned children, but I think that our modern school needs a new Makarenko again.

Introduction…………………………………………………………………. page 3

1. Life and work of A. S. Makarenko ………………………… page 4

2. The most important principles of the pedagogical theory and practice of A. S. Makarenko …………………………………………………………. page 5

3. Education in a team and through a team ……………………. page 6

4. On labor education ………………………………………… ... page 8

5. The value of play in education …………………………………… ... page 9

6. About family education ……………………………………… .. page 10

Conclusion……………………………………………………… ............ page 12

Bibliography……………………………………………………. page 13

Introduction

PEDAGOGICAL ACTIVITY AND THEORY A.S. MAKARENKO

Anton Semenovich Makarenko (1888-1939) was a talented educator-innovator, one of the creators of a harmonious system of communist education of the younger generation based on Marxist-Leninist teachings. His name is widely known different countries, his pedagogical experiment, which, according to A.M. 3000 young citizens of the Soviet country Numerous works of AS Makarenko, especially “A Pedagogical Poem and“ Flags on Towers ”, have been translated into many languages. There is a large number of Makarenko's followers among progressive teachers around the world.

1.Life and work of A. S. Makarenko

A.S. Makarenko was born on March 13, 1888 in the city of Belopole, Kharkov province, in the family of a worker in railway workshops. In 1905 he graduated with honors from a higher primary school with one-year pedagogical courses. The stormy events of the period of the first Russian revolution of 1905 strongly captured the capable and active young man, who early realized his pedagogical vocation and was passionately carried away by the humane ideas of Russian classical literature. A huge influence on the formation of Makarenko's worldview was exerted by M. Gorky, who then ruled the minds of the progressive people of Russia. In the same years A.S. Makarenko got acquainted with Marxist literature, for the perception of which he was prepared by all the life around him.

But after graduating from college A.S. Makarenko worked as a teacher of the Russian language, drawing and painting in a two-year railway school in the village. Kryukovo, Poltava province. In his work, he strove to implement progressive pedagogical ideas: he established close ties with the parents of students, promoted the idea of a humane attitude towards children, respect for their interests, tried to introduce work at school. Naturally, his sentiments and undertakings met with disapproval from the conservative school bosses, who achieved the transfer of Makarenko from Kryukov to the school of the provincial station Dolinskaya South Railway. From 1914 to 1917 Makarenko studied at the Poltava Teachers' Institute, from which he graduated with a gold medal. Then he was in charge of the higher primary school in Kryukov, where he spent his childhood and youth and where museums named after him are now open.

AS Makarenko enthusiastically greeted the Great October Socialist Revolution. During the civil war and foreign intervention, a huge number of homeless teenagers accumulated in the southern Ukrainian cities, the Soviet authorities began to create special educational institutions for them, and A.S. Makarenko was involved in this most difficult work. In 1920, he was commissioned to organize a juvenile delinquent colony.

During eight years of intense pedagogical work and bold innovative searches for methods of communist education, Makarenko won a complete victory, creating a wonderful educational institution that glorified Soviet pedagogy and affirmed the effective and humane nature of the Marxist-Leninist teaching on education.

In 1928 M. Gorky visited the colony that bore his name since 1926. He wrote about this: “Who could change so unrecognizably, re-educate hundreds of children so cruelly and insultingly dented by life? The organizer and head of the colony is A.S. Makarenko. This is an undeniably talented teacher. The colonists really love him and speak of him in a tone of such pride, as if they themselves created it. "

The heroic story of the creation and flourishing of this colony is beautifully portrayed by A. S. Makarenko in the "Pedagogical Poem". He started writing it in 1925. The entire work was published in parts in 1933-1935.

In 1928-1935. Makarenko headed the F.E.Dzerzhinsky commune organized by the Kharkov Chekists. Working here, he was able to confirm the vitality and effectiveness of the principles and methods of communist education formulated by him. The life of the commune is reflected by AS Makarenko in his work “Flags on the Towers”.

In 1935 Makarenko was transferred to Kiev to head the pedagogical department of the labor colonies of the NKVD of Ukraine. In 1936 he moved to Moscow, where he was engaged in theoretical teaching activities. He often spoke among teachers and in front of a wide audience of readers of his works.

In 1937, a large artistic and pedagogical work of A. S. Makarenko “A Book for Parents” was published. Early death interrupted the work of the author, who intended to write 4 volumes of this book. In the 1930s, the newspapers Izvestia, Pravda, and Literaturnaya Gazeta published a large number of articles by A. S. Makarenko of literary, journalistic and pedagogical character. These articles aroused great interest from readers. Makarenko often gave lectures and reports on pedagogical issues, consulted teachers and parents a lot. He also spoke on the radio. A number of his lectures for parents have been published several times under the title "Lectures on the upbringing of children." A.S. Makarenko died on April 1, 1939.

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

Makarenko

A.S. Makarenko believed that the teacher's clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. Under the conditions of Soviet society, the goal of upbringing should be, he pointed out, the upbringing of an active participant in socialist construction, a person devoted to the ideas of communism. Makarenko argued that achieving this goal is quite possible. “... The upbringing of a new person is a happy and feasible thing for pedagogy,” he said, referring to Marxist-Leninist pedagogy.

