Theoretical analysis of the pedagogical conditions necessary for the formation of ecological knowledge among schoolchildren. Pedagogical conditions will provide pedagogical conditions for

Recently, several publications devoted to pedagogical conditions have appeared on the pages of the Pedagogy Today magazine. One of them states that “an analysis of modern psychological and pedagogical literature indicates that the nature

pedagogical conditions of unified scientific provisions accepted by all scientists have not been developed. In philosophy, the term "condition" is interpreted as a category expressing the relation of an object to the phenomena surrounding it, without which it cannot exist; conditions constitute the environment, the environment in which the phenomenon arises, exists and develops. In the "Dictionary of the Russian language" S.I. Ozhegov, a condition is understood as "a circumstance on which something depends."

L.A. Miroshnichenko defines the concept of “condition” as a circumstance. But the conditions do not deny the possibility of their construction. However, an objective circumstance can not only be predicted, it can be taken into account. And then the question arises: is the consideration of the factor a pedagogical condition? According to our ideas, it is, moreover, a decisive condition, because without it all other conditions lose their meaning. So, if we do not take into account the factor of the current state of society and its requirements for the student, how can we develop the theoretical and practical aspects of his education and upbringing? Or the specifics of the subject? This is also an objective factor, but without taking this factor into account, it is impossible to develop training courses, programs, etc. Any phenomenon is conditioned by external and internal factors or given factors and constructed factors. We do not construct external or given factors, but we take them into account. And their consideration is a general pedagogical condition. Taking into account external factors ensures setting the goal and determining the content of the discipline, determining the requirements for the level of mastering the program - what Yu.G. Tatur refers to the conditions of pedagogical design.

Detailed Analysis essence of the category "pedagogical conditions" is presented in the works of Doctor of Pedagogical Sciences B.V. Kupriyanov. The author considers pedagogical conditions as specially created circumstances, components of the pedagogical process, which are external in relation to the process of changes in the student's (pupil's) personality. We will adhere to this definition in our study. At the same time, it is essential that the category of “pedagogical conditions” is closely related to the category of “patterns of the pedagogical process”, which is interpreted as a connection between intentionally created or objectively existing conditions and the results achieved, where the results are learning, upbringing, development of the individual in its specific parameters. .

Taking this into account, the author considers it possible to consider pedagogical conditions as one of the sides of the regularity of the educational process. As a result, it was possible to find seven options for the formulation of pedagogical conditions, which were conditionally named:

• - "Characteristics of the child" (schoolchild, pupil, etc.);
• - "Characteristics of the subject of pedagogical activity" (teacher, teaching staff, head of an educational institution, etc.);
• - "Activities of children (child)";
• - "Attitude of children (child) to activity";
• - "The internal environment of an educational institution";
• - “The external environment in relation to this educational institution and interaction with it” (another educational institution, family, public organizations, etc.);
• - "Pedagogical activity - management of activities, relationships, environment, regulation of the state of the child."

The author considers these blocks as components of the educational process, B.V. Kupriyanov points out that when determining pedagogical conditions when studying the effectiveness of a pedagogical tool, pedagogical conditions are the characteristics of the tool itself. In other words, the pedagogical conditions of effectiveness are the properties of pedagogical support. In this case, the most obvious are three aspects of such a component as pedagogical activity:

• - pedagogical activity aimed at the activities of pupils (selection of content, forms, organization, etc.);
• - pedagogical activity, contributing to an increase in the subjective significance of educational activities for the pupil;
• - pedagogical activity, which provides for the management of the life of an educational organization (interpersonal relations, subject-aesthetic environment, symbols of the child-adult educational community).

Thus, pedagogical conditions are a purposefully created environment (environment) in which, in close interaction, a combination of psychological and pedagogical factors (relationships, means, etc.) is presented, allowing the teacher to effectively carry out educational or educational work.

For the analysis of pedagogical conditions, it is important to single out I.P. Podlasym of four general factors that determine the complex formation of the products of the didactic process. He refers to them:

• - educational material;
• - organizational and pedagogical influence;
• - learnability of students;
• - time .

Obviously, student learning and time are factors that we cannot influence due to the fact that they are predetermined. The time allotted for the study of a particular discipline is set by the standard, and learning ability is the reality with which we are dealing. However, we must take into account these factors. It should also be taken into account that learning is a factor that changes and is dialectical, since, while changing the educational process in a certain way, it also changes in the course of this process. Thus, of the listed four general factors, two can be directly constructed: educational material and organizational and pedagogical influence. The organizational and pedagogical influence includes teaching and learning methods, organizational forms, the practical use of acquired knowledge and skills, teaching aids, educational process equipment, etc.

If the conditions associated with external factors make it possible to see a certain problem in the pedagogical space and dictate the need to solve it, then the constructed conditions make it possible to solve this problem. In our case, these will be the pedagogical conditions for the aesthetic education of schoolchildren. Under the pedagogical conditions of the aesthetic education of schoolchildren, we mean the opportunities of the educational process purposefully used by the teacher and specially organized circumstances that contribute to the formation of a decent level of the student's aesthetic culture.

The effectiveness of the process of forming aesthetic education in technology lessons is determined by the following pedagogical conditions that we have identified: didactic, organizational, psychological and pedagogical.

Didactic conditions are circumstances of the pedagogical process specially created by the teacher, under which the procedural components of the learning system are optimally combined.

These include:

• - selection of certain forms, means and methods of teaching, as well as methods and forms of control over the assimilation of knowledge (simulators, tests, interactive teaching computer programs, etc.);
• - development and application of special tasks that contribute to the mastery of aesthetic ideas and skills in the course of studying the academic discipline;
• - development and application of a system for assessing the knowledge, skills and abilities of schoolchildren.

Organizational conditions are the circumstances of the learning process necessary for the formation of the aesthetic education of schoolchildren, each of which is realized through a certain type of activity.

