“Humane-personal technology of Sh. Amonashvili.” Humane-personal technology Sh.A. Amonashvili Author of humane-personal technology of education

02.04.2024 Diseases

This technology belongs to academician, famous Soviet and Georgian teacher, scientist and practitioner Shalva Aleksandrovich Amonashvili. In this article, I want to introduce you to the basic concepts and directions of humane-personal technology, but at the same time dwell on how I apply it in my teaching practice.

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Humane-personal technology in the education system

This technology belongs to academician, famous Soviet and Georgian teacher, scientist and practitioner Shalva Aleksandrovich Amonashvili. First, I want to introduce you to the basic concepts and directions of humane-personal technology, but at the same time I will dwell on how I apply or try to apply all this in my teaching practice.

Considering the formation of cognitive activity and creative independence of schoolchildren to be one of the most pressing problems of modern school, Sh.A. Amonashvili proceeds from the position that active independent activity of students is possible only when organizing the learning process aimed at personal development. The essence of experimental training Sh.A. Amonashvili is the consistent implementation of the humanistic principle, which is based on education for the development of the student’s personality; strengthening humane, moral relations (towards people, nature, work, surrounding life); careful attention to the child’s inner world, his interests and needs, enrichment of his mental and spiritual potential. Learning is a significant part of a child's life. Therefore, one of the most important pedagogical tasks, according to the scientist, is to ensure that this life is full-blooded, bright, emotionally rich, and that learning itself is experienced by the child as a learning process that brings joy.

Target orientations of technology Sh.A. Amonashvili are: the formation, development and education of a noble person in a child by revealing his personal qualities; development and formation of the child’s cognitive abilities; providing conditions for an expanded and in-depth volume of knowledge and skills; The ideal of education is self-education. To achieve these goals, according to the author, a teacher must have a number of qualities that he wants to cultivate in his students. A new man can only be raised by a new man. The teacher himself must be a person, because a person can only be educated by a person: he himself must be highly humane, because humanity can be instilled in a child only with the kindness of the soul. He must be a well-educated and creative person, because... the passion for knowledge can only be ignited by those who themselves burn with it. The teacher must be a patriot and an internationalist, for love for the Motherland can only be awakened by those who love their Fatherland. The teacher should not allow false, insincere notes, rudeness, intolerance, and anger to sound in his communication with the children. A teacher who often raises his voice and loses his temper cannot teach students to be polite and kind.

What must children discover in their teacher in order to love him, trust him and follow him?

Firstly, the ability to understand them, each and every one. Schoolchildren should feel how interesting and joyful it is to communicate with a teacher, who will always come to the rescue, rejoice at their successes, and encourage them in case of failure.

Secondly, exceptional generosity, kindness, responsiveness, cordiality. All this does not mean permissiveness: “Do what you want and how you want, everything will be forgiven!” No, rather the opposite. The teacher must be demanding so that the child in his presence strives to restrain his impulsiveness, bad impulses, and selfish desires. However, it is necessary for him to feel from his own experience how the teacher knows how to empathize, give in, forgive, and help.

Thirdly, the ability to rejoice in the fact that each of the children is growing, maturing, and improving. Only in this case will the child be able to see his progress, believe in himself and his strength. He is respected, they believe in him, they listen to him, he is needed in the team, he is interesting to the teacher, they trust each other - this whole range of beneficial experiences should not leave the primary school student.

Pedagogical system Sh.A. Amonashvili is imbued with a humane attitude towards children, based on a sense of respect for them, mutual love between the teacher and the student.

From the same position, he approaches the problem of school assessment and grades, separating them. The grade is not yet a mark. An assessment is like a corresponding commentary on the student’s momentary behavior and his educational work at the moment. The assessment is expressed verbally, for example: “Well done”, “You did the task well”, “Yesterday you did better than today”, “Take your time, check the exercise again to see if you made any mistakes”, etc. .P. Sometimes it can be a smile, a kind look from the teacher, an expression of surprise, etc. "grade". The mark is a generalized assessment. It is expressed in points and displayed in notebooks and diaries of schoolchildren, in the class magazine. Then the mark in the journal is, as it were, separated from its bearer (a specific student) and becomes the subject of accounting, statistics, determining the percentage of academic performance, etc. But the main feature of the mark is not even this, but the fact that it acquires a sign of moral assessment of the bearer of the mark, i.e. the one who received this mark. An excellent student means he is a good person, the children think. And if someone is a bad student, he is a bad person and you shouldn’t be friends with him. This is a serious disadvantage in school grades, at least in the primary grades. Therefore, in the Sh.A. system Amonashvili, grades are used to a limited extent, because grades are “the crutches of lame pedagogy”; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in self-analysis, self-assessment.

A humanistic attitude towards a child is expressed in any method, technique and form of educational work.

Sh.A. Amonashvili is a supporter of developing kindness, a sense of camaraderie, friendship and mutual assistance in children both in school and in everyday life.

Humanism –

Pedagogical love for children, interest in their fate.

Optimistic faith in the child,

Collaboration, communication skills,

No direct coercion

Priority of positive stimulation,

Tolerance for children's shortcomings.

Individual approach:

The study of personality, through the use of psychological and pedagogical diagnostics (interests, character traits, characteristics of thought processes, etc.), the development of the child’s abilities, taking into account his psychological and physical capabilities and characteristics.

Communication skills:

The law of reciprocity and transparency. There should be a relaxed atmosphere in the classroom. If a teacher creates such an environment, children communicate better, share their thoughts and experiences, and are not afraid to answer in class, even if the answer is wrong, to argue, to prove that they are right.

Reserves of family pedagogy:

Parents' Saturdays, the cult of parents. Basic knowledge, skills and abilities are laid down by parents. Therefore, much attention in this technology is paid to communication with parents. As a result, the training and education of children, as well as parents, occurs.

The main goals of this technology are:

Development and education of a noble person in a child, by revealing his personal qualities;

Ennobling the soul and heart of a child;

Development and formation of the child’s cognitive powers;

Providing conditions for an expanded and in-depth scope of knowledge and skills;

The ideal of education is self-education.

To achieve these goals, Amonashvili recommends using a traditional classroom format with elements of differentiation and individualization, in a system of small groups.

A special role in technology is played by the assessment of a child’s activities. The use of the mark is very limited; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in self-analysis, self-assessment.

Creativity in this technology is manifested in the fact that the teacher creates conditions as a result of which children receive expanded and in-depth knowledge, using various methods, techniques and forms of learning. Amonashvili believes that the lesson is the leading form of children’s lives, and not just the learning process.

Without questioning the importance of knowledge in the development of a child’s personality, it can nevertheless be argued thatthe quality of knowledge, the value of ideas, thoughts and human activities are determined not only by the depth of the knowledge itself, but also by its spiritual richness.

In the space of post-Soviet states, the authoritarian (forceful) educational process dominates. ZUN (knowledge, abilities, skills) is the main thing in it. Education, although it is declared, is secondary.

To instill high moral principles in the souls of students, a teacher needs not only theoretical knowledge. His life itself should be built on the same principles. It is remarkable that the main goal of education at school is good: the development of a highly moral, harmonious, physically developed and spiritually healthy personality, capable of creativity and self-determination. This allows each teacher to participate in the spiritual development of his students.

Although the title of Amonashvili’s treatise already states that humane-personal technology is more applicable in primary schools, we, middle-level teachers, must not forget the basics of a humane attitude towards students. The lessons of Russian language and literature contribute most to this.

These are subjects that allow us to pay attention to issues of spiritual and moral education of students in each lesson. Moreover, this happens unobtrusively, sometimes unnoticed by the students themselves. Small sentences for analysis of the Russian language (People began to live richer, but their speech became poorer. There are many smart people in the world, but there are few kind ones), and what a lot of work can be done on them!

Communicating with children every day, I see their relationships, their moral and spiritual level, their attitude towards the world around them. Yes, a lot has changed in recent years (to put it mildly): values and relationships between people have changed. And we, teachers, are changing, we have rethought a lot, especially our role in educating young people.

Along with Russian language lessons, literature lessons also help me in solving assigned problems, where, without excessive moralization and edification, answers to many questions are given simply and clearly: “What is considered good and evil? How to cleanse yourself of bad thoughts? How to learn to live among people? A general lesson on the topic: “Russian folk tale and its moral meaning,” conducted in the 5th grade, once again showed that in each of us there is a little sun. This sun is kindness. Many glorious deeds await my fifth graders, but, above all, they We must grow up to be real people: kind, brave, sympathetic, polite. This needs to be learned from childhood. Our children receive a huge flow of information through various channels, which has a moral and aesthetic impact on them. At the same time, the book remains the leading means of education, spiritual development, and formation. general culture of the child. What spiritual qualities of a person correspond to the tasks of our day? What moral and aesthetic qualities need to be cultivated in students? What kind of person do you want to become? Heroes of literary works, including favorite fairy-tale heroes, help fifth-graders answer these questions. Ivan - a peasant son, battles in which he defeats monsters. Who in reality, both in words and in deeds, turned out to be the defender of his native land? In addition, I draw attention to the discrepancy between the words of the brothers and their actions. At the beginning of the tale, the older brothers take care of the younger one, but at the same time feel a sense of superiority. In fact, Ivan's brothers are sloths, dangerous talkers, unreliable comrades who cannot be relied upon.