Respect for the personality of a child, a benevolent view of his potential to perceive the good, become better and show an active attitude to the environment have invariably been the basis of A. S. Makarenko's innovative pedagogical activity. He approached his pupils with the Gorky appeal "As much respect as possible for a person and as much demand for him as possible." Makarenko added his own call to the call for all-forgiving, patient love for children, which was widespread in the 1920s: 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 the entire educational system of Makarenko, is one of its basic principles. A. S. Makarenko deeply believed in the creative powers of man, in his capabilities. He strove to “design the best in man.

Proponents of "free upbringing" objected to any punishment of children, claiming that "punishment brings up a slave." Makarenko rightly objected to them, saying that “impunity brings up a bully,” and believed that reasonably chosen, skillfully and rarely applied punishment, except, of course, corporal, is quite acceptable.

AS Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law of the fatalistic conditionality of the fate of children by heredity and some unchanging environment, formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, can improve, provided a favorable environment is created and the correct methods of upbringing are applied.

In any Soviet educational institution, pupils should be oriented toward the future, not the past, call them forward, open up to them joyful real prospects. Orientation to the future is, according to Makarenko, the most important law of socialist construction, wholly 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 technique for this critical work”. This work should be organized according to a “system of promising lines”.

3. Education in a team and through a team

The central problem of the pedagogical practice and theory of A.S. Makarenko is the organization and education of the children's collective, which N.K. Krupskaya also spoke about.

The October Revolution put forward the urgent task of the communist upbringing of the collectivist, and it is natural that the idea of upbringing in a team occupied the minds of Soviet teachers of the 1920s.

The great merit of A.S. Makarenko was that he developed a complete theory of the organization and education of the children's collective and the individual in the collective and through the collective. Makarenko saw the main task of educational work in the correct organization of the team. "Marxism," he wrote, "teaches us that it is impossible to consider a person outside of society, outside of the collective." The most important quality of a Soviet person is his ability to live in a collective, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the collective.

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,” he wrote, “new forms of life for children’s society, capable of giving positive desired values in the field of upbringing. Only a great tension of pedagogical thought, only a close and orderly analysis, only invention and verification can lead us to these forms. " Collective forms of education distinguish Soviet from bourgeois pedagogy. “Perhaps,” wrote Makarenko, “the main difference between our educational system and the bourgeois one lies in the fact that our children's collective must necessarily grow and grow rich, must see a better tomorrow ahead and strive for it in joyful general tension, in persistent joyful dream. Perhaps this is what the true pedagogical dialectics is about ”. It is necessary to create, Makarenko believed, a perfect system of large and small collective units, to develop a system of their relationships and interdependencies, a system of influence on each pupil, as well as to establish collective and personal relations between teachers, pupils and the head of the institution. The most important "mechanism", pedagogical means is "parallel influence" - the simultaneous influence of the educator on the collective, and through him, on each pupil.

Finding out the educational essence of the collective, A. S. Makarenko emphasized that a real collective should have a common goal, be engaged in versatile activities, it should have organs that direct its life and work.

He believed that the most important condition for ensuring the cohesion and development of the team was that its members had a conscious perspective of moving forward. Upon achieving this goal, it is necessary to put forward another, even more joyful and promising, but necessarily in the sphere of common long-term goals that are facing Soviet society, which is building socialism.

A.S. Makarenko was the first to formulate and scientifically substantiate the requirements that the pedagogical collective of an educational institution must meet, and the rules of its relationship with the collective of pupils.

The art of managing a team, according to Makarenko, is to captivate him with a specific goal that requires common efforts, work, and tension. In this case, achieving the goal gives great satisfaction. For the children's collective, a cheerful, joyful, uplifting atmosphere is needed.

4.About labor education

A. S. Makarenko said that correct communist education cannot be unworked. Our state is a state of working people. Our Constitution says: "He who does not work, he does not eat." And educators should teach children to work creatively. This can be achieved only by instilling in them the idea of labor as the duty of a Soviet person. Anyone who is not accustomed to work does not know what labor effort is, who is afraid of “labor sweat”, he cannot see in work a source of creativity. Labor education, Makarenko believed, being one of the most important elements of physical culture, at the same time contributes to the mental, spiritual development of a person.

A.S. Makarenko strove to instill in his colonists the ability to engage in any kind of labor, regardless of whether he liked it or not, pleasant or unpleasant. From an uninteresting duty, such as work for beginners, it gradually becomes a source of creativity, an object of pride and joy, as, for example, the holiday of the first sheaf described in the Pedagogical Poem. In the institutions headed by Makarenko, their own system of labor education was developed, a custom was established: to entrust the most difficult work to the best detachment.

Speaking about the formulation of labor education in school and family, A.S. Makarenko believed that in the process of performing work tasks by children, exercise them in acquiring organizational skills, develop their ability to navigate in work, plan it, and foster a respectful attitude towards the time spent. product of labor.