We have defined the following organizational conditions:

• - orientation to creative activity aimed at creating and transforming new information presented in the form of new tasks and involving self-organization (creation of creative projects, independent activities outside of school)
• -resource support for the process of formation of aesthetic skills of students;
• - purposeful management of the cognitive activity of schoolchildren by means of a special teaching methodology, by monitoring its effectiveness.

Psychological and pedagogical conditions are the circumstances of the learning process, suggesting emotional comfort and a favorable psychological climate in the team, characterized by mutually respectful communication and coexistence between the teacher and students. This is a pedagogical tact, and the creation of a “success situation”, and team cohesion, as well as the implementation of diagnostics for the development of schoolchildren, a system for stimulating learning motivation, a reflexive-evaluative stage of each lesson.

what are the pedagogical conditions? and got the best answer

Answer from And you don't know... how?)[guru]
Seven options for the formulation of pedagogical conditions, which were conditionally named:
"characteristics of the child" (student, schoolchild, pupil, etc.),
"characteristics of the subject of pedagogical activity" (teacher, teaching staff, head of an educational institution, etc.),
"activities of children (child)",
"attitude of children (child) to activity",
"internal environment of a children's association (educational institution)",
“environment external to this educational institution and interaction with it” (other educational institution, family, public organizations, etc.).
Initially, it was assumed that the identified six constructs are adjacent. However, a careful examination of the hypotheses convinced that it is possible to distinguish some kind of levels:
The first level of conditions is the characteristics of the child (children) that determine the success of the educational process. The condition for the success of the educational process may be that the child has a certain experience of activity, relationships. For example: "the success of the realization of the leadership potential of older adolescents is determined by ... the participation of socially active adolescents with experience in social activities in children's associations in the shift program..." 2
The third level of conditions - the immediate circumstances of education - actually classical pedagogical conditions - characteristics:
- content and organization of activities of children (child),
- interpersonal relations, communication in a group, life of a children's association,
- the relationship of teachers with children (teacher with a child),
- entry of the child into the association,
- interaction of a children's association (educational institution) with the environment.
Let us designate the place of the second and fourth levels of pedagogical conditions. The second level is a kind of projection of the circumstances of the educational process on the subjective world of the pupil. In other words, the child's subjective perception of activities, relationships, interactions, and other circumstances of the educational process can be considered as pedagogical conditions. Since without specifying the object of the relationship, these same relationships are quite difficult to reveal, we skipped the third level ahead of the second.
The fourth level of conditions is "pedagogical activity as a management of the life of a children's association". Analysis of hypotheses in Ph.D. dissertations in pedagogy allows us to identify the following options for the formulation of pedagogical conditions:
- pedagogical activity for the selection and selection of pupils;
- pedagogical activity in managing the activities of pupils (selection of content, forms, organization, etc.);
- pedagogical activity, which provides for the management of interpersonal relations, the subject-aesthetic environment, the life of the child-adult educational community;
- pedagogical activity - managing the interaction of an educational organization (children's team) with the external environment;
- pedagogical activity, which is a direct interaction between the educator and the pupil;
- pedagogical activity creating a holistic image of the teacher;
- pedagogical activity, which contributes to an increase in the subjective significance for the pupil of activity, relationships, communication.
The fifth level of pedagogical conditions can be designated as - resource provision of education - these are the characteristics:
- staffing (properties of the subject of pedagogical activity),
- material support for the activities of children (equipment, etc.),
- spatial and temporal parameters of the educational process,
- deliberately changed properties of the environment surrounding the educational institution,
- regulatory and legal support of the educational process,
- software and methodological support of education,
- PR - ensuring the educational process.

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1 General and Professional Education 1/2012 pp ISSN ANALYSIS OF THE NOTION PEDAGOGICAL CONDITIONS: ESSENCE AND CLASSIFICATION Natalia Ippolitova Shadrinsky State Pedagogical Institute, Kurgan Region, Shadrinsk, st. K. Liebknekhta, 3 Natalya Sterkhova Shadrinsk State Pedagogical Institute, Kurgan region, Shadrinsk, st. K. Liebknecht, 3 Abstract: The analysis of the notion pedagogical conditions is represented in the article. On the basis of the comparative multi aspect analysis of the notion conditions, the notion pedagogical conditions are defined and the main characteristic features are revealed. Pedagogical conditions are analyzed in the paper as a component of a pedagogical system; they reflect the environmental opportunities affecting personality- and process-based aspects of the system, enhancing its successful functioning. Different groups of conditions guaranteeing the effective functioning of the pedagogical system are considered. The peculiar properties of three groups of pedagogical conditions (organizational-pedagogical, psychological-pedagogical, didactic) are disclosed. Keywords: conditions, pedagogical conditions, organizational-pedagogical conditions, psychologicalpedagogical conditions, didactic conditions. Introduction In modern pedagogical research related to the problems of improving the functioning of pedagogical systems, increasing the efficiency of the educational process, one of the aspects of greatest interest is the identification, justification and verification of pedagogical conditions that ensure the success of the activities carried out. The solution of this problem often causes difficulties for researchers, which may be due to the following reasons: 1) one-sided view of the researcher about the phenomenon of the key concept of "conditions"; 2) selection of pedagogical conditions belonging to different classification groups; 3) a fuzzy understanding of the direction of the identified conditions (what the identified conditions are aimed at within a particular study); 4) weak validity of the choice of these particular conditions, etc. Preventing the occurrence of such difficulties becomes possible when implementing research in several areas: analysis and concretization of the content of the concepts of "conditions" and "pedagogical conditions", clarification of the classification groups of pedagogical conditions in accordance with their focus on the nature and nature of the problems that are designed to solve these conditions. 8 General and Professional Education 1/2012