I am always excited by the creative works of my students, they subtly touch my soul and reassure me: “Are my children on the right path?”
By studying works of art, a teenager will not uncontrollably absorb all the negative information that is poured out through computer and television screens, and this will not have a detrimental effect on his well-being. Young people should be taught from a young age to choose only positive information - that which uplifts their spirit and ennobles them.
At the end of my speech, I would like to read excerpts from the essays of 10th grade students, which I checked just yesterday. An essay on the topic “If I were (was) a psychologist, what advice would I give (gave) to Katerina.” Based on the drama “The Thunderstorm” by A.N. Ostrovsky. Excerpts from these writings speak for themselves. Sometimes a teacher needs to learn from his students, they are wiser.

“If I were a psychologist, I think I would be able to give Katerina some advice and help her understand her problems. I believe that the psychologist is not the enemy. The subject of his work is not the human psyche, but his state of mind, his inner world. A psychologist does not treat, but helps a person find harmony both with himself and with the people around him.”

“...Katerina should not take all Kabanikha’s words to heart, but ignore her instructions.”

“...She did it more out of fear, and not because of any other reason. Fear drove her towards the cliff. A more stupid end for her could not be imagined. And there would be no point in giving advice here.”

“...Katerina needed help, which she did not receive on time. It’s good that I live in the wrong time and in the wrong environment...”

“My advice to her: Katerina needs to listen to herself. What is more important to her? To be happy or correct?..”

“Bad thoughts come to mind from idleness. You need to distract yourself, you need to occupy yourself with something, some kind of activity.”

“I would not advise Katerina anything. I think she did everything right..."

“Naturally, a woman is the weaker sex, she needs good support in life. But if your husband is weak in spirit and cannot protect you, but knows how to forgive and loves in his own way, then you need to be more cunning and smarter. First of all, love yourself, value yourself, and don’t become hysterical and don’t frighten your loved ones with your actions.”

“I would advise Katerina to put all her inner experiences on paper and start a personal diary. Because a person who lays out and pours out his soul on paper feels a certain lightness...”

“The great thinker Rünnert said: “You cannot live your life twice, but there are many people who are not able to live it even once.” It’s not for nothing that I ended with these words, because Katerina was never able to live once!”

Slide captions:

Humane-personal technology in the education system of schoolchildren

SHALVA ALEXANDROVICH A MONASHVILI Academician of the Russian Academy of Education, famous Soviet and Georgian teacher, scientist and practitioner. He developed and implemented in his experimental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. The peculiar result, the ideology of his pedagogical activity is the “School of Life” technology, set out in his “Treatise on the initial stage of education, built on the principles of humane and personal pedagogy.”

Humanism – pedagogical love for children, interest in their fate. - optimistic faith in the child, - cooperation, mastery of communication, - lack of direct coercion, - priority of positive stimulation, - tolerance of children's shortcomings.

Individual approach: Study of personality, through the use of psychological and pedagogical diagnostics (interests, character traits, characteristics of thought processes, etc.) development of the child’s abilities, taking into account his psychological and physical capabilities and characteristics. Mastery of Communication: The Law of Reciprocity and Publicity. There should be a relaxed atmosphere in the classroom. If a teacher creates such an environment, children communicate better, share their thoughts and experiences, and are not afraid to answer in class, even if the answer is wrong, to argue, to prove that they are right.

The main goals of this technology are: - development and education of a noble person in a child, by revealing his personal qualities; - ennobling the child’s soul and heart; - development and formation of the child’s cognitive powers; - providing conditions for an expanded and in-depth volume of knowledge and skills; - The ideal of education is self-education.

To the teacher! The teacher is the measure of life, science, and all things. Teachers are the rescue squad of children's destinies. An irritated teacher has no right to come into contact with children. It destroys the auras of children. Once you become a teacher, be a hero. You still work. There is nothing more important than the holy soul of a child. Think about yourself from the perspective of children - how they look at you, what they think about you. A good teacher will not raise children who require leveling. The wisdom of a teacher is to channel the greatest energy of pranks into learning and positive growth. Teacher! Enter the classroom with reverence. Before you are messengers to the future. One must see a phenomenon in every child. Love children. At least mentally. The main thing is not ZUN, but the child’s attitude towards them.

Teacher's commandments. Believe in the limitlessness of a child's abilities. No one is your friend, no one is your enemy. Everyone is your teacher. Believe in your spark of God. Everyone harbors within himself a universal pedagogy. Believe in the power of humane pedagogy. It doesn't bear fruit right away. Show persistence, courage and self-sacrifice.

Pedagogical axioms. Kindness is nurtured by kindness. Love is nurtured by love. Joy is nurtured by joy. Nobility is nurtured by nobility. Personality is nurtured by personality. Steel is tempered by fire, and the strength of spirit grows from the breath of life. Imagination is nothing compared to life. Learn to read the book of wisdom spilled out in the conditions of life. Life is a chance - don't miss it. Life is beauty - marvel at it. Life is a dream - make it come true. Life is a mystery - solve it. Life is a tragedy - endure it. Life is an adventure - take it upon yourself. Life is life - save it. Children do not prepare for life - they live in it.

“If I were a psychologist, I think I would be able to give Katerina some advice and help her understand her problems. I believe that the psychologist is not the enemy. The subject of his work is not the human psyche, but his state of mind, his inner world. A psychologist does not heal, but helps a person find harmony both with himself and with the people around him." "... Katerina should not take all the words of Kabanikha to heart, but ignore her instructions."

“... Katerina had to talk to her husband Tikhon and direct him in the right direction so that he would deal with his mother. After all, a man is the head, and a woman is the neck. She didn’t need to make a tragedy out of all this, she needed to act, and act through her husband, and not solve problems with her own death.” “... She did it more out of fear, and not because of any other reason. Fear drove her towards the cliff. A more stupid end for her could not be imagined. And there would be no point in giving advice here” “... Katerina needed help, which she did not receive on time. It’s good that I live in the wrong time and in the wrong environment...”

“My advice to her: Katerina needs to listen to herself. What is more important to her? To be happy or correct?..” “Bad thoughts come to mind from idleness. You need to distract yourself, you need to occupy yourself with something, some kind of activity. " "I would not advise Katerina anything. I think that she did everything right...” “Naturally, a woman is the weaker sex, she needs good support in life. But if your husband is weak in spirit and cannot protect you, but knows how to forgive and loves in his own way, then you need to be more cunning and smarter. First of all, love yourself, value yourself, and don’t become hysterical and don’t frighten your loved ones with your actions.”

“Here, in my opinion, there is a problem between parents and children. In such a difficult situation, I would advise this: parents - separately, children - separately. As they say, there will be no quarrels where there are no reasons for them. Tikhon and Katerina should move away from Kabanikha. Then the problem would be solved. Katerina would have waited from her husband for the affection that she so lacked.” “I would advise Katerina to put all her inner experiences on paper and start a personal diary. Because a person who lays out and pours out his soul on paper feels a certain lightness...” “The great thinker Rünnert said: “You cannot live life twice, but there are many people who are not able to live it even once.” It’s not for nothing that I ended with these words, because Katerina was never able to live once! »

PERSONAL APPROACH SH.A.AMONASHVILI LOVE THE CHILD, BE A PERSON OF A GOOD SOUL BE AN OPTIMIST, EMBODI THE PERSON OF THE FUTURE BE ABLE TO UNDERSTAND CHILDREN DON’T COMPLAIN TO PARENTS ABOUT STUDENTS DON’T DIVIDE CHILDREN BY Abilities DON’T ALLOW FAILURE ADIATION OF CHILDREN CAUSE A FEELING OF SUCCESS IN THE CHILD CONSTANTLY SEEK IN THE CHILD THE WEALTH OF THE SOUL BE HOPE FOR A CHILD, KNOW THE CHILD’S FAMILY, ALL THE SECRETS CONNECTED WITH THE CHILD, THE NATURE OF RELATIONSHIP IN THE FAMILY FOR THE PURPOSE OF CARING FOR THE CHILD BE PATIENT WAITING FOR A MIRACLE AND BE PREPARED TO MEET IT IN THE CHILD

Library
materials

MINISTRY OF EDUCATION AND SCIENCE, YOUTH AND SPORTS OF THE REPUBLIC OF CRIMEA

STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER EDUCATION OF THE REPUBLIC OF CRIMEA

"CRIMEAN ENGINEERING AND PEDAGOGICAL UNIVERSITY"

FACULTY OF PSYCHOLOGY AND TEACHER EDUCATION DEPARTMENT OF PRIMARY EDUCATION

Lecture

on the topic of:

“Humane-personal technology of Sh.A. Amonashvili”

Prepared by a master's student

Faculty of Psychology

and teacher education

MNO-16 groups

Bekmambetova Zulfie

2017

Slide 2

Lecture outline

Introduction

2. Basic ideas of humane-personal pedagogy.

4. Pedagogical techniques of Sh. A. Amonashvili used in the educational process

conclusions

Slide 3

LIST OF ADDITIONAL REFERENCES

Amonashvili Sh.A. School of Life. - M.., 2000.

Amonashvili Sh.A. Reflections on humane pedagogy. - M., 2001.

Amonashvili Sh.A. How are you, children? - M., 1977.

Bogolyubov V.I. Pedagogical technology: evolution of the concept // Soviet pedagogy. -No. 9, 1991.

Bukhvalov V.A. Methods and technologies of education. - Riga, 1994.

Ventzel K.N.: Anthology of humane pedagogy. - M., 1999. p. 195-196.

Vernadsky: Anthology of humane pedagogy. - M., 2001. p. 5.