“Participation in collective labor, - said A. S. Makarenko, - allows a person to develop a correct moral attitude towards other people - kindred love and friendship towards every worker, indignation and condemnation towards a lazy person, towards a person who avoids work” ...

5 the importance of play in parenting

AS Makarenko believed that play has the same meaning for a child as for an adult “activity, work, service”. A future leader, he said, is brought up primarily in play: "The entire history of an individual as a doer and worker can be represented in the development of play and in its gradual transition into work." Noting the enormous impact of play on a child preschool age, Makarenko revealed in his lectures on the upbringing of children a number of the most important problems related to this issue. He talked about the methodology of play, about the connection between play and work, about the forms of guidance of children's play by adults, and gave a classification of toys.

He suggested not rushing to “distract the child from the game and transfer it to work effort and work care”. But at the same time, he said, one cannot ignore the fact that there are people who bring “play 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 methodology of the game, A. S. Makarenko believed that in the game children should be active, feel the joy of creativity, aesthetic experiences, feel responsibility, and take seriously the rules of the game. Parents and caregivers should be interested in children's play. Children should not be forced to repeat only what adults do with a toy, as well as “throw all kinds of toys at them:“ Children ... at best become collectors of toys, and at worst, most often, without any interest, they pass from toys to toys, play without enthusiasm, spoil and break toys and demand new ones ”. Makarenko distinguished preschool games from, kids' games. He also talked about the peculiarities of games in senior school age.

Speaking about the leadership of children's games, A.S. Makarenko pointed out that at first it is important for parents to combine the child's individual game with collective games. Then, as the children get older and play in a wider group, the game is organized in an organized way with the participation of qualified teachers. Further, it should take on more stringent forms of collective play, in which there should be a moment of collective interest and collective discipline should be observed.

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

1). A ready-made or mechanical toy: dolls, horses, cars, etc. It is good because it introduces complex ideas and things, develops the imagination. It is necessary that the child keeps these toys not in order to show off, but really for playing, for organizing some kind of movement, depicting a particular life situation.

2). A semi-finished toy, such as: pictures with questions, boxes, constructors, bricks, etc. They are good because they set certain tasks for the child, for the solution of which the work of thought is required. But at the same time, they also have disadvantages: they are monotonous and therefore can get bored with children.

3). The most rewarding playable element is the various materials. They bring them closer to the activities of an adult. Such toys are realistic, and at the same time, they give room for great creative imagination.

In the play activity 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 some tips on how they should be organized.

6.About family education

AS Makarenko paid great attention to the issues of family education. He argued that the family should be a collective in which children receive initial education and which, along with institutions of public education, influences the correct development and formation of the child's personality. Makarenko argued that only in the tone of the family will children receive the correct upbringing, which recognizes itself as a part of Soviet society, in which the activity of a parent ?! is considered as a matter necessary for society.

Pointing out that the Soviet family should be a collective, Makarenko emphasized that this is a “free Soviet collective” that cannot submit to the father’s arbitrariness, as was the case in the old family. Parents have power and authority, but they are not uncontrollable in their actions. The father is a responsible, erased member of the team, he should be an example for children as a citizen. Parents should always remember that the child is not only their joy and hope, but also the future citizen, for whom they are responsible to Soviet society.

The family should have, according to Makarenko, several children. This prevents the development of selfish inclinations in the child, makes it possible to organize mutual assistance between children. of different ages, contributes to the development in each child of the traits and qualities of a collectivist, the ability to yield to another and subordinate their interests to common ones.

Parents, as already mentioned, should show demanding love for children, not indulge their whims and whims, have a well-deserved authority in the eyes of their children A.S. Makarenko pointed out that parents often replace real authority with false ones, and gave a very subtle analysis of various types false parental authority. The first he calls authority, suppression, when there is a father's terror in the family, turning the mother into a wordless slave, intimidating children. Causing constant fear in children, such fathers turn children into downtrodden, weak-willed creatures, from which either worthless people or tyrants grow out of. The second type of false authority is the authority of distance. It is based on the desire of parents to keep their children away from themselves, to prevent them from pursuing their interests, deeds, and thoughts. As much as the authority of distance is unreasonable, familiarity in a family is just as unacceptable. A.S. Makarenko considered the authority of love to be one of the most dangerous false authorities. He decisively condemned parents who pamper, pamper children, unrestrainedly shower them with endless caresses and countless kisses, making no demands on them and not denying them anything. It was to this behavior of the parents that Makarenko contrasted his doctrine of demanding love for a person. He also spoke about such types of false authority as the authority of arrogance, reasoning, and bribery. He considered the latter the most immoral and loosely condemned parents who seek good behavior from their children only with the help of awards. And S. Makarenko pointed out that such treatment of children by parents entails moral corruption of children.

A.S. Makarenko rightly emphasized that the true authority of parents, based on reasonable requirements for children, the moral behavior of the parents themselves as citizens of Soviet society, as well as the correct mode of family life are the most important conditions for a well-established family upbringing. He gave advice to parents on how to bring up children in work, how to properly organize the relationships of children of different ages in the family, help children in their studies, guide their games, and strengthen their friendship with comrades.