2 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": ESSENCE Essence and content of the concept "condition", types of conditions Let's analyze the main features and signs of the concept "condition" of the phenomenon in various aspects. In reference literature, "condition" is understood as: 1) a circumstance on which something depends; 2) the rules established in some area of ​​life, activity; 3) the environment in which something happens. The philosophical interpretation of this concept is associated with the relation of an object to the phenomena surrounding it, without which it cannot exist: “that on which something else (conditioned) depends; an essential component of a complex of objects (things, their states, interactions), from the presence of which the existence of a given phenomenon necessarily follows. Those. the totality of the specific conditions of a given phenomenon forms the environment for its occurrence, emergence, existence and development. In psychology, the concept under study, as a rule, is presented in the context of mental development and is revealed through a set of internal and external causes that determine the psychological development of a person, speeding up or slowing it down, influencing the development process, its dynamics and final results. Teachers take a position similar to psychologists, considering the condition as a set of variable natural, social, external and internal influences that affect the physical, moral, mental development of a person, his behavior, upbringing and education, personality formation (V.M. Polonsky). Thus, the results of a comprehensive analysis allow us to conclude that the concept of "condition" is a general scientific one, and its essence in the pedagogical aspect can be characterized by several provisions: 1. a condition is a combination of causes, circumstances, any objects, etc.; 2. the indicated totality affects the development, upbringing and training of a person; 3. the influence of conditions can accelerate or slow down the processes of development, education and training, as well as affect their dynamics and final results. In modern studies, the concept of "condition" is used quite widely when characterizing the pedagogical system. At the same time, scientists, relying on different signs, distinguish various groups of conditions. So, Yu.K. Babansky, in terms of the sphere of influence, distinguishes two groups of conditions for the functioning of the pedagogical system: external (natural-geographical, social, industrial, cultural, microdistrict environments) and internal (educational-material, school-hygienic, moral-psychological, aesthetic). According to the nature of the impact, objective and subjective conditions are distinguished. The objective conditions that ensure the functioning of the pedagogical system include the legal framework of the education sector, the media, etc., and act as one of the reasons that encourage participants in education to adequately manifest themselves in it. These conditions are subject to change. The subjective conditions that affect the functioning and development of the pedagogical system reflect the potentials of the subjects of pedagogical activity, the level of coordination of their actions, the degree of personal significance of the target priorities and the leading ideas of education for students, etc. According to the specifics of the object of influence, general and specific conditions are distinguished that contribute to the functioning and development pedagogical system. General conditions include social, economic, cultural, national, geographical and other conditions; to specific ones - features of the socio-demographic composition of trainees; location of the educational institution; material capabilities of the educational institution, equipment for the educational process; educational opportunities of the environment, etc. An important role in ensuring the functioning and development of the pedagogical system is also played by such specific conditions as: the nature of the moral and psychological 9 General and Professional Education 1/2012

3 atmospheres in pedagogical and student teams, the level of pedagogical culture of teachers, etc. An important role in determining the directions of development of the pedagogical system is played by taking into account the spatial conditions in which the pedagogical system exists, because its functioning is determined by the peculiarities of regional, local conditions, the specifics of the educational institution, the specific pedagogical environment, the level of qualification of the necessary teaching staff, the degree of equipment of the educational process (rooms, teaching aids, equipment, etc.). The need to take into account the spatial conditions that make up the environment for the functioning of the pedagogical system is due to the implementation of the principle of unity of the general, individual and special in scientific research. The identification of various groups of conditions that ensure the functioning and development of the pedagogical system is quite reasonable, but it should be noted that when carrying out a scientific analysis of any pedagogical system or a specific aspect of an integral pedagogical process, the researcher must use adjacent groups of conditions that are distinguished by any specific feature . The essence and content of the concept of "pedagogical conditions" The conditions that will be discussed further are aimed at solving problems that arise in the implementation of a holistic pedagogical process, and therefore, we turn to the analysis of the concept of "pedagogical conditions". The problem of conditions acquires a “pedagogical” coloring in the studies of V.I. Andreeva, A.Ya. Naina, N.M. Yakovleva, N.V. Ippolitova, M.V. Zvereva, B.V. Kupriyanova, S.A. Dynina and others, reflected in numerous interpretations of the term "pedagogical conditions". Considering this concept, scientists adhere to several positions. The first position is held by scientists for whom pedagogical conditions are a combination of any measures of pedagogical influence and the possibilities of the material and spatial environment (V.I. Andreev, A.Ya. Nain, N.M. Yakovleva): - (a set of) measures, content, methods (techniques) and organizational forms of training and education (V.I. Andreev); - a set of objective possibilities of content, forms, methods, means and material and spatial environment aimed at solving the tasks set (A.Ya. Nain); - a set of measures (objective possibilities) of the pedagogical process (N.M. Yakovleva). The second position is occupied by researchers who link pedagogical conditions with the design of the pedagogical system, in which they act as one of the components (N. V. Ippolitova, M.V. Zvereva and others): - a component of the pedagogical system, reflecting a set of internal (ensuring the development of the personal aspect of the subjects of the educational process) and external (contributing to the implementation of the procedural aspect of the system) elements that ensure its effective functioning and further development; - a meaningful characteristic of one of the components of the pedagogical system, which is the content, organizational forms, teaching aids and the nature of the relationship between the teacher and students (Zvereva M.V.). For scientists occupying the third position, pedagogical conditions are systematic work to clarify the patterns as stable connections of the educational process, providing the possibility of verifying the results of scientific and pedagogical research (B.V. Kupriyanov, S.A. Dynina, etc.). At the same time, the scientists of this group point to the need for a row of pedagogical conditions, tested within the framework of the hypothesis of one study. An analysis of the positions of various researchers regarding the definition of the concept of "pedagogical conditions" allows us to identify a number of provisions that are important for our understanding of this phenomenon: 1) the conditions act as constituent element pedagogical system (including volume 10 General and Professional Education 1/2012