Vygotsky A.S.: Anthology of humane pedagogy. - M., 1996. p. 19. Galperin P.Ya. Methods of teaching and mental development of the child. - M., 1985.

Slide 4

Introduction

“The school must love the child, then he will love the school”

V.A. Sukhomlinsky

Slide 5

Do you know what educational technology is?

How do you understand humane-personal technology?

What do you know about teacher Sh.A. Amonashvili?

The basis of pedagogical activity is the mastery of pedagogical technologies, methods and means aimed at studying and enhancing the educational activities of each student.

Any learning activity consists of many learning processes. The learning outcome depends on the teacher’s knowledge and understanding of how a student is able to participate in the educational process and is able to practically apply the acquired knowledge and acquired skills. The learning process is repeated over and over again. This is the basis for repetition and consolidation of theoretical knowledge and practical skills. Individual forms and methods of teaching are being replaced by systemic pedagogical technologies. Pedagogical technologies should be aimed at developing individual conditions for each teacher, based on the study of the educational capabilities of each schoolchild and on this basis creating a system of humane pedagogical relationships between teachers and students, aimed at enhancing educational activities, through the introduction of adequate pedagogical and methodological support, allowing to reveal educational engines of human consciousness and spiritual ones.

Pedagogical technology is a well-thought-out system that allows you to discover the possibilities of achieving positive results in educational activities.

In pedagogy, there are a large number of authors involved in the development of pedagogical technologies: Amonoshvili Sh.A., Bespalko V.P., Selevko G.K., Shatalov V.F., Shchurkova N.E., Yakimanskaya I.S. and etc.

Slide 6

1. Sh.A. Amonashvili. short biography

Sh.A. Amonashvili is a famous Soviet and Russian teacher and psychologist, researcher and innovator in the field of educational psychology. He works with children using a system of humane-personal approach, which is created on the synthesis of philosophy, the foundations of life and pedagogy of cooperation. His methods of education and training are aimed at the personal development of the child, building respectful, trusting relationships between children, teachers and parents. They give a powerful impetus to the knowledge and spiritual development of the child.

Born on March 8, 1931 in Tiflis (now Tbilisi, Georgia). Graduated from Tbilisi State University, Faculty of Oriental Studies. He began his teaching career as a pioneer leader in 1952, while a second-year student. In 1958 he completed his postgraduate studies at the Research Institute of Pedagogy named after. Y. S. Gogebashvili and defended his PhD thesis in pedagogy in 1960.

He graduated from the Faculty of Oriental Studies of Tbilisi University, worked at school, studied in graduate school, and defended his candidate and doctoral dissertations. In the 60-70s, he led a mass experiment in Georgian schools, which had a wide response throughout the world due to the substantiation of a new pedagogical direction, which became known under the name “Humane-personal approach to children in the educational process.” Currently lives in Moscow (Russia). His “School of Life” system (humane-personal approach) is recommended by the Ministry of Education of the Russian Federation for practical application. According to the philosophical system he created - “A humane-personal approach to children in the educational process” “School of Life” - teachers work and study in different countries near and far abroad.

Shalva Aleksandrovich himself claims that he learned all the principles of a humane-personal approach to a child from the classics of world pedagogy - K.D. Ushinsky, V.A. Sukhomlinsky, Janusz Korczak, A.S. Makarenko and many others. That by collecting the multi-colored bricks of their experience, he only united them into a single whole. Let us pay tribute to the modesty of Shalva Aleksandrovich, but note, however, that in order to see a complete picture in a pedagogical mosaic scattered over centuries, one must not only be a highly educated specialist, but also have a unique quality of synthesis. It is precisely thanks to the fact that Sh.A. Amonashvili, as a true sage, has the rare gift of synthetic thinking; he managed to create a solid monolithic foundation on which a new philosophy of pedagogy, called humane, was built.

Shalva Aleksandrovich calls on teachers to constantly enrich their pedagogical skills, drawing from the purest and richest spring of pedagogical wisdom. He claims that “the classics are not from the past, they came to us from the future.” It is them, the giants of pedagogical thought, who are repeatedly quoted by Sh.A. Amonashvili calls them his teachers. One can say about Shalva Aleksandrovich, paraphrasing the famous aphorism of Isaac Newton: “He sees further than others, because he stands on the shoulders of giants.”

Slide 7

Despite her advanced age, Shalva Aleksandrovich leads an active creative life: she conducts seminars and master classes with teachers from Russia and the CIS countries, the Baltics, and Ukraine. Works with undergraduate and graduate students. He is the scientific director of a number of laboratories and centers in different countries of the world, as well as experimental schools in Moscow and St. Petersburg; heads the International Center for Humane Pedagogy and the All-Ukrainian Center for Humane Pedagogy in Ukraine. He is the initiator of the annual International Pedagogical Readings in Moscow.

Currently Sh.A. Amonashvili – Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Laureate of the State Prize of the Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences. In addition, he is an honorary doctor of Sofia University. St. Clement of Ohrid (Bulgaria); Honored Professor of the Moscow City Pedagogical University; honorary professor at a number of universities in different countries.

Slide 8

He is the author of dozens of pedagogical, psychological and artistic works, many of which have been translated into different languages. Sh.A. Amonashvili heads the Publishing House of the same name and, together with academician D.D. Zuev publishes the hundred-volume Anthology of Humane Pedagogy. Despite the enormous emotional and physical stress, he is extremely attentive and friendly to people; no one has seen him irritated or rude. He personifies that creative patience, which is one of the cornerstones of his pedagogical philosophy.

Works of Sh.A.Amonashvili

Amonashvili Sh. A. Training. Grade. Mark. - M., 1980

Amonashvili Sh. A. Hello, children!: A manual for teachers / Preface. A. V. Petrovsky. - M., 1983.

Amonashvili Sh. A. How are you, children? - M., 1986

Amonashvili Sh. A. Unity of purpose. - M., 1987

Amonashvili Sh. A. Educational and educational function of assessing schoolchildren’s learning. - M., 1984

Amonashvili Sh. A. To school - from the age of six. - M., 1986

Amonashvili Sh. A. Reflections on humane pedagogy. - M., 1996

Amonashvili Sh. A. School of Life. - M., 1996.

Amonashvili Sh. A. Faith and Love. - M., 2009.

Amonashvili Sh. A. Truth of the School. - M., 2006.

Amonashvili Sh. A. Hurry up, children, we will learn to fly!.- M..2005.

Amonashvili Sh. A. In order to give a Child a spark of knowledge, the Teacher must absorb the sea of Light. - Donetsk, 2009.

Amonashvili Sh. A. How to love children (an experience of self-analysis). - Donetsk, 2010.

Amonashvili Sh. A. Amon-Ra: The Legend of the Stone. - Artemovsk, 2010.

Slide 9

What is humane pedagogy?

"This pedagogy accepts a child as he is, agrees with his nature. She sees in the child his limitlessness , realizes its cosmic nature and leads, prepares him to serve humanity throughout life. She affirms the personality in the child by identifying his free will and builds pedagogical systems, the procedurality of which is predetermined teacher's love, optimism, high spiritual morality . She encourages pedagogical creativity and calls for pedagogical art. Humane pedagogical thinking strives to embrace the immensity, and this is the strength of educational systems and processes born in its depths.”

Amonashvili Sh. A.

Slide 10

Basic ideas of humane-personal pedagogy

Basic ideas of humane-personal pedagogy

1. Education of the individual through the development of his spiritual and moral potential, promoting the discovery and creation of noble traits and qualities in the child.Raising a noble person is the leading goal of the humane and personal educational process.

2. Ideas of classical philosophy and pedagogy that a child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

3. The educational process is based on understanding the integrity of the child’s nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as spontaneous aspirations, passions of the child’s personality in his desire for development, maturation, and freedom.

Slide 11

Humane-personal pedagogy is based on the following postulates:

1. Humane pedagogical thinking is not a discovery of modern theory and practice. It is based on the classical heritage and finds its origins in leading religious, philosophical and pedagogical teachings.

2. Pedagogy is essentially a universal form and culture of thinking, the tendencies of which are embedded in the natural functions of man. It develops not only through scientific achievements and patterns discovered by science, but also through the level and quality of universal human culture, the origins of spirituality and the motivation of activity. This is the benefit of pedagogical thinking, as a constant source of creativity and creation. This is also what distinguishes it from science in the strict sense of the word.

3. Humane-personal pedagogy places the education of the individual at the forefront through the development of his spiritual and moral potential, promoting the discovery and creation of noble traits and qualities in the child. Raising a noble person is the leading goal of the humane and personal educational process.

4. Humane-personal pedagogy accepts the ideas of classical philosophy and pedagogy that a child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

5. The humane and personal educational process is built on an understanding of the integrity of the child’s nature, its driving forces, revealed and scientifically substantiated by modern psychology and defined by us as the spontaneous aspirations and passions of the child’s personality in his desire for development, maturation, and freedom.

6. The essence of the humane-personal educational (pedagogical) process, the humane-personal approach to the child is that the teacher, being the creator of this process, bases it on the movement of elemental passions in the child; directs it to the full development of the forces and abilities that appear in the child’s multifaceted activities; aims it at identifying and affirming the child’s personality; saturates him with the highest images of beauty in human relationships, in scientific knowledge, in life (education).