CONCLUSION

AS Makarenko played a huge role in the development of Soviet pedagogical science. Proceeding from the teachings of the founders of Marxism-Leninism and the grandiose experience of mass re-education of people under the conditions of building socialism, he developed many specific questions of the theory of Soviet education. He created remarkable works of socialist realism, in which typical features of our reality are shown in artistically generalized images, and the path of educating the new Soviet man is revealed.

The creative experience of A. S. Makarenko, like his pedagogical works, is an excellent convincing proof of the superiority of Soviet pedagogy over bourgeois theories of education.

Bibliography

1. Bushkanets MG, Leukhin BD, "Reader on Pedagogy" edited by Z.I. Ravkina, Moscow, "Education

2.A.S. Makarenko, Collected Works in 4 Volumes, Moscow, Pravda

3.M.P. Pavlova, “The pedagogical system of A.S. Makarenko ", Moscow," High school.

4.A.A. Frolov, “Organization of the educational process in the practice of A.S. Makarenko "edited by V.А. Slastenin and N.E. Feret, Gorky, Gorky State Pedagogical Institute

5. History of pedagogy - http://www.gala-d.ru/

Introduction

makarenko labor game education

The relevance of research. The basis of the pedagogical worldview of A.S. Makarenko is composed of three main concepts - "labor", "pedagogical explosion" and "promising lines." How accidentally did they arise in the philosophy of education in 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 legacy of the past, referring to the works of Hegel and the philosophers of modern times in Italy.

A.S. Makarenko worked out his fundamental idea: work is care. Already at the beginning of his activity in the Poltava colony, he saw that "the proximity of such a concept as labor turned out to be sufficient to be sure of the salvation of many means that had nothing to do with labor." Anton Semenovich saw the consequences of the neutrality of the working process, as he associated it with autonomy, and with the fact that labor is made up of mechanical actions. Or, in the words of Makarenko's pupils, simple mechanical performance of work frees one from any moral obligations.

Having singled out this problem, the teacher established that in order for work to have an upbringing and developmental influence, it must be a component part of an integral educational system, which would be inextricably linked with the life of the collective. Unlike Marx, the outstanding teacher writes that labor is not only an economic category, but also a moral one. Like Hegel, he is convinced 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 work turns into work for him - care, which serves as a logical basis for the behavior of an individual in a team. Labor education through caring for others becomes the essence of the pedagogical process, and, therefore, 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 of labor education with the social conditions of the life of society and the collective is especially characteristic of the pedagogical family of A.S. Makarenko, which is all based on the formation of personality in organized socially significant work. A focused labor activity as one of the most important factors for the education of a person's character, he attached great importance.

In modern conditions, the need for knowledge of the psychological foundations of labor education has increased significantly. The content requires the teacher to be thoroughly psychologically equipped, the ability to take into account, in his work age features the child, the laws of the formation of his personality.

Labor is the foundation of education for every nation. Yakut teachers Chiryaev KS, Danilov DA pay attention to the possibilities of labor education of the younger generation. Semenova AD, Savvinov TT, Neustroev ND. other. The relationship of a person with society, nature, with other people is carried out through labor. The main concern of national education is hard work, love for working people. Hard work is considered a measure of the value of an individual.

A modern school must raise, educate and educate the younger generation with the maximum consideration of those social conditions in which they will live and work in the new century. New opportunities are being created for the further growth of labor productivity in all spheres of material and spiritual production, the intellectual potential of society is increasing, a modern person is being brought up comprehensively and harmoniously.

But, unfortunately, in modern conditions adolescents and young people, lacking clear moral guidelines, increasingly prefer easy earnings, soulless pastime, the pursuit of pleasure, profess the cult of success. The weakening of the role of the family, various forms of entrepreneurial initiative lead to the loss of such social values as interest in learning and work. In adolescence, the feeling of aggressiveness, irritation, and uncertainty about the future is growing sharply. These are very alarming symptoms of a deterioration in the moral and mental state of society.

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

Task of work:

To reveal the foundations of the pedagogical system of education of A.S. Makarenko.

Conduct a study at MBOU SOSH with. Kruglikovo according to the Makarenko education system.

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

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

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

Respect for the personality of the child, a benevolent look at his potential to perceive the good, become better and show an active attitude to the environment have invariably been the basis of A.S. Makarenko. He approached his pupils with the Gorky appeal "As much respect as possible for a person and as much demand for him as possible." Makarenko added his own call to the call for all-forgiving, patient love for children, which was widespread in the 1920s: 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 the entire educational system of Makarenko, is one of its basic principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He strove to "design" the best in man.

Supporters of "free education" objected to any kind of punishment of children, claiming that "punishment brings up a slave." Makarenko rightly objected to them, saying that "impunity educates a hooligan," and believed that reasonably chosen, skillfully and rarely applied punishment, except, of course, corporal, is quite acceptable.