4 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": THE ESSENCE of the integral pedagogical process); 2) pedagogical conditions reflect the totality of educational opportunities (purposefully designed measures of influence and interaction of subjects of education: content, methods, techniques and forms of education and upbringing, software and methodological equipment of the educational process) and material and spatial (educational and Technical equipment , natural and spatial environment of an educational institution, etc.) environments that positively or negatively affect its functioning; 3) in the structure of pedagogical conditions there are both internal (providing an impact on the development of the personal sphere of the subjects of the educational process), and external (contributing to the formation of the procedural component of the system) elements; 4) the implementation of correctly chosen pedagogical conditions ensures the development and efficiency of the functioning of the pedagogical system. Thus, we consider pedagogical conditions as one of the components of the pedagogical system, reflecting the totality of the possibilities of the educational and material-spatial environment that affect the personal and procedural aspects of this system and ensure its effective functioning and development. Classification groups of pedagogical conditions Summarizing the results of numerous scientific and pedagogical studies shows that in the theory and practice of pedagogy one can meet such varieties of pedagogical conditions as organizational and pedagogical (V.A. Belikov, E.I. Kozyreva, S.N. Pavlov, A. V. Sverchkov and others), psychological and pedagogical (N.V. Zhuravskaya, A.V. Krugliy, A.V. Lysenko, A.O. Malykhin and others), didactic conditions (M.V. Rutkovskaya and others) etc. Let us turn to a more detailed description of each group of conditions. The first group of identified conditions are organizational and pedagogical conditions. This type of pedagogical conditions is considered by scientists, firstly, as a set of any possibilities that ensure the successful solution of educational problems: - a set of objective possibilities that ensure the successful solution of the tasks set (E.I. Kozyreva); - a set of possibilities of content, forms, methods of a holistic pedagogical process aimed at achieving the goals of pedagogical activity (V.A. Belikov). Another group of scientists, developing and concretizing ideas about the organizational and pedagogical conditions for the development and functioning of the educational process, presents them not only as a set of any possibilities that contribute to the effectiveness of solving educational problems, but also indicates their orientation and direct relation to the development and functioning of the procedural aspect of the pedagogical process from the position of management: - a set of objective opportunities for teaching and educating the population, organizational forms and material capabilities, as well as such circumstances of interaction between the subjects of pedagogical interaction, which are the result of a targeted, planned selection, design and application of content elements, methods (techniques) for achieving the goal of pedagogical activity (S. N. Pavlov); - fundamental grounds for linking the processes of activity to manage the process of forming a professional and pedagogical culture of the individual (A.V. Sverchkov). So, the study of the presented definitions of the concept of "organizational and pedagogical conditions" allows us to identify a number of features characteristic of this concept: 1/2012

5 impact) contributing to the successful solution of the problems of the pedagogical process; 2) a set of measures of influence, reflecting the conditions under consideration, underlies the management of the pedagogical system (educational process or its components) in a given situation; 3) these measures are characterized by interconnectedness and interdependence, ensuring in their unity the effectiveness of solving the educational tasks set; 4) the main function of organizational and pedagogical conditions is the organization of such measures of influence that provide targeted, planned management of the development of an integral pedagogical process, that is, management of the procedural aspect of the pedagogical system; 5) a set of organizational and pedagogical conditions is selected taking into account the structure of the process being implemented. The second type of pedagogical conditions are psychological and pedagogical conditions (N.V. Zhuravskaya, A.V. Krugliy, A.V. Lysenko, A.O. Malykhin, etc.). Summarizing the materials of a number of studies, we found that psychological and pedagogical conditions are considered by scientists as such conditions that are designed to provide certain pedagogical measures of influence on the development of the personality of subjects or objects of the pedagogical process (teachers or pupils), which in turn entails an increase in the efficiency of the educational process. An analysis of studies affecting the solution of issues of the implementation of psychological and pedagogical conditions showed that this type of pedagogical conditions has the following characteristic features: 1) psychological and pedagogical conditions are also considered by scientists as a set of opportunities for the educational and material-spatial environment, the use of which contributes to an increase in the efficiency of a holistic pedagogical process; 2) a set of measures of the impact, characterized as psychological and pedagogical conditions, is aimed primarily at the development of the personality of the subjects of the pedagogical system (teachers or pupils), which ensures the successful solution of the problems of a holistic pedagogical process; 3) the main function of psychological and pedagogical conditions is the organization of such measures of pedagogical interaction that ensure the transformation of specific characteristics of the development, upbringing and education of the individual, that is, they affect the personal aspect of the pedagogical system; 4) a set of psychological and pedagogical conditions is selected taking into account the structure of the transformed personal characteristics of the subject of the pedagogical process. In studies on the problems of modern pedagogy, didactic conditions are especially considered, which are defined as “the presence of such circumstances, prerequisites, in which, firstly, the existing learning conditions are taken into account, secondly, ways are provided for transforming these conditions in the direction of learning goals, thirdly elements of content, methods (techniques) and organizational forms of training are selected in a certain way, built and used, taking into account the principles of optimization”, i.e. didactic conditions act as a result of purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of learning to achieve didactic goals. The main function of didactic conditions is the choice and implementation of the possibilities of content, forms, methods, means of pedagogical interaction in the learning process, providing an effective solution of educational problems. Conclusion To sum up, let us dwell on the provisions that are important for our study: - generalization of the results of a comprehensive analysis allows us to consider that the concept of "condition" is general scientific and represents a set of causes, circumstances, any objects that affect the functioning and development 12 General and Professional Education 1/2012