Humane-personal pedagogy, implemented in the “School of Life” by Sh. A. Amonoshvili, based on the real conditions of Russian reality, does not deny subject teaching, the class-lesson system, but strives to enrich educational activities with the “Light of spirituality and knowledge”, to turn the lesson into “ Children's lives." Hence the corresponding accents.

Slide 12

This is what the main cycle of educational courses for primary grades of the “School of Life” looks like:

Educational reading lessons.

Lessons in writing and speech activities.

Native language lessons.

Lessons in mathematical imagination.

Lessons in spiritual life.

Lessons in understanding beauty.

Lessons in planning and activity.

Lessons in courage and endurance.

Lessons about nature.

Lessons about the world of science.

Communication lessons.

Foreign speech lessons.

Chess lessons.

Computer literacy lessons.

It is obvious that not only those who believe in the ideas of humane pedagogy, but also a purposefully trained teacher can work in the mode of such a curriculum.

7. Humane pedagogical thinking requires adequate concepts; it is directly related to the beliefs of the individual engaged in its theoretical enrichment or practical implementation. That is why the reorientation of teachers from traditional authoritarian approaches to humane pedagogical thinking is the most important problem in the development of education in modern conditions.

8. The humane-personal approach to education in modern Russian schools is based on the deep wisdom of the Russian mentality from Sergius of Radonezh to V.I. Vernadsky; it is nourished by the vital source of world pedagogical thought from Confucius and Socrates to J. Dewey and M. de Montaigne, it carries within itself the purity of the ideas of modern thinkers from L.S. Vygotsky and D.N. Uznadze to J. Korczak and V.A. Sukhomlinsky.

Mastering the basics of humane pedagogical thinking is an essential part of the formation of a teacher of the third millennium.

Slide 13

3. Shavla Aleksandrovich Amonashvili – author of humane-personal technology

Amonashvili Shalva Aleksandrovich – academician of the Russian Academy of Education, scientist-practitioner. He developed and implemented in his experimental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. He is the author of humane-personal technology, which is educational and educational in nature.

Slide 14

In its organizational form, it is a traditional classroom technology with elements of differentiation and individualization. The main methods are explanatory and illustrative, playful with elements of problem-solving and creativity. The conceptual provisions of humane-personal technology are the provisions of the personal approach of cooperation pedagogy, which is interpreted as the idea of joint developmental activities of children and adults, cemented by mutual understanding, penetration into each other’s spiritual world, and joint analysis of the progress and results of this activity.

Slide 15

Let's highlightmain target orientations technologies:

To promote the formation, development and upbringing of a noble person in a child by revealing his personal qualities.

Ennobling the soul and heart of a child.

Development and formation of the child’s cognitive powers.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

To analyze the techniques used by the author, let us turn to his main publications “Hello, children!”, “How are you living, children?”, “Unity of Purpose.”

Slide 16

Amonashvili Sh. A. categorically opposes marks. “Marks are the crutches of lame pedagogy or the rod that personifies the imperative power of the teacher.” Instead of quantitative assessment, it offers qualitative assessment: characteristics, package of results, training in self-analysis, self-assessment.

Slide 17

“Children do not need grades; they will learn without them if we turn learning into a process of developing cognitive aspirations” - says the teacher and creates all the conditions for this.

Slide 18

Amonashvili Sh. A. speaks about instilling humane feelings in children , which is associated with the development of the ability to empathize and experience in general. “Yes, I want my children to be under strong impressions from time to time... The spiritual world of a child can only be enriched if he absorbs this wealth through the palaces of his emotions, through feelings of experience, joy, pride...”

Literature is a means that actively influences the feelings and mind of a child. During reading lessons, there is a casual conversation about books, about the actions of people, about the relationships between them, about good and evil. He does not impose his assessments on the children, he simply thinks out loud “along with them” what he likes, what he doesn’t like, and why. Gives children the opportunity to argue with him and reflect. The conversation is conducted in accordance with the norms of communication, the expressions are used: “In my opinion... It seems to me... Sorry, but I think differently... Forgive me for interrupting...” Children play “hero”: Tom Sawyer, Pippi, the Little Prince. Everyone plays the hero as he imagines, and all the children look after him as a real hero, all without jokes - that’s the agreement.

Slide 19

The lesson in this technology is the leading form of children's lives, and not just the learning process: lesson-sun, lesson-joy, lesson-friendship, lesson-creativity, lesson-work, lesson-game, lesson-meeting, lesson-life.

In a math lesson, the teacher introduces “3 minutes of poetry,” in writing, “3 minutes of music,” when “you can put your head down on your desk, go deep into yourself and think about how to write an interesting essay.” The life of children at school and outside it, and this is very important, should be bright, colorful, full of play, romance, humor, so that they are surrounded by works of art, music... Children's laughter, applause in class, even tears when children empathize with the hero, on lessons are not prohibited. But the children themselves came up with posters and hung them in the classroom: “Your laughter should not offend someone else’s dignity!”, “You should cry out of compassion and empathy, and not because you have a toothache!”

Slide 20

Essential Skills and Abilities and Their Lessons

Chess

Educational reading

Comprehension of beauty

Spiritual life

Written and speech activities

Lessons about nature

Activity planning

Understanding high spiritual matters and values

Linguistic flair

Courage and endurance

Spirit, Soul, Heart, Good, Love, Life, Death, etc.

Native language lessons

Communication

Mathematical imagination

Understanding the beauty of everything around you

Foreign speech

Music, visual arts, ballet, theater, etc.

Understanding advanced mathematical concepts

Infinity, eternity, universe, diversity, etc.

Slide 21

The author emphasizes an important idea: “In order for the child to rebuild his behavior, he needs not only a solid knowledge of moral and ethical rules, but also the need to live and communicate with people who live by these rules.”If we want our children to be kind and sympathetic, we must be humane ourselves; fair - they should not allow any injustice towards the child, they should ensure that the children’s relationships with each other and with teachers are warm and respectful.

Amonashvili Sh. A. is confident that every child is worthy of respect. And the author expresses joy at the children’s successes. “Thank you for thinking! You made me very happy! Let me shake your hand!” - these words can be heard in class. “I say “Thank you!” to the child if he shows interest in knowledge, glimpses of independence and thoughtfulness, courage and perseverance; It is necessary to encourage any effort of the child, his attempts to rise to another step in his development and formation. I can’t find a better pedagogical way than to express my joy and gratitude, my friendly attitude towards him.” Children should feel proud of their teacher, their class, and each student. But in expressing joy towards an individual student, the teacher must find such a form of expression of his feelings that the achievements of individual students will be perceived as a joyful event for everyone.

Communication between people, the author believes, is not only a means of achieving goals, but also an independent value of human life. Therefore, it is very important in the classroom to create a process not only of knowledge transfer, but also a process of communication between the teacher and children. “I don’t need lessons in transferring knowledge, and in general, I don’t tolerate this soulless concept. In my opinion, it prepares the teacher in advance to take a prominent and elevated place in the classroom. What is needed is not a process of transferring and receiving knowledge, but a process of joint spiritual life between the student and the mentor,” says Amonashvili.

The author believes that children need to be taught to argue, and in a reasoned and logical manner. The sooner a child realizes his right to disagree even with a teacher for the sake of establishing the truth, asserting his point of view, the more skillfully pedagogical conditions are created so that the child can safely use this right, the more fruitfully creative, critical, independent thought will develop in children . A good argument becomes an important way for a child to assert himself. It can be considered good when the intellectual confrontation develops with varying degrees of success.

Amonashvili Sh. A. creates situations in which children need to prove that they are right: “Who is right? And what do you think?" The goal is to wean children from saying “Yes!” in chorus. without prior understanding of what requires consent, he thereby develops children’s independence, the ability to critically assess the situation, and listen to the opinions of their comrades.

Slide 22

To form self-esteem, develop self-criticism, self-education Amonashvili Sh. A. introduces “written speech” - nothing more than an essay. But not just an essay, but “essays that help a child, through the ability to convey his experiences and impressions in writing, to understand his personality.” Hence the topics of the essays: “What makes me happy, what makes me sad,” “My idea of happiness,” “What I am and what I can become,” “When I become big,” “Am I polite.” To stimulate interest in writing, children compose volumes of their own compositions, publish newspapers, and books. In 2nd grade, each student receives a notebook “I am among people.” In special lessons, children analyze their actions, think about various life problems and write about everything in their notebooks. These notebooks are not shown to anyone; secret revelations are stored in them. The principle that Sh. A. Amonashvili adheres to: “Personality is born in the struggle with itself in the process of self-knowledge and self-determination; education and training should be aimed at guiding the child along this path of his development and helping him to win this difficult struggle.”

Slide 23

The humanistic position of the teacher is to accept the child as he is, include his life in all its manifestations in the content of your communication and relationships with him and become its accomplice. Amonashvili Sh. A shows interest in the lives of children, even organizing a “reception on personal issues.” Acting from such a position, the teacher has the opportunity to get to know children, see the world through their eyes, understand their aspirations and direct the life and teaching of each child towards knowledge of the world and the affirmation of good.

Slide 24

Thus, let us highlight the main guidelines in the humane-personal technology of Amonashvili Sh. A.:

The attitude of kindness, responsiveness, empathy, friendship, mutual assistance, respect for the individual is the basis for the joint work of the teacher and children.

Belief in the capabilities of each student, encouraging children.

Rejoice with your children, show interest in their lives, and take their opinions into account.

Teach the ethics of communication, the art of argument, and get thoughtful decisions from children.

Create situations of moral choice, use acquired moral and ethical knowledge and moral beliefs in practice.