A.S. Makarenko resolutely fought against pedology. He was one of the first to speak out against the "law of the fatalistic conditionality of the fate of children by heredity and some unchanging environment" formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, can improve, provided a favorable environment is created and the correct methods of upbringing are applied.

In any Soviet educational institution, pupils should be oriented toward the future, not the past, call them forward, open up to them joyful real prospects. Orientation to the future is, according to Makarenko, the most important law of socialist construction, wholly directed towards the future, it corresponds to the life aspirations of every person. "To educate a person means to educate him," said A. 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 a team and through a team.

The central problem of pedagogical practice and theory of A.S. Makarenko - the organization and upbringing of the children's collective, as N.K. Krupskaya.

Much credit goes to A.S. Makarenko consisted in the fact that he developed a complete theory of the organization and education of the children's collective and the individual in the collective and through the collective. Makarenko saw the main task of educational work in the correct organization of the team. "Marxism," he wrote, "teaches us that it is impossible to consider a person outside of society, outside of the collective." The most important quality of a Soviet person is his ability to live in a collective, to enter into constant communication with people, to work and create, to subordinate his personal interests to the interests of the collective.

A.S. Makarenko persistently sought 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 is new forms of life of children's society, capable of giving positive desired values in the field of education. Only a great tension of pedagogical thought, only a close and harmonious analysis, only invention and testing can lead us to these forms. "Collective forms of education distinguish Soviet pedagogy from bourgeois." Perhaps, wrote Makarenko, "the main difference between our educational system and the bourgeois That lies in the fact that our children's collective must necessarily grow and grow richer, must see a better tomorrow ahead and strive for it in joyful general tension, in an insistent joyful dream. Maybe this is the true pedagogical dialectics. " and the head of the institution. The most important "mechanism", pedagogical means is "parallel influence" - the simultaneous influence of the educator on the collective, and through him, on each pupil.

Finding out the educational essence of the collective, A.S. Makarenko stressed that a real team should have a common goal, be engaged in versatile activities, it should have bodies that direct its life and work.

2 Socio-pedagogical views of A.S. Makarenko for child labor

There are names in the history of science that, like forever, mark the transition of scientific knowledge to a qualitatively new state. Great workers of science accumulate the achievements of their predecessors and, with a mighty impulse of creative thought, approach the true vision of the subject, revealing the essential connections of phenomena in their development. Thus, they simultaneously create a new method of scientific knowledge, shortening and facilitating the path of their followers. Anton Semenovich Makarenko is one of the true pioneers of science. His scientific work is inseparable from the revolutionary process of creating socialist pedagogy, and we rightfully call his pedagogical experience the flesh of the flesh of the experience of the best fighters for a new, unified labor polytechnic school.

Now, when the concept of "labor collective" is sanctified by law and firmly entered into use, much here seems simple and obvious to us. But let's not forget: for A.S. Makarenko discovered everything - or rather openly to them - in the 1920s and 1930s.

Labor is called a mighty educator. But his educational power is not yet revealed when the hands of a teenager are busy with something. Labor, divorced from ideological, intellectual, moral, aesthetic, emotional, physical education, from creativity, from interests and needs, from multifaceted relations between pupils, becomes a duty that they want to "leave" as soon as possible so that there is more time for more interesting things ... Labor becomes the basis for the harmonious development of the individual also because in labor activity a person asserts himself as a citizen. He feels that he is able to get not only his daily bread, but also materialize his mind, his creativity. Civilian should not be in a sonorous phrase, but in the soul - this is one of the most important rules of labor education. The feeling of the civic importance of labor is, along with the joy of knowing, 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 upbringing is to be able to see, find, discover the civil, ideological principle of labor.

The unity of labor and upbringing is achieved by the fact that a person, cognizing the world through labor, creates beauty, thereby affirming in himself a sense of the beauty of labor, creativity, knowledge. The creation of the beauty of labor is a whole area of education, which, unfortunately, also belongs to pedagogical virgin lands.

It has long been said among the people: "For the sake of a good holiday you need to work hard." This means that the result, the result of labor is a completed thing, object, etc. - brought and brings people joy. Taking into account these features of the formation and formation of personality in new social conditions, A.S. Makarenko theory of labor and ideological and aesthetic education. The outstanding Soviet teacher saw the striving for tomorrow's joy as a powerful stimulus for the development of social activity and built an effective educational system on this.

A.S. Makarenko was engaged in the productive labor of children.

“Labor,” wrote A. S. Makarenko, “without education alongside, without political and social upbringing alongside, does not bring educational benefits, it turns out to be a neutral process. politically and morally, if he does not participate in public and political life, then this work will simply be a neutral process that gives a positive result.

Labor as an educational tool is possible only as part of the overall system "(33 vol. 5, p. 116).

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

The most complex productive work requiring the utmost technical precision and first-class equipped productive labor should be an integral part of the content of children's upbringing life.

In our country, where truly "the will and labor of man do wondrous divi", creative work - the creator of material values - has become the basis of morality.

Teach creative work Makarenko considered it a particularly important task. Such work is possible where work is treated with love, where they understand its necessity and benefit, where work is done and the main form of manifestation of personality and talent.