6 ANALYSIS OF THE CONCEPT "PEDAGOGICAL CONDITIONS": THE ESSENCE of any object (including the pedagogical system, an integral pedagogical process); - pedagogical conditions, acting as one of the components of the pedagogical system, reflect the totality of the possibilities of the educational and material-spatial environment that affect the personal and procedural aspects of this system, and ensure its effective functioning and development; - based on the analysis of numerous scientific and pedagogical studies, we found that researchers identify various types of pedagogical conditions that ensure the functioning and effective development of the pedagogical system, among which the most common are organizational-pedagogical, psychological-pedagogical, didactic conditions; - organizational and pedagogical conditions are a set of purposefully constructed possibilities of content, forms, methods of a holistic pedagogical process (measures of influence) that underlie the management of the functioning and development of the procedural aspect of the pedagogical system (holistic pedagogical process); - psychological and pedagogical conditions - a set of purposefully designed interrelated and interdependent possibilities of the educational and material-spatial environment (measures of influence) are aimed at developing the personal aspect of the pedagogical system (transformation of specific personality characteristics); - didactic conditions act as a result of purposeful selection, design and application of content elements, methods (techniques), as well as organizational forms of learning to achieve didactic goals. Identification of the conditions that ensure the functioning and development of the pedagogical system, a holistic pedagogical process is one of the important tasks of pedagogical research, the successful solution of which, as a rule, constitutes the scientific novelty of the study and determines its practical value. References 1. Andreev, V.I. Dialectics of education and self-education of a creative personality / V.I. Andreev. - Kazan: Publishing house of KSU, p. 2. Belikov, V.A. Philosophy of personality education: activity aspect: monograph / V.A. Belikov.- M.: Vlados, p. 3. Zhuravskaya, N.V. Professional training of specialists fire safety in the universities of the oil and gas industry using an individually differentiated approach: Ph.D. dis.... cand. ped. Sciences / N.V. Zhuravskaya. SPb., p. 4. Zvereva, M.V. On the concept of "didactic conditions" / M.V. Zvereva // New research in pedagogical sciences. - M.: Pedagogy S. Ippolitova, N.V. Theory and practice of preparing future teachers for the patriotic education of students: dis. Dr. ped. Sciences / N.V. Ippolitova. Chelyabinsk, with. 6. Kozyreva, E.I. School teacher-researcher as a condition for the development of pedagogical culture / E.I. Kozyreva // Kozyreva, E.I. Methodology and methods of natural sciences. - Issue Sat. scientific tr. Omsk: OmGPU Publishing House, p. 7. Kupriyanov, B.V. Modern approaches to the definition of the essence of the category "pedagogical conditions" / B.V. Kupriyanov, S.A. Dynina // Bulletin of the Kostroma state. un-ta im. ON. Nekrasova S Lysenko, A.V. Psychological and pedagogical conditions for the formation of professional value orientations of the future music teacher: dissertation .... cand. ped. Sciences / A.V. Lysenko. - Maykop, c. 9. Malykhin, A.O. Education of the moral consciousness of students in grades 5-7 at the lessons of labor training: author. dis... cand. ped. Sciences / A.O. Malikhin / Nat. ped. un-t im. M.P. Drahomanov. - Kyiv., p. 13 General and Professional Education 1/2012

7 10. Nine, A.Ya. On the methodological apparatus of dissertation research /A.Ya. Nine // Pedagogy S. Nemov, R.S. Psychology: a dictionary-reference book: at 2 o'clock - M .: VLADOS-PRESS Publishing House, Ch. 12. Ozhegov, S.I. Dictionary of the Russian language: ok words / S.I. Ozhegov; under total edited by prof. L.I. Skvortsova. 24th ed., rev. M .: LLC Publishing House Onyx: LLC Publishing House World and Education, p. 13. Pavlov, S.N. Organizational and pedagogical conditions for the formation of public opinion by local governments: author. dis. cand. ped. Sciences / S.N. Pavlov. Magnitogorsk, with. 14. Pedagogy / ed. Yu.K. Babansky. Moscow: Pedagogy, p. 15. Polonsky, V.M. Dictionary of education and pedagogy / V.M. Polonsky. M.: Higher. shk s. 16. Rutkovskaya M.V. Formation of motives for choosing a teaching profession among high school students: abstract of the thesis. dis...cand. ped. Sciences. L., s. 17. Sverchkov, A.V. Organizational and pedagogical conditions for the formation of professional pedagogical culture of future sports teachers / Sverchkov A.V. // Young scientist C Philosophical encyclopedic dictionary / ch. edition: L.F. Ilyichev, P.N. Fedoseev, S.M. Kovalev, V.G. Panov. - M.: Sov. encyclopedia, p. 19. Yakovleva, N.M. Theory and practice of preparing the future teacher for the creative solution of educational problems: dissertation of Dr. ped. Sciences. Chelyabinsk, with. 14 General and Professional Education 1/2012

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Pedagogical conditions for the formation of students' readiness for professional activities

Analyzing the theoretical provisions that characterize the problem of the formation of the personal-semantic readiness of students for professional activities, we can conclude that an effective solution to the identified problem becomes possible only when a certain system of pedagogical conditions is implemented.

In the theory and practice of pedagogy, there are many interpretations and definitions of the concept of "condition" in general and "pedagogical conditions", in particular.

In the philosophical dictionary, a condition is understood as “the relation of an object to the phenomena surrounding it, without which it cannot exist.” Moreover, the conditions constitute the environment, the environment in which phenomena arise, exist and develop.

Dictionary of the Russian language S.I. Ozhegova interprets "condition" as "a circumstance on which something depends".

Other dictionaries of the Russian language offer similar interpretations of the concept under consideration. The condition is:

The setting in which something happens;

The environment in which they live and without which objects and phenomena cannot exist;

The basis, a prerequisite for something.

In these definitions, the condition is considered as something external to the subject, directly affecting the process of its formation and development.

The TSB provides a more generalized understanding of this term. “A condition is an essential component of a complex of objects (things, their state, interactions), from the presence of which the existence of a given phenomenon necessarily follows.” This whole complex is called "sufficient". In this definition, the condition is considered not as a separate circumstance, the relationship of objects, but as a whole complex of objects that affect the phenomenon under study.

It should be noted that the conditions must be necessary and sufficient for the existence or change of the object or phenomenon under study.

In logic, the necessary conditions include those conditions that take place every time an action occurs, and the sufficient conditions include only those that certainly cause this action.