The laws of the teacher: love the child, understand the child, be filled with optimism for the child.

Principles: humanizing the environment around the child, respect for the child’s personality, patience in the process of the child’s development.

Commandments: believe in the infinity of the child, in your pedagogical abilities, in the power of a humane approach to the child.

Support in a child: the desire for development, for growing up, for freedom.

Personal qualities of a teacher: kindness, frankness and sincerity, devotion

Slide 25

“At school, during the lesson, a child should be in the thick of life, rejoice in participating in collective cognitive activity, see with what attention they listen to his thoughts, how the team needs him, what respect they show for his personality. He should be brought joy from communication with the teacher and comrades, their successes, in which he will see the result of his participation and his prospects.”

Slide 26

Basic principles of technology

Loving a child

A teacher must radiate human kindness and love, without which it is impossible to cultivate a humane soul in a person.

Humanize the environment in which the child lives

No area of communication should irritate a child or give rise to fear, uncertainty, despondency, or humiliation. The teacher must bring clarity to all these areas and transform them in the interests of raising the child.

Live out your childhood in a child

A deep study of a child’s life and the movements of his soul is possible only when the teacher gets to know the child in himself.

A child, as a social being, has an inherent desire for knowledge, communication, self-affirmation, and dedication. The teacher’s task is to create conditions conducive to the full manifestation of these aspirations.

Slide 27

The basic guidelines of the teacher of the humane pedagogical process

Supports in a child

Teacher's Guidelines

Commitment to development;

desire to grow up;

desire for freedom

The principle of humanizing the environment around the child;

the principle of respect for the child’s personality;

the principle of patience in the development of a child

Personal qualities of a teacher

Teacher's Commandments

Kindness, frankness and sincerity, devotion

Believe in the limitlessness of a child;

believe in your teaching abilities;

believe in the power of a humane approach to children

Teacher's laws

To love the child, to understand the child, to be filled with optimism for the child.

Basic teacher rules

1. Show keen interest to the life of a child, to his joys, sorrows, aspirations, successes, failures, to his personal experiences; if necessary, assist, help, express “compassion” and sympathy.

2. Treat your child like an adult from whom mutual trust, respect, and understanding are expected.

3. Make every child's birthday a celebration in the classroom. , express your wishes to him, let him feel how loved and respected he is by his teacher and comrades, what success they expect from him.

4. Establish a personal, trusting relationship with each child , inspire the child’s trust and sincerity in you with your trust and sincerity towards him.

5. Love to laugh with your children , have fun, play, be naughty with them .

6. Speak to children in a calm, inviting voice.

7. Express your irritability with your child’s behavior with a hint of hint that you didn’t expect this from him, that you have a higher idea of him.

8. Express a keen interest in individual children's hobbies , participate in them.

Slide 28

4. Pedagogical techniques of Sh. A. Amonashvili used in the educational process

Slide 29

Methods and techniques for stimulating children's initiatives

1. Techniques for supporting and helping children (gestures, choral responses, prompt resolution, approving touches to children).

2. Reception “Secrets”, the disclosure of which still needs to wait.

3.Individual preliminary work with children who are known to be unsuccessful.

4. Start each lesson with the “sacrament of communication”, with “meditation” teachers and students, praise the sun, day, nature.

5. Technique “Whispering answers in the ear.”

6. Technique “Lower your heads!” Goal: to develop students’ thinking without relying on visuals.

8. “Words are gifts”, words that call for something good, kind, moral, humane, spiritual, intelligent, wise.

7. Acceptance of deliberate error, when the teacher gives the students the opportunity to reprimand him, help the teacher, sympathize and feel sorry.

Slide 30

Methods and techniques for stimulating independent (creative) initiative

1. “Lessons - dramatizations.” The best “productions” are recommended by “spectators” for showing on “tours,” that is, in other classes.

2. “Co-authorship of the textbook”, when children can make amendments with their own hand in the textbook or insert their own rules, assignments, poems, stories for students in the next grades.

3.Independent creative writing of assignments (come up with difficult tasks yourself).

4. Microteaching (the teacher gives the children the opportunity to independently conduct part of the lesson - “Who should be a teacher today”).

5. Transfer of lesson content to all extracurricular forms of work with children, including discussions at home with parents.

7. Methods of advanced learning.

Slide 31

The federal component of the state standard of primary general education is aimed at the implementation of personal– an oriented developing model of a mass primary school and is intended to ensure, among other main goals, the fulfillment of such a goal as the orientation of education not only on the assimilation by students of a certain amount of knowledge, but ondevelopment of his personality, cognitive and creative abilities. The philosophical system of Sh.A. perfectly corresponds to this goal. Amonashvili “Humane-personal approach to children in the educational process “School of Life”.

Slide 32

conclusions

In modern secondary schools in Russia, the pedagogical process is carried out primarily on the basis of authoritarian-imperative pedagogy. Its antipode is humane-personal pedagogy, which received worldwide recognition at the end of the 19th and 20th centuries. In Russia (USSR), the origins of this pedagogy were such outstanding figures as S.T. Shatsky, P.P. Blonsky, A.S. Makarenko, V.A. Sukhomlinsky and others. domestic scientist-psychologist and teacher Shalva Aleksandrovich Amonashvili, whose work reached its peak in the 70-90s of the 20th century and continues successfully today, at the beginning of the 21st century.

In the works of Sh.A. Amonashvili, the holistic concept of a new type of education is deeply substantiated from the point of view of philosophy, psychology and pedagogy, the ways of its implementation are outlined, and the foundations of the art of humanistic education are revealed. The scientist called his pedagogical concept a step in humane pedagogy, leading the teacher upward. Its concept incorporates scientific and spiritual knowledge, advanced teaching experience, generalized and systematized personal professional and pedagogical experience, and the results of thirty years of research activity. The pedagogical concept of S.A. Amonashvili, as the fruit of a new, humane pedagogical thinking, includes truths and ideas that open up the possibility of continuous updating of the pedagogical process, improving creativity and professionalism of the teacher. The leading postulate of his concept is faith in the child’s capabilities, the revelation of the child’s original nature, respect and affirmation of the individual, directing him on the path of serving goodness, truth, beauty, and justice. This concept includes the idea of the unity of the material and spiritual, rational and irrational, scientific and religious, earthly and cosmic, the eternity of the spirit and directs a person to such an earthly life that is unthinkable without the development and improvement of the spirit. The provisions of this concept are aimed at ennobling the soul and heart of the child, and knowledge is considered as a necessary condition for creation, the creation of good. The concept is aimed at educating children through life itself. Sh.A. Amonashvili sees the essence of humane-personal pedagogy not only in new goals and objectives of the educational process, but also in the means by which they should be achieved. The main means of the pedagogical process in the concept of Sh.A. Amonashvili are the versatile activities of children and communication, which bring them everyday joy, provide free choice, the opportunity for cooperation, creativity (See: Amonashvili Sh.A. School of Life. - M.: Ed. House of Shalva Amonashvili, 2000, p.96-97).

Creative, high-quality implementation of goals and objectives, means and methods of education, training and upbringing, revealed in the concept of Sh.A. Amonashvili, contributes to the achievement of a high level of spiritual, moral, intellectual development of the personality of each child. This has been proven by many years of practice in the national school. The author of the concept generalized his theoretical and methodological provisions, postulates, principles and patterns of humane-personal pedagogy and applied them to primary education. However, his concept can basically be implemented in all classes of secondary schools.

Sh.A. Amonashvili showed that in humane-personal pedagogy the goal, objectives, content, means and methods of personality formation are implemented successfully if the teacher embodies such highest universal human qualities as love for children, respect for the child’s personality, justice, kindness, patience, modesty, courage, optimism, intelligence, desire for creativity, spirituality, wisdom, dedication to teaching, understanding of one’s greatness as a teacher. The creative search of a teacher should be based on educating schoolchildren from their own position. As a “person from the future,” the teacher deeply believes in children’s cognitive abilities, makes their lives healthy and joyful, and strives to ensure that schoolchildren are partners in their upbringing and learning.

List of used literature

1. Amonashvili Sh.A. Educational and educational functions of assessing a student’s learning. -M., 1984.

2. Amonashvili Sh.A. Unity of purpose. - M., 1988.

3. Amonashvili Sh.A. Hello children! - M., 1988.

4. Amonashvili Sh.A. How are you, children? - M., 1988.

5. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

6. Amonashvili Sh.A. Education. Grade. Mark. - M.: Knowledge, 1980.

7. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996

8. Amonashvili Sh.A. Creating man. - M., 1982.

9. Amonashvili Sh.A. School of life // Teacher's newspaper. -1996. - No. 15 - 23.

10.Pedagogical search / Comp. I.N. Bazhenova. - M., 1987.

11. Lessons from Shalva Amonashvili // Soviet Union. -1987. - No. 7.

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About educational technologies

The basis of pedagogical activity is the mastery of pedagogical technologies, methods and means aimed at studying and enhancing the educational activities of each student.

Pedagogical technology is a well-thought-out system that allows you to discover the possibilities of achieving positive results in educational activities.

Pedagogical technology is a project for the maintenance and application in practice of a system of educational and educational technological means for studying and developing schoolchildren: techniques and methods for organizing teaching based on accounting and psychological and pedagogical study of the educational capabilities of schoolchildren to stimulate their creative activity and the development of independent educational and work activities. Through the introduction of special adequate pedagogical support. The concept of pedagogical technologies is difficult to enter into pedagogical practice. It is difficult to retreat from the established system of frontal application of teaching techniques and methods. Pedagogical technologies represent a consistent system of techniques, means and methods for the practical implementation of the educational process, taking into account the potential developmental features and technological means of purposeful influence on each student.