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

Labor has always been the basis for a person's life and culture. Our state of workers, in our Constitution of the Russian Federation on 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 dispose of their abilities for work, to 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 how much he is able to take part in social work. But his well-being, the material level of his life will also depend on this. Various working qualities are not given to a person by nature, they are brought up in him during his life, and especially in his youth.

The labor force participation of children should start very early. With age, work assignments should be complicated and separate from the game. In general, he must be brought up so that the decisive moment in the labor effort is not his amusement, but his use, his necessity.

The labor problem and its solution should in themselves give the child such pleasure that he feels joy. The recognition of his work as a good job should be the best reward for his work.

In the labor activity 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 person) to which this activity leads, its results were both the maximum development and the improvement of their natural forces and abilities.

The acquisition of organizational skills, fostering a sense of competition, mutual assistance, fostering the desire to rationalize and improve production - all this is achieved and brought up in children through their participation in work.

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

If work, Makarenko said, has always been the foundation of human life, then its true stimulus will always be prospects, dreams that reveal to a person his tomorrow's joy. For the most part, joyful prospects are labor prospects.

While instilling in the children the ability to dream, Makarenko supported only those dreams that awakened the creative activity of the pupil. Combining the romance of dreams with the prose of labor, Makarenko brought up figures capable of making the wildest dream a wonderful reality.

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

3 The value of play in education

A.S. Makarenko believed that play has the same meaning for a child as for an adult activity, work, service. The future doer, he said, is brought up primarily in play: The whole history of an individual as a doer and worker can be represented in the development of play and in its gradual transition into work. Noting the enormous influence of play on a preschool child, Makarenko revealed in his lectures on the upbringing of children a number of important problems related to this issue. He talked about the methodology of play, about the connection between play and work, about the forms of guidance of children's play by adults, and gave a classification of toys.

He suggested not to rush to distract the child from the game and transfer to work effort and work care. But at the same time, he said, one cannot ignore the fact that there are people who bring play 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 methodology of the game, A.S. Makarenko believed that in the game, children should be active, experience the joy of creativity, aesthetic experiences, feel responsibility, and take seriously the rules of the game. Parents and caregivers should be interested in children's play. Children should not be forced to repeat only what adults do with a toy, and also to throw a variety of toys at them: “Children ... at best they become toy collectors, and at worst, most often, they pass from toy to toy without any interest. , play without enthusiasm, spoil and break toys and demand new ones. " Makarenko distinguished preschool games from, kids' games.

He also talked about the peculiarities of games in senior school age.

Speaking about the leadership 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 collective games. Then, as the children get older and play in a wider group, the game is organized in an organized way with the participation of qualified teachers. Further, it should take on more stringent forms of collective play, in which there should be a moment of collective interest and collective discipline should be observed.

When 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, develops the imagination. It is necessary that the child keeps these toys not in order to show off, but really for playing, for organizing some kind of movement, depicting a particular life situation.

A semi-finished toy, such as: pictures with questions, boxes, constructors, bricks, etc. They are good because they set certain tasks for the child, for the solution of which the work of thought is required. But at the same time, they also have disadvantages: they are monotonous and therefore can get bored with children.

The most rewarding playable element is the various materials. They bring them closer to the activities of an adult. Such toys are realistic, and at the same time, they give room for great creative imagination.

Chapter 2. Research in MBOU SOSH p. Kruglikovo on the Makarenko education system

1 Description MBOU SOSH p. Kruglikovo

MBOU SOSH s. Kruglikovo creates an educational environment conducive to the self-realization of all participants educational process.

The main tasks facing the teaching staff:

Development of the ability for moral self-improvement, understanding the meaning of one's life, individually responsible behavior.

Development of the ability to realize creative potential in spiritual and objective-productive activities.

Education of hard work, thrift, life optimism, the ability to overcome difficulties.

Development of a sense of patriotism and civil solidarity.

Formation of motivation for active and responsible participation in public life.

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

Experiment stages:

Idea Diagnostic stage Predictive stage Organizational and preparatory stage Practical stage Generalizing stage Implementation of labor activity in the learning process Organization of intraschool control aimed at determining the level of learning and social psychological development A questionnaire survey of school teachers was carried out. Based on the results of the questionnaire survey: 65% of the teaching staff showed interest in the topic of the experiment and expressed a desire to work in the development mode. Created by creative Group teachers. 1. Planning of school work on the basis of a map of problems. 2. Selection and testing of modern pedagogical technologies. 3. A model of in-house training has been created for the development of the creative potential of the teacher and his innovative culture. Control and evaluation activities of students in the process of work. Summing up the results of the activities of students and teachers.

Actual problems experiment are as follows:

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

Collective education problems:

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

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

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

The collective-forming role of labor, educational, leisure activities.

Realization of the idea of joint life of children and adults; collective (group) relations and their educational role.

Management of teams (groups).

Co-management and self-management.

Formation of class collectives, public organizations, according to interests (club, uneven-aged, etc.)

Problems of the whole school collective.