The analysis of the presented definitions allowed us to accept the condition as a situation that directly affects the process of formation and development of the subject under study.

The pedagogical interpretation of this concept is also important for us. M.I. Yeretsky gives the following definition: “Pedagogical conditions are the pedagogical circumstances accompanying the factor that contribute (or counteract) the manifestation of pedagogical patterns due to the action of factors” .

“Pedagogical conditions are the environment, the circumstances in which pedagogical factors are realized,” notes M.E. Duranov.

N.M. Yakovleva writes that considering the category “condition” in relation to the concept of “environment” (“environment”) unreasonably expands the set of objects necessary for the emergence, implementation or change of a pedagogical phenomenon. By pedagogical conditions, she understands the totality of measures in the educational process that ensure that students achieve the highest level of activity.

S.V. Borovskaya gives a slightly different definition: pedagogical conditions are a set of interrelated measures of the educational process that contribute to the transition of students to a higher level of professional activity.

It should be noted that the proposed definitions are universal, therefore they are used as basic ones in our study.

Analysis of the works of scientists-teachers (V.I. Andreeva, G.V. Borovskaya, N.V. Ippolitova, A.Ya. Naina, N.M. Yakovlev and others) made it possible to determine the essence of pedagogical conditions that ensure the formation of personal-semantic readiness students to professional activities in the system of higher education. Based on the works of S.V. Borovskoy, N.M. Yakovleva, we consider the concept of "pedagogical conditions" as a set of measures of the educational process that ensure the transition of students to a higher level of development.

When identifying pedagogical conditions, it is necessary to take into account the methodological and theoretical foundations of pedagogical research, which it is advisable to present in the form of requirements:

· It is necessary that the conditions contribute to the activation of educational and cognitive activity of students.

· The conditions should take into account the individual characteristics of students (independence of performance, attitude to work, etc.).

· The identified conditions should ensure the formation of special competencies (professional skills) in students.

Pedagogical conditions constitute the environment in which the personal-semantic readiness of students is formed, exists and develops. Therefore, there is a need to create favorable pedagogical conditions to ensure the designated educational process in higher education.

The analysis allowed us to identify the following ways to determine pedagogical conditions:

Identification of the specifics of the educational process in the system of higher education;

Application of new trends in the process of humanization in universities;

Generalization of the experience of higher education and its integration within the framework of humanitarian courses.

The content of the main courses included in the system of liberal education of each university must comply with the State Educational Standards (hereinafter SES) and is represented by the fundamental humanities. SES includes, first of all, a certain amount of mandatory information (educational minimum), as well as the knowledge that the teacher considers necessary to give in excess of this minimum. To a greater extent, the content of humanities courses can be built by the teacher independently within the framework of electives, since they are determined by the profile of the university, the composition of teachers and the range of interests of students.

This is explained by the fact that professional and personal development assumes as a basis the process of a person gaining his human essence (T.V. Sokhranyaeva, Yu.G. Fokin, etc.)]. By this process, we, first of all, understand the formation of a system of moral values, which are the cultural and moral center of the individual. In this case, the content of higher education as a whole and the content of the block of general humanitarian and socio-economic disciplines and electives should perform the functions of "... meeting the needs of the individual in his spiritual growth and ensuring the assimilation of the social experience accumulated by mankind, necessary for the reproduction of social life" . One of the most important principles, on the basis of which the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives will be determined, will be the formation of worldview values, namely, the orientation of the development of the student's personality towards self-development and self-realization.

The formation of such a system of values ​​is impossible without close interaction of the student's personality with the socio-cultural environment, on the one hand, and filling the content of the block of general humanitarian and socio-economic disciplines and electives with such components as: the social infrastructure of society in the form of a certain set of stable interpersonal and social relations associated with the place of residence , and in the form of communities that are carriers of traditions, certain requirements, moral values ​​consecrated by religion and supported by the state - on the other hand.

Orienting the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives to the formation of worldview values, we assume that it will include not only material that contributes to the formation of moral values, but also knowledge that reflects a holistic scientific picture of the world. Including materials illustrating the principles of synergetics as the most general approach describing the principles of the structure of the universe. Proceeding from this, the formation of the student's worldview values ​​will be built on the example of the relationship between the educational process and the cultural and historical environment of the city, which describes "the relationship between the personal and the social, between the individual and the collective, between the private and the public" .

The inclusion in the content component of the material aimed at the formation of worldview values ​​is explained by the new level of requirements for specialists who have received higher education. This is reflected in the “training of specialists capable of creative work, professionally mobile, responsible, enterprising, involves a departure from economic-centric and socio-centric concepts of education in favor of human-centric concepts, in the center of which is the satisfaction of the needs of the individual in intellectual, cultural, moral and spiritual development, in mastering professional activity and self-expression.

The need for students to acquire a complex of knowledge, which is the basis for professional and personal development, is noted in a number of works. Thus, in the scientific and methodological manual on the management of the regional educational system, the author notes that “the content of the national-regional component of educational programs in educational areas is formed as a reflection of:

Cultural-historical, national-ethnic, economic-economic, territorial-geographical identity of the region that has developed to date;

Priority trends in the development of the region;

The need for solving regional problems by means of education;

Public and private educational interests and needs of the inhabitants of the region”.

Using the provisions of the anthropological approach, we can note that in student age, the processes of spiritual and moral autonomization of the individual, physical and moral self-improvement, and socio-psychological adaptation acquire special semantic significance.

Moreover, the possibility of personal growth of students in the learning process contributes to the "normal implementation of its functions by the modern system of higher education." In this aspect, worldview values ​​act as the following resource: “the needs and interests of students, albeit not always conscious, in obtaining knowledge and forming certain socio-cultural, including professional, qualities that they need.”

In this regard, it should be noted the point of view of L.E. Shabunin, who says that "content acts as a category of the learning process, the most predisposed to be used as a carrier of the potential of self-organization." In this regard, there are worldview changes in students, manifested as a result of the active interaction of the students' consciousness with the content of the educational material, which is organized by the teacher.