Thus, by pedagogical technologies of correctional and developmental education we understand a system of technological conditions aimed at studying the developmental characteristics and intensifying the educational process of schoolchildren with reduced educational capabilities, through the practical application of developing educational pedagogical techniques and methods of organizing teaching, allowing to stimulate, activate and develop conscious educational activity of each student.

The subject of pedagogical technology is the practical interaction of teachers and students at different stages of teaching and educational activities, organized on the basis of diagnosing and taking into account educational opportunities that must be developed in the process of teaching and upbringing using means, methods and techniques for studying and enhancing the education and upbringing of schoolchildren.

The following tasks of pedagogical technologies can be distinguished: creating conditions for schoolchildren to perceive, assimilate and consolidate solid theoretical knowledge; creating conditions for the formation and conscious application of practical skills in solving educational problems based on step-by-step thinking; creating conditions for schoolchildren to study, understand and comply with a system of social norms, rules and behavioral habits.

The transition to the practical implementation of one or another pedagogical technology begins with determining the goals of its use to improve the quality of the educational process.

The meaning of pedagogical technology is to ensure that all schoolchildren during the lesson are able to achieve a positive result in accordance with their learning capabilities. The solution to this problem is possible based on:

Diagnostics (monitoring) of the quality of knowledge at each stage of learning.
Creating conditions for enhancing the educational activity of each student.
Humane psychological and pedagogical assessment of schoolchildren’s educational work.

This is facilitated by the adequate use of teaching methods and means. Methods of using pedagogical technologies are a system of methods of activity for teachers and students, aimed at the development and education of students in the process of acquiring knowledge and the formation of practical skills. The means of using pedagogical technologies are specially developed adequate methodological support aimed at studying and enhancing the educational and work activities of each student.

Basic ideas of humane-personal pedagogy

Humane-personal pedagogy is based on the following postulates:

Humane-personal pedagogy, implemented in the “School of Life by Sh.A. Amonoshvili, based on the real conditions of Russian reality, does not deny subject teaching, the class-lesson system, but strives to enrich educational activities with the “Light of spirituality and knowledge”, to turn the lesson into “Life” itself children." Hence the corresponding accents.

This is what the main cycle of educational courses for primary grades of the “School of Life” looks like:

Educational reading lessons.
Lessons in writing and speech activities.
Native language lessons.
Lessons in mathematical imagination.
Lessons in spiritual life.
Lessons in understanding beauty.
Lessons in planning and activity.
Lessons in courage and endurance.
Lessons about nature.
Lessons about the world of science.
Communication lessons.
Foreign speech lessons.
Chess lessons.
Computer literacy lessons.

It is obvious that not only those who believe in the ideas of humane pedagogy, but also a purposefully trained teacher can work in the mode of such a curriculum.

Mastering the basics of humane pedagogical thinking is an essential part of the formation of a teacher of the third millennium.

Method of Shalva Aleksandrovich Amonashvili

Doctor of Psychological Sciences, Professor.

Corresponding member of the Academy of Pedagogical Sciences of the USSR since May 23, 1985, full member of the Academy of Pedagogical Sciences of the USSR since January 27, 1989, honorary member of the Russian Academy of Education since March 21, 1993, full member of the Russian Academy of Education since May 30, 2001. Member of the Department of Psychology and Developmental Physiology.

Books by Shalva Aleksandrovich Amonashvili

Fundamentals of the formation of writing skills and the development of written speech in the beginning. classes - Tb., 1970;
Education. Grade. Mark - M., 1980;
Creating Man - M., 1982;
Hello children! – M., 1983;
Upbringing and educational function of assessing the learning of schoolchildren - M., 1984;
To school - from the age of six - M., 1986;
How are your children doing? – M., 1986;
Unity of purpose - M., 1987;
Personal and humane basis of the pedagogical process - Minsk, 1990.

Shalva Aleksandrovich Amonashvili is one of the innovative teachers who proclaimed the pedagogy of cooperation. He graduated from the Faculty of Oriental Studies of Tbilisi University, worked at school, studied in graduate school, and defended his candidate and doctoral dissertations. In the 60-70s, he led a mass experiment in Georgian schools, which had a wide response throughout the world due to the substantiation of a new pedagogical direction, which became known under the name “Humane-personal approach to children in the educational process.” Currently lives in Moscow (Russia). His “School of Life” system (humane-personal approach) is recommended by the Ministry of Education of the Russian Federation for practical application. According to the philosophical system he created - “A humane-personal approach to children in the educational process” “School of Life” - teachers work and study in different countries near and far abroad.

Shalva Aleksandrovich himself claims that he learned all the principles of a humane-personal approach to the child from the classics of world pedagogy - K.D. Ushinsky, V.A. Sukhomlinsky, Janusz Korczak, A.S. Makarenko and many others. That by collecting the multi-colored bricks of their experience, he only united them into a single whole. Let us pay tribute to the modesty of Shalva Aleksandrovich, but note, however, that in order to see a complete picture in a pedagogical mosaic scattered over centuries, one must not only be a highly educated specialist, but also have a unique quality of synthesis. It is precisely thanks to the fact that Sh.A. Amonashvili, as a true sage, has the rare gift of synthetic thinking; he managed to create a solid monolithic foundation on which a new philosophy of pedagogy, called humane, was built.

Currently Sh.A. Amonashvvili – Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Laureate of the State Prize of the Russian Federation, foreign member of the Ukrainian Academy of Pedagogical Sciences. In addition, he is an honorary doctor of Sofia University. St. Clement of Ohrid (Bulgaria); Honored Professor of the Moscow City Pedagogical University; honorary professor at a number of universities in different countries.

Despite the enormous emotional and physical stress, he is extremely attentive and friendly to people; no one has seen him irritated or rude. He personifies that creative patience, which is one of the cornerstones of his pedagogical philosophy.

Many teachers in their practice are faced with the problem of the need to humanize the pedagogical process. Humanism is a system of views that recognizes the value of man as an individual, his right to freedom, happiness, development and manifestation of all abilities. This is a system that considers the welfare of man as the criterion for assessing social phenomena, and the principles of equality, justice, and humanity as the desired norm of relations in society. The works of innovative teachers Sh.A. are invaluable aids for them. Amonashvili and V.A. Sukhomlinsky.

The influence of teacher’s personal qualities in the system of teaching primary school children

Shalva Aleksandrovich Amonashvili in the manual for teachers "Hello, children!" summarizes the results of his teaching activities, his observations on the formation of the personality of the youngest schoolchildren. The book is written in the form of a story and reflections of a teacher who became the organizer of an exciting school life for children. It reveals the psychological characteristics of this age group, the specifics of the content, forms and methods of teaching and raising six-year-olds.

“My practice of working with children and the scientific search for organizing their joyful and exciting life at school, creative and scientific collaboration for a long time with many teachers of experimental classes contributed to the fact that I developed some pedagogical beliefs based on the optimistic, humanistic principles of teaching and education" - writes Sh. Amonashvili in the preface.

Academician of the Academy of Pedagogical Sciences of the USSR A.V. Petrovsky called this book a “pedagogical symphony”, the leitmotif of which invariably remains love for children, a sensitive attitude towards the tender soul of a child. This characteristic can also be attributed to the book by Sh. Amonashvili “To school from the age of six.” Sh. Amonashvili believes that the effective implementation of the system of education and training of children of primary school age entirely depends on the personality of the teacher. He pays attention to the following personal qualities, which seem to him the most important.

First, love children for who they are. One must equally love the naughty one, the obedient one, the smart one, the slow-witted one, the lazy one, and the diligent one. Kindness and love for children will not allow you to treat them rudely, infringe on your pride and dignity, and not rejoice in everyone’s successes.
Secondly, be able to understand children, that is, take their position, accept their concerns and affairs as serious and take them into account. These concerns and matters should be treated not with condescension, but with respect. Understanding children means not subordinating them to our power, but, based on their today's life, cultivating the shoots of their tomorrow's life. Understanding the movements of the soul and the experiences of the child’s heart, his feelings and aspirations, the teacher will be able to engage in in-depth education, when the child himself becomes his comrade-in-arms in his own upbringing.
Thirdly, it is necessary to be optimistic and believe in the transformative power of education. We are not talking about philanthropic optimism, when, with folded arms, the teacher waits with hope for the child to become wiser and show the ability to think, so that he can then begin to educate him and begin to develop his consciousness. We are talking about active optimism, when the teacher delves deeply into the inner world of the child - and, depending on this, looks for ways of upbringing, training and development.
Fourthly, the teacher should have all the best that people like in a person: a smile, sternness, restraint, modesty, sensitivity, sincerity, intelligence, sociability, and love of life.

It is very important for a teacher to strive to be like this. He is an intermediary between the child and the spiritual values of past and modern generations. These values, knowledge, moral and ethical standards do not reach children in a sterilized form, but carry the teacher’s personal traits and assessments. A humane teacher, introducing children to knowledge, simultaneously conveys to them his character and appears before them as an example of humanity. For a child, knowledge does not exist without a teacher; only through love for his teacher does a child enter the world of knowledge and master the moral values of society. At primary school age, the highest authority for children is the teacher.

Concepts: humanity of teacher, student. The idea of humanizing schools.