Problems of managing general school collectives (school councils, pedagogical councils, bodies of public organizations).

Organization of a collective way of teaching).

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

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

Thus. The structural components of the experiment plan are its main stages and various experimental activities and procedures. As initial data (general characteristics) it includes: the initial formulation of the problem, theme, goals and objectives, research hypotheses, personalities of performers and managers, calendar dates for the experiment.

2 The course of the experiment

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

To cultivate respect for team members, respect for the results of work.

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

Create conditions for the development of each child by engaging in various types of work in accordance with the abilities, interests and opportunities.

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

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

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

The following results are expected over the program:

Develop a habit of systematic work among pupils.

To form general labor skills and abilities in seventh graders.

To create a close-knit children's team in the class, through the inclusion of students in active work.

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

Algorithm for drawing up a plan - a synopsis of the lesson on "Technology".

Section 1. Didactic rationale for the lesson.

Section 2. Variants of designing developmental goals.

Section 3. Variants of designing educational goals.

Section 4. Variants of designing career guidance goals.

During the classes.

Technology lesson outline.

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

The main requirements for a technology lesson:

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

Correct selection of educational material for the lesson as a whole and each of its parts (presentation and consolidation of theoretical material, organization of practical work of students, etc.). The material is selected based on the goals and topic of the lesson, as well as the level of prior training of students. For organizing practical work in the classroom, the selection of labor objects is very important, i.e. products made by students.

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

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

Achieving lesson objectives. Assimilation of educational material by all students. Fulfillment of the developmental and educational function of the lesson.

Types and structure of a technology lesson.

In the teaching methodology of technology for the qualification of lessons, various signs are used: according to the prevalence of the study of theoretical knowledge or practical work, according to the dominant didactic goals and objectives, according to the main teaching methods. On these grounds, the following are distinguished: a combined lesson, a theoretical lesson, a practical lesson, a lesson - laboratory work, a lesson in solving technical problems, a control and verification lesson.

The types of technology lessons differ from each other in their structure. This is understood as a set of elements included in the lesson, their sequence and relationship. Let's consider the individual types of lessons and their structure.

A combined lesson is, as it were, a combination of elements of theoretical and practical lessons.

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

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

A practical lesson aims at the direct mastering by students of working techniques for performing technological operations, the formation of skills and abilities and occupy the main place in the system of lessons for a particular technology.

Practical lessons play an important role in the development of a culture of labor movements in students and the formation of a general technological culture.

Lesson - laboratory work. These lessons are a kind of practical, since in them students are mainly engaged in independent work, but it is not work, but research in 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, therefore they are held within one academic hour.

The approximate structure of the lesson - laboratory work is as follows: organizational part; communicating the goals and topic of the lesson; presentation of the theoretical material on which the laboratory work is based and its consolidation; issuance of tasks for laboratory work; its implementation by students; summing up the results of the laboratory work and the whole lesson.

A lesson in solving technical problems occupies, as it were, an intermediate position between theoretical and practical lessons. On it, students solve in the computational and technical terms the problems of design and technological preparation of production processes. These lessons focus on designing and modeling products; drawing up drawings and sketches for them; planning of technological processes and development of technological maps.

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

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

The approximate structure of the control and verification lesson: organizational part; communication of the topic and objectives of the lesson; issuing an assignment for practical test work, performing test work; summarizing its results and the lesson as a whole.

Educational and didactic support of lessons.

Outstanding psychologist P.P. Blonsky believed that the main delusion of teachers is that they are supposedly preparing children for life, forgetting that the years spent in school are not preparation, but life itself. Indeed, each lesson should help schoolchildren to become aware of their surroundings, to be ready to participate in solving feasible everyday and social problems. In practice, this is achieved, alas, not in every class, and the main reason for this is poor didactic support.

If a teacher draws a drawing on the blackboard, it must be clear, accurate, in compliance with all the requirements, otherwise all the mistakes he made will be transferred to the students' workbooks. Technological maps, covered with plastic wrap, serve for a long time, and you can be sure that this teaches children to respect things. The reference product shown to the group will be performed more diligently and with better quality, forming the aesthetic taste of students and their exactingness towards themselves.

All these are important attributes of the educational process, which must constantly remain in the field of vision of the teacher. It is clear that such an experience comes with time. It is all the more important for a novice teacher to develop the habit of the fullest and most comprehensive educational and didactic support for conducting classes using technology. 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, 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.

Advanced planning of service labor technology lessons

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

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

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

Outline the appropriate forms and methods of teaching.

Ensure continuity in training (Appendix 1).

The long-term plan defines the activity

Algorithm for drawing up a plan-synopsis of the lesson on "Technology"

Topic: module

Section 1. Didactic rationale for the lesson

Lesson objectives: 1. Options for constructing educational goals:

To promote the formation and development of skills and abilities (special and general educational).

Facilitate memorization of the basic terminology of technological processes.

Promote the memorization of digital material as a reference point for understanding the quantitative characteristics of the objects and phenomena under study.

Promote awareness of the underlying technology material.

Promote awareness of the essential features of concepts, technological processes.