Consequently, the main task of educational institutions - "to help understand the specifics of a person's connection with the outside world" - can be effectively implemented through the use of the above approaches to the content of humanitarian courses.

The following principles will form the basis for the preparation of work programs for the block of general humanitarian disciplines and electives:

· diversification - expanding the range of social and humanitarian disciplines, and the problems that they study;

pragmatization - convergence of the content of the humanities with the profile of training, the specifics of future professional activity;

· internationalization of education - the study by students of other ethnic groups and cultures living in the region.

This is due to the specifics of humanitarian knowledge, which, from the position of L.A. Belyaeva, is expressed as follows: “1. not fidelity, but depth of penetration (taking into account historicity); 2. the truth is not just revealed, it is being accomplished, and for its accomplishment, the experience of life, the experience of history and the experience of art are needed; 3. Truth cannot be communicated by one person alone, it is the result of a dialogue of many points of view.

In pedagogical science, in accordance with the State Educational Standard, certain requirements for the improvement of work programs are currently distinguished. These requirements include the following:

1. The main goal of the formation of the content should be oriented from the point of view of focusing on the development of the student's personality;

In our opinion, when formulating the requirements for the content of the variable part of the block of general humanitarian and socio-economic disciplines and electives, this list of requirements should be supplemented with the following positions:

Thus, we can identify a number of characteristics of the work programs of the block of general humanitarian and socio-economic disciplines and electives:

non-linearity of content (the structure of the content of humanities courses is built in such a way that in the process of studying them, the possibility of increasing knowledge is preserved not only within the framework of a normatively defined trajectory, but there is also room for the emergence of spontaneous, subjective, unpredictable knowledge that is formed due to the process of student self-development).

Incompleteness and openness (the content of humanitarian courses initially contains information in an unfinished, problematic form, that is, the question of the correctness of solving a particular problem remains open, and therefore it becomes possible to supplement the information received with everyday knowledge, meanings and meanings that are emerging in the process of self-development of students).

Subjectivity (the variable part of the SES involves reliance on the subjective experience, professional and personal potential of the teacher and the maximum consideration of the capabilities and inclinations of students, in connection with this, the variable part of the humanities courses can and should vary significantly).

· sociocentricity (the variable part of the courses will be closely related to the external sociocultural environment).

The work of the teacher with the variable part of the content of the humanities courses implies a creative nature and is expressed in the construction of content within the framework of the subject. Having chosen one of the leading ideas or concepts, the teacher develops the content of the subject according to the scheme: the main theories and laws that confirm this idea or concept; basic concepts, without which the student cannot master the proposed theory or law; facts that allow revealing the content of these concepts; application of theories and laws to specific branches of knowledge.

In this regard, the following levels can be distinguished in the content of humanitarian courses, which should not be mutually exclusive:

Worldview (the goal is the formation of a scientific worldview, familiarization with the picture of the world);

Methodological (goal - familiarization with the methods and forms of scientific knowledge);

Theoretical (the goal is to study fundamental and applied scientific theories);

Practical (the goal is to reveal the role of science and its applied nature).

Consequently, the formation of the work programs of the humanities courses by the teacher is presented in the form of the following stages: 1. Identification and selection of the main idea and concept in the discipline under study in accordance with the level of development of science and the requirements of the SES; filling this idea and concept with specific content, depending on the direction of training and the implementation of the above levels. 2. Identification and selection of the main idea and concept of a particular science in accordance with the identified principles and filling them with specific content:

At the subject level, the leading idea or concept;

At the section level, the relevant theory or law;

At the topic level - the concepts and definitions necessary for the assimilation of a given theory or law;

At the level of a specific lesson - the facts necessary to disclose the content of the concept.

At the same time, each level will be focused on developing the abilities and motives of students, referring to their life experience.

In our opinion, filling the content of the variable part of the block of general humanitarian disciplines and electives will lead to the formation of the main ideological value among students - the realization of the desire for self-realization as a good (value).

Thus, as the first pedagogical condition, we can define the following proposition: work programs of humanitarian courses are focused on professional and personal self-development and self-realization of a university student in the conditions of professional activity.

Based on the specifics of the initial stage of education at the university, it should be noted that most of the humanitarian courses, in accordance with the requirements of the State Educational Standard, are studied during this period. Here, a significant difference is found between the school and the initial stage of university training, associated with the inability of students to learn. This problem is intertwined with a whole range of reasons identified in a number of studies. Among them are: 1. Lecture-seminar form of education, which does not provide for feedback from the student to the teacher; 2. Increased volume of requirements; 3. Lack of skills in working with university forms of education; 4. Opaque principles of selection of the studied material; 5. Lack of student orientation in teaching.

The solution to this problem, in our opinion, is possible in the course of the process of humanization and means that the material selected for the lesson must be personally significant, i.e. touch upon the problems that concern students at the present time, actualize questions for themselves, affect the emotional sphere. At the same time, the content of education, as mentioned above, should be based on the previous subjective experience of the student (its value-semantic part) and provide for the possibility of its transformation.

The personal component in the content of humanities courses can be reflected through the implementation of the principle of content variability. Consider this problem through the prism of a synergistic approach. As mentioned above, the process of internalization (assignment) of knowledge is a highly complex, non-linear, probabilistic process. In order for it to "take place", a combination of many factors is needed, and they are different for each specific case. This is determined, first of all, by the genetically determined qualities of the student's personality and his subjective experience.

It is almost impossible to predict the necessary combination of factors and ensure their implementation for each individual student in a group study environment. However, the creation of a learning environment through the use of variable course content allows the student to choose the material that is more “consonant” (acceptable) to him and, therefore, most successfully “master” the required knowledge. The results of psychological and pedagogical research show that in order to organize a sufficiently rich learning environment, the following parameters should, first of all, be taken into account when selecting content: the level of preparedness and educational and professional motivation; style of information processing (speed and accuracy), development of sensory channels; preferred forms of work, subjective experience.