Firstly, the teacher’s humanity is a position that is expressed in the ability to see behind any external manifestations of a child the features of a living, but complex person who has the right to individuality, in the ability not to suppress the human with professionalism, to show and understand the mood of children, colleagues, parents, and also correlate your state of mind with specific circumstances.

Secondly, the student’s humanity is an internal attitude toward a good beginning, mainly expressed depending on the age of the child, first in the ability to feel sorry, empathize, and help; in adolescents, in a motley mixture of sometimes contradictory values, like the children themselves, in the desire to communicate with elders, in the development of personal interests and activities, among elders - in respect for the judgments and lifestyle of peers, in decency, respect for the spiritual world - one's own and others, independence in decisions made, self-esteem and the dignity of others, in life self-determination (choice of decisions).

At the same time, it is known: all progressive educational systems of the past and present have invariably been built and are being built on the recognition of the student’s rights to be an individual and to develop, first of all, spiritually. Spiritual means humane. After all, humanization itself is nothing more than an increase in the teacher’s faith in the potentials of the individual and the possibilities of their disclosure and enrichment.

The humanistic concept sees the main reserve of influence on the development of the individual not in improvement, the increase in external influences on it, but in the search and implementation of internal potentials given by nature and acquired during socialization in the process of training and education.14 It should be noted: no one, of course, can deny the best that the previous school has accumulated, often contrary to the prevailing ideological schemes, just as no one can deny that this best has become the golden fund of our pedagogy and school.

The ideas of humanization affected schools, causing significant changes in it, which can be assessed as trends that can give the school a new look. They are united by common features: respect for the child and his own “I”, recognition of the student’s right to be an active subject of the educational and educational process.

Along with this, the principle of openness gives the school a new look and, often, a new structure. In this case, the rigidity of the school structure disappears, the program becomes more flexible, varied and adapted to the needs of children.

The humanistic climate of a school is important and the most difficult to implement. It requires from teachers and other specialists working with children competence, dedication to children and the goal, passion and professional harmony. S. Frenet notes that it is necessary to “understand the child’s soul, his psychology. Everyone will choose their own path that meets individual inclinations, tastes and needs.”

Conclusion

“... Humane pedagogical thinking, as an eternal truth and as the core of any higher pedagogical teaching and heritage, conceals within itself the opportunity for constant renewal of the life of the school, for the multifaceted creative activity of teachers and teaching teams... It “ignites sparks for the birth of different and new pedagogical systems depending on specific historical, social, national and economic conditions... Humane pedagogical thinking is in a constant search for its “moment of truth,” which is why its boundaries are more expanded than the boundaries of the corresponding practice.”
(Amonashvili Sh.A.)

Bibliography:

Amonashvili Sh.A. Pedagogical symphony. – Ekaterinburg, 1993. T. 3. p. 140.
Amonashvili Sh.A. School of Life. – M., 2000.
Amonashvili Sh.A. Reflections on humane pedagogy. – M., 2001.
Amonashvili Sh.A. How are you, children? – M., 1977.
Babansky Yu.K. Optimization of the learning process. General didactic aspect. – M., 1977.
Bespalko V.P. Components of pedagogical technology - M., Pedagogika, 1989.
Vygotsky A.S.: Anthology of humane pedagogy - M., 1996. p. 19.
Galperin P.Ya. Methods of teaching and mental development of a child - M., 1985.
Guzeev V.V. Lectures on educational technology - M., Znanie, 1992.
Korczak Y. Anthology of humane pedagogy - M., 1997. p. 39-40
Lerner I.Ya. Attention to educational technology // Sov. Pedagogy - No. 3, 1990. p. 138-141.
Selevko G.K. Modern educational technologies: Textbook. – M.: National Education, 1998.
Sukhomlinsky V.A. Anthology of humane pedagogy - M., 1997. p. 19.
Shatalov V.F. Pedagogical prose. – M., Education, 1980.
Shchurkova N.E. Pedagogical technology as an educational discipline//Pedagogy.- No. 2, 1993. pp. 66-70.
Yanushkevich F. Technology of education in the system of higher education - M., 1986.

“The school must love the child, then he will love the school”

V.A. Sukhomlinsky

1. Introduction.

2. Main part.

2.1 Biography of Sh.A. Amonashvili.

2.2. What is humane pedagogy?

3. Practical results.

4. Conclusion.

5. List of references.

Humane-personal technology

Amonashvili Sh. A.

Give yourself to children!

From “Commandments” by Amonashvili Sh. A.

Amonashvili Shalva Alexandrovich - famous Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his mental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. A peculiar result, the ideologist of his pedagogical activity, is technology "School of Life", set out in his “Treatise on the initial stage of education, built on the principles of humane and personal pedagogy.”

What is humane pedagogy?

"This pedagogy accepts a child as he is, agrees with his nature. She sees in the child his limitlessness , realizes its cosmic nature and leads, prepares him to serve humanity throughout life. She affirms the personality in the child by identifying his free will and builds pedagogical systems, the procedurality of which is predetermined teacher's love, optimism, high spiritual morality . She encourages pedagogical creativity and calls for pedagogical art. Humane pedagogical thinking strives to embrace the immensity, and this is the strength of educational systems and processes born in its depths.”

Amonashvili Sh. A.

Basic ideas of humane-personal pedagogy

1. Education of the individual through the development of his spiritual and moral potential, promoting the discovery and creation of noble traits and qualities in the child. Raising a noble person is the leading goal of the humane and personal educational process.

2. Ideas of classical philosophy and pedagogy that a child is a phenomenon in earthly life, he is the bearer of his life mission and is endowed with the highest energy of the spirit.

Classification parameters of technology Sh. A. Amonashvili

By level of application:

general pedagogical

On a philosophical basis:

humanistic + religious

According to the main development factor:

sociogenic + biogenic

According to the concept of assimilation:

associative-reflex

By orientation to personal structures:

emotional and moral

teaching + educational, secular with elements of religious culture, humanitarian, general education, person-oriented

By the nature of the content:

By type of control:

small group system

By organizational form:

traditional classroom teaching with elements of differentiation and individualization

On approaching the child:

humane-personal, cooperation pedagogy.

According to the prevailing method:

explanatory and illustrative, playful with elements of problem-solving and creativity

mass and advanced based on a personal approach to children

Target orientations

Contributing to the formation, development and upbringing of a noble person in a child by revealing his personal qualities

Ennobling the soul and heart of a child

The ideal of education is self-education

Development and formation of the child’s cognitive powers

Providing conditions for expanded and in-depth knowledge and skills

Basic principles of technology

Loving a child

Humanize the environment in which the child lives

A teacher must radiate human kindness and love, without which it is impossible to cultivate a humane soul in a person.

Live out your childhood in a child

A deep study of a child’s life and the movements of his soul is possible only when the teacher gets to know the child in himself.

Basic conceptual principles of technology

All provisions of the personal approach to cooperation pedagogy.

The child as a phenomenon carries within himself a life line that he must serve.

A child is the highest creation of Nature and the Cosmos and carries their features - power and limitlessness. .

The holistic psyche of a child includes three passions: passion for development, for growing up, for freedom.

Features of technology content

Lesson- the leading form of children’s lives (and not just the learning process), absorbing the entire spontaneous and organized life of children.

Lesson-creativity

Lesson-work

Lesson-joy

Lesson game

Lesson-friendship

Lesson-meeting

Lesson-sun

Life lesson

Essential Skills and Abilities and Their Lessons

Chess

Educational reading

Comprehension of beauty

Spiritual life

Written and speech activities

Lessons about nature

Activity planning

Understanding high spiritual matters and values

Linguistic flair

Courage and endurance

Spirit, Soul, Heart, Good, Love, Life, Death, etc.

Native language lessons

Communication

Mathematical imagination

Understanding the beauty of everything around you

Foreign speech

Music, visual arts, ballet, theater, etc.

Understanding advanced mathematical concepts

Infinity, eternity, universe, diversity, etc.

Features of the technique

Humanism

Individual approach

Family teacher reserves

Educational activities

Communication skills

Assessment of children's activities

The use of marks is very limited, because grades are “the crutches of lame pedagogy.”

Qualitative assessment

Characteristic

Results package

Self-esteem

Self-analysis training

The basic guidelines of the teacher of the humane pedagogical process

Supports in a child

Teacher's Guidelines

Commitment to development;
desire to grow up;
desire for freedom

The principle of humanizing the environment around the child;
the principle of respect for the child’s personality;
the principle of patience in the development of a child

Personal qualities of a teacher

Teacher's Commandments

Kindness, frankness and sincerity, devotion

Believe in the limitlessness of a child;
believe in your teaching abilities;
believe in the power of a humane approach to children

Teacher's laws

Love the child, understand the child, be filled with optimism for the child

Basic teacher rules

1. Show keen interest to the life of a child, to his joys, sorrows, aspirations, successes, failures, to his personal experiences; if necessary, assist, help, express “compassion” and sympathy.

2. Treat your child like an adult from whom mutual trust, respect, and understanding are expected.

3. Make every child's birthday a celebration in the classroom. , express your wishes to him, let him feel how loved and respected he is by his teacher and comrades, what success they expect from him.

4. Establish a personal, trusting relationship with each child , inspire the child’s trust and sincerity in you with your trust and sincerity towards him.

5. Love to laugh with your children , have fun, play, be naughty with them .

6. Speak to children in a calm, inviting voice.

7. Express your irritability with your child’s behavior with a hint of hint that you didn’t expect this from him, that you have a higher idea of him.