Create conditions for cause-and-effect relationships:

Explain the reasons.

Find out the consequences.

Promote an understanding of patterns ...

Create conditions for identifying the relationship between….

Promote understanding of the relationship between ...

Options for designing developmental goals:

To contribute to the development of students' speech (enrichment and complication of vocabulary, enhancement of expressiveness and shades).

To contribute to the mastery of the main ways of students' mental activity (to learn to analyze, highlight the main thing, compare, build analogies, generalize and systematize, prove and refute, define and explain concepts, pose and solve problems).

To contribute to the development of the sensory sphere of students (the development of the eye, orientation in space, accuracy and subtlety of distinguishing color, shape).

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

To contribute to the formation and development of students' cognitive interest in the subject.

Facilitate 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 traits.

Contribute to the education of the correct attitude to universal human values.

Options for designing career guidance goals:

To generalize students' knowledge of the spheres of work, professions, careers.

To contribute to the formation of knowledge and skills to objectively carry out self-analysis of the level of development of their professionally important qualities and correlate them with the requirements of professions, spheres of labor activity for a person.

To develop an idea of the national economy and the need for work, self-education, self-development and self-realization.

Foster respect for the working person.

Methodological equipment of the lesson:

Material and technical base:

Office (workshop) of labor training.

Machine tools, machines.

Tools, devices.

Materials.

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

Educational and technical documentation (UTD):

Technological maps (TC).

Instructional maps (IC).

Instructional technological maps (ITC).

Samples of objects of labor.

Samples of unit-by-unit processing of products.

Materials for monitoring students' knowledge.

Task cards, Tests, Crosswords.

Teaching methods: Forms of organizing the cognitive activity of students.

During the classes

Organizing time: greetings; checking the attendance of students; the teacher completes the class journal; checking the readiness of students for the lesson; students' attitude to work; communicating the lesson plan to the students.

Checking students' homework.

Updating students' knowledge.

Presentation of new material by the teacher.

Consolidation of students' knowledge.

Physical education.

Practical work (title):

Introductory instruction of the teacher:

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

familiarization with the training tools with which the task will be performed (equipment, tools, fixtures);

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

Independent work of students on FTD.

Assimilation of new knowledge:

Checking the correctness of students' use of educational and technical documentation.

Instructing on the execution of the task in accordance with the technological documentation.

Targeted crawls:

Instructing students to complete individual operations and assignments as a whole.

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

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

Control for respectful attitude students to teaching aids.

National use of study time by students.

Final instruction from the teacher:

Analysis of the implementation of independent work by students.

Parsing typical mistakes students.

Uncovering the reasons for mistakes made by students.

Instructing the teacher on homework.

Cleaning of workplaces.

Summing up the lesson by the teacher:

The teacher's message about the achievement of the goals of the lesson.

Objective assessment of the results of collective and individual work of students in the classroom; Marking the class journal and student diaries.

Post about the topic of the next lesson.

Student assignment to prepare for the next lesson.

2.3 Results of the experiment

Labor skills are laid in the process of human life and being. Their further self-determination depends on how much the labor skills of the younger generation will be formed. In the process of labor, children gradually begin to manifest themselves as independently forming personalities, which is essential for their independent life.

In the program, labor education is understood as the joint activity of the educator and pupils, aimed at developing the latter's general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude to work and its products, to a conscious choice of profession.

The problem of labor education is one of the most important in modern society. It is ripe for the understanding that true upbringing is possible only on the basis of the work and employment of children. This is especially important to take into account when building educational work in conditions orphanage.

It is no secret that the majority of students cannot successfully adapt in life, experience great difficulties in the process of working in production, these children cannot equip their life. The process of social and psychological adaptation of children from orphanages is very difficult. Graduates have a low level of social adaptation, this is proved by the result of the diagnostics "Profile of a socially adapted personality".

After analyzing the results, we see that 20% of children are socially adapted, 20% of children are socially active, autonomy - 30% and moral education - 30%.

As practice shows, teachers of school institutions do not fully realize their educational capabilities, as a result of which low motivation of pupils to work becomes a serious problem. The diagnostics "Personal growth" showed that only 10% of children have a situationally positive attitude to work, and 60% have a situationally negative attitude, and 30% have a persistently negative attitude to work.

The results of the analysis of observations of the activities of seventh grade students and research data showed the need for systematic and purposeful work to develop labor skills in children. Indeed, 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 labor activity of pupils, where vital skills and personality traits are formed, such as independence, initiative, the ability to make decisions, work in a team, independently acquire knowledge, that is, those qualities that will help to successfully adapt in an independent life. ...

Conclusion

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

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

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

The most complex productive work requiring the utmost technical precision and first-class equipped productive labor should be an integral part of the content of children's upbringing life.

In our country, where truly the will and labor of man do wondrous divi, creative labor - the creator of material values - has become the basis of morality.

Makarenko considered it a particularly important task to teach creative work.

Such work is possible where work is treated with love, where they understand its necessity and benefit, where work is done and the main form of manifestation of personality and talent.

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