8. Express a keen interest in individual children's hobbies , participate in them.

Methods and techniques for stimulating children's initiatives

1. Techniques for supporting and helping children(gestures, choral responses, prompt resolution, approving touches to children).

2. Reception “Secrets”, the disclosure of which still needs to wait.

3.Individual preliminary work with children who are known to be unsuccessful.

4. Start each lesson with the “sacrament of communication”, with “meditation” teachers and students, praise the sun, day, nature.

5. Technique “Whispering answers in the ear.”

6. Technique “Lower your heads!” Goal: to develop students’ thinking without relying on visuals.

8. “Words are gifts”, words that call for something good, kind, moral, humane, spiritual, intelligent, wise.

7. Acceptance of deliberate error, when the teacher gives the students the opportunity to reprimand him, help the teacher, sympathize and feel sorry.

Methods and techniques for stimulating independent (creative) initiative

1. “Lessons - dramatizations.” The best “productions” are recommended by “spectators” for showing on “tours,” that is, in other classes.

3.Independent creative writing of assignments(come up with difficult tasks yourself).

4. Microteaching(the teacher gives the children the opportunity to independently conduct part of the lesson - “Who should be a teacher today”).

5. Transfer of lesson content to all extracurricular forms of work with children, including discussions at home with parents.

7. Methods of advanced learning.

The federal component of the state standard of primary general education is aimed at the implementation of a personality-oriented developing model of a mass primary school and is intended to ensure, among other main goals, the fulfillment of such a goal as the orientation of education not only to the mastery of a certain amount of knowledge by students, but to development of his personality, cognitive and creative abilities. The philosophical system of Sh.A. perfectly corresponds to this goal. Amonashvili “Humane-personal approach to children in the educational process “School of Life”.

Bibliography

1. Amonashvili Sh.A. Educational and educational functions of assessing a student’s learning. -M., 1984.

2. Amonashvili Sh.A. Unity of purpose. - M., 1988.

3. Amonashvili Sh.A. Hello children! - M., 1988.

4. Amonashvili Sh.A. How are you, children? - M., 1988.

5. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

6. Amonashvili Sh.A. Education. Grade. Mark. - M.: Knowledge, 1980.

7. Amonashvili Sh.A. Reflections on humane pedagogy. - M., 1996

8. Amonashvili Sh.A. Creating man. - M., 1982.

9. Amonashvili Sh.A. School of life // Teacher's newspaper. -1996. - No. 15 - 23.

10.Pedagogical search / Comp. I.N. Bazhenova. - M., 1987.

11. Lessons from Shalva Amonashvili // Soviet Union. -1987. - No. 7.

Humane-personal technology Sh.A. Amonashvili

Briefly about the author
Classification parameters of technology Sh. A. Amonashvili
Target orientations
Conceptual provisions
Content Features
Features of the technique:

The main cycle of educational courses for primary grades of the “School of Life”
Conclusion

Literature

Amonashvili Shalva Aleksandrovich - academician of the Russian Academy of Education, famous Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his mental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. A peculiar result, the ideologist of his pedagogical activity, is the “School of Life” technology, set out in his “Treatise on the initial stage of education, built on the principles of humane and personal pedagogy.”

Classification parameters of Sh. A. Amonashvili technology:

By level of application: general pedagogical.
On a philosophical basis: humanistic + religious.
According to the main development factor: sociogenic + biogenic.
According to the concept of assimilation: associative-reflex.
By orientation to personal structures: emotional and moral.

By nature of content:

By nature of content: teaching + educational, secular with elements of religious culture, humanitarian, general education, people-oriented.
By type of control: small group system.
By organizational form: traditional classroom teaching with elements of differentiation and individualization.
Approaching the child: humane-personal, cooperation pedagogy.
According to the prevailing method: explanatory and illustrative, playful with elements of problem-solving and creativity.
By category of trainees: mass and advanced based on a personal approach to children

Target orientations:

To promote the formation, development and upbringing of a noble person in a child by revealing his personal qualities.

Ennobling the soul and heart of a child.

Development and formation of the child’s cognitive powers.

Providing conditions for an expanded and in-depth scope of knowledge and skills.

The ideal of education is self-education.

Conceptual provisions:

All provisions of personal collaborative pedagogy approach.
Child as a phenomenon carries a life mission which he must serve.
A child is the highest creation Nature and Space and carries their features - power and limitlessness.
The holistic psyche of a child includes three passions: passion for development, for growing up and for freedom.

Content Features:

Essential skills and abilities and their corresponding disciplines or lessons:
educational reading;
written and speech activities;
linguistic flair;
mathematical imagination;
comprehension of high mathematical concepts;
comprehension of beauty;
activity planning;
courage and endurance;
communication;
foreign language speech;
chess;
spiritual life;
comprehension of high spiritual matters and values;
appreciating the beauty of everything around you.

Features of the technique:

The listed knowledge and skills are formed using the special content of methods and methodological techniques, including:
- humanism: the art of loving children, children's happiness, freedom of choice, the joy of learning;
- individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;
- communication skills: the law of reciprocity, publicity, His Majesty is a question, an atmosphere of romance;
- reserves of family pedagogy: parental Saturdays, gerontogogy, cult of parents;
- educational activities: quasi-reading and quasi-writing, techniques for materializing the processes of reading and writing, children's literary creativity.

Humane-personal pedagogy implemented in the “School of Life” by Sh.A. Amonashvili, based on the real conditions of Russian reality, does not deny subject teaching, the class-lesson system, but strives to enrich educational activities with the “Light of spirituality and knowledge”, turn the lesson into “Children's Life” itself. Hence the corresponding accents:

The main cycle of educational courses for primary grades of the “School of Life”:

1 . Lessons educational reading.
2 . Lessons written and speech activities.
3 . Lessons native language.
4 . Lessons mathematical imagination.
5 . Lessons spiritual life.
6 . Lessons comprehension of beauty.
7 . Lessons planning and activities.
8 . Lessons courage and endurance.
9 . Lessons about nature.
10 . Lessons about the world of science.
11 . Lessons communication.
12 . Lessons foreign speech.
13 . Lessons chess games.
14 . Lessons computer literacy.

Conclusion

It is obvious that the humane-personal approach to children in the general educational process, set out as a system by Academician of the Russian Academy of Education Sh.A. Amonashvili in his treatise “School of Life”, there is one of the possible options for implementing humane pedagogical thinking in the practice of the 21st century school.

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About educational technologies

Method of Shalva Aleksandrovich Amonashvili

Books by Shalva Aleksandrovich Amonashvili

The influence of teacher’s personal qualities in the system of teaching primary school children

Concepts: humanity of teacher, student. The idea of ​​humanizing schools.

Conclusion

Humane-personal technology Sh.A. Amonashvili

Briefly about the author

Classification parameters of technology Sh. A. Amonashvili

Target orientations

Conceptual provisions

Content Features

Features of the technique:

The main cycle of educational courses for primary grades of the “School of Life” Conclusion Literature

Conclusion

Literature

By level of application: general pedagogical.

On a philosophical basis: humanistic + religious.

According to the main development factor: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral.

By nature of content:

By nature of content: teaching + educational, secular with elements of religious culture, humanitarian, general education, people-oriented.

By type of control: small group system.

By organizational form: traditional classroom teaching with elements of differentiation and individualization.

Approaching the child: humane-personal, cooperation pedagogy.

According to the prevailing method: explanatory and illustrative, playful with elements of problem-solving and creativity.

By category of trainees: mass and advanced based on a personal approach to children

Target orientations:

All provisions of personal collaborative pedagogy approach.

Child as a phenomenon carries a life mission which he must serve.

A child is the highest creation Nature and Space and carries their features - power and limitlessness.

The holistic psyche of a child includes three passions: passion for development, for growing up and for freedom.

Content Features:

Essential skills and abilities and their corresponding disciplines or lessons:

educational reading;

written and speech activities;

linguistic flair;

mathematical imagination;

comprehension of high mathematical concepts;

comprehension of beauty;

activity planning;

courage and endurance;

communication;

foreign language speech;

chess;

spiritual life;

comprehension of high spiritual matters and values;

appreciating the beauty of everything around you.

Features of the technique:

The listed knowledge and skills are formed using the special content of methods and methodological techniques, including:

- humanism: the art of loving children, children's happiness, freedom of choice, the joy of learning;

- individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;

- communication skills: the law of reciprocity, publicity, His Majesty is a question, an atmosphere of romance;

- reserves of family pedagogy: parental Saturdays, gerontogogy, cult of parents;

- educational activities: quasi-reading and quasi-writing, techniques for materializing the processes of reading and writing, children's literary creativity.

1 . Lessons educational reading.

2 . Lessons written and speech activities.

3 . Lessons native language.

4 . Lessons mathematical imagination.

5 . Lessons spiritual life.

6 . Lessons comprehension of beauty.

7 . Lessons planning and activities.

8 . Lessons courage and endurance.

9 . Lessons about nature.

10 . Lessons about the world of science.

11 . Lessons communication.

12 . Lessons foreign speech.

13 . Lessons chess games.

14 . Lessons computer literacy.

Conclusion

Shout to the cooks for lunch

Essential rose oil: application, homemade recipe, reviews Beneficial properties of rose oil

Concepts: humanity of teacher, student. The idea of humanizing schools.

The main cycle of educational courses for primary grades of the “School of Life”
Conclusion

Literature