The variability of the content of education within the framework of humanities courses can be ensured by the use of modern information technologies and / or the creation of appropriate didactic complexes, developed, as a rule, directly by the teacher himself.

The need to focus on the varied content of education is also dictated by the fact that the unstable and unpredictable world that awaits graduates outside the university will present them with many different problems, forcing them to make decisions in situations of multivariance and uncertainty. If we take into account the fact that traditional education, as a rule, is “single-choice”, the very psychological situation of choice may turn out to be a shock for a former student. Multivariate learning makes the situation of choice the norm, which ultimately facilitates the postgraduate adaptation of the graduate in society.

In this regard, we share the point of view of B.S. Gershunsky, on the issue that the policy of education in Russia (and in higher education as well) should be personality-oriented, i.e. allow everyone to receive a higher education, taking into account individual characteristics, interests and abilities of the individual.

The construction of adaptive learning for students based on the identified level of knowledge should be directly based on a system of principles. It includes the following: "active activity, individualization, partnership interaction, reflectivity, freedom of choice and responsibility for it."

Consequently, giving the content of humanities courses a personal meaning is possible through the creation of a set of tasks developed on the basis of the subjective experience of the teacher and focused on the needs and interests of students.

It should be noted here what we mean by the terms “task” and “set of tasks”. In the psychological and pedagogical literature there are differences in the formulation of this concept. A task means:

Type of assignment by the teacher to students, which contains a requirement to perform any educational (theoretical and practical) actions;

A predetermined amount of work assigned to students;

order; what is scheduled for execution;

A goal or task given to someone to accomplish.

It should be noted that in many encyclopedic publications the concept of "task" is identified with the "task". So the task is understood as: 1. Order, task of the TSB; 2. One of the types of tasks aimed at increasing the cognitive and practical activity of students in learning and work; 3. A task that involves the search for new knowledge, methods (skills) and the stimulation of active use in learning of connections, relationships, evidence.

We agree with the opinion of scientists presented in the encyclopedic literature, and we believe that the concept of "task" and "tasks" are dialectically interconnected.

Therefore, analyzing the considered definitions, based on the theory and methodology of our study, under the task we understand the task assigned to students to complete, and we consider the task as a question that needs to be solved on the basis of certain knowledge, reflections.

S.Ya. Batyshev distinguishes between two types of tasks used in the process of studying general technical and special subjects:

- quantitative tasks related to operating formulas, mathematical calculations, determining the value, etc.;

Qualitative tasks, the solution of which does not require any calculations, are tasks-questions.

Accordingly, under the "set of tasks" we mean a set of interrelated issues that need to be addressed on the basis of certain knowledge, reflections.

However, such a set of tasks should be built on the basis of clearly defined principles. The most significant, in our opinion, are the principles of development of the creative, reflective and communicative orientation of the student's personality.

In standard tasks, the deserved attention is not paid to creativity (creativity). While practice Everyday life requires from a professional in any field of activity not so much the ability to use the acquired knowledge in solving problems, but the ability to independently see problems and raise questions, find non-standard solutions and much more, which characterizes a creative approach to business.

Let us consider how this principle should be reflected in the set of assignments for humanitarian basic courses.

First of all, let us recall that in this work, based on the approaches we have identified, we consider creativity as a personal characteristic, as a person's realization of his own originality and uniqueness. In this case, the character of a person's performance of the mental tasks offered to him is taken as a criterion for the manifestation of creativity. In addition, when organizing the educational process of students, we proceed from the position that, to one degree or another, each person is capable of creativity and this ability can be developed to a large extent through the use of special techniques and methods within the curriculum, which are described in sufficient detail in the relevant literature. .

Considering creativity as a multi-stage process that allows a person to fully exist in situations of certainty and the absence of a standard solution, we pay special attention to the development of divergent thinking among students, since it is it that serves as a means of generating new ideas and self-expression.

Based on this, when compiling a set of tasks, we give preference to the following tasks:

Causing students' personal interest, feeling
satisfaction, which develops over time into an internal
creative motivation;

educating independence of thought, tolerance for
uncertainty, focus on success, tolerance;

Trainers ask appropriate questions and determine
the presence of a task, to formulate and reformulate its condition,
select the information necessary to achieve the goal;

Encouraging students to search for various solutions
Problems; analysis of a difficult situation and the choice of one of many
ways out of it, based on consideration of the consequences
decisions made;

Requiring the production of ideas based on their subjective experience;

Developing the ability to improve your creative product, give it a complete look, and persevere in case of failure.

The principle of creative orientation also implies the differentiation of tasks according to a number of criteria related to the understanding of creativity as a personal characteristic. At the same time, the formation of such personality traits as "motivational activity, professional orientation, responsibility, diligence, love for national culture" will take place.

The results of our research show that the most optimal way of differentiation (in terms of effectiveness and time spent by the teacher) is internal (invisible to students) differentiation according to the following criteria:

The level of initial training (low, medium, high, creative). In this case, depending on the number of people in the student group, on the general level of their preparation, the complexity and importance of the material studied in the lesson, the planned time for its development, the personal characteristics of the teacher, etc., we recommend two options for presenting the material. The first is the direct division of the material according to the level of complexity and its phased passage. The second is multi-level facilitation, i.e. dosed assistance in solving rather complex problems. Practice shows that the second option is quite effective, provided that the teacher develops in advance the content and form of the assistance provided and draws it up in the form of handouts. This makes it possible in the classroom to really help all students who need it, and an analysis of the demand for "tips" will allow the teacher to draw a conclusion about the activity of students and the level of assimilation of the material. However, this approach requires significant creative and time costs from the teacher. Therefore, the first variant of differentiation is most often used, supplemented by the teacher's oral consulting help;

Information processing style. This type differentiation is rarely used in the organization and conduct of classes. However, it is the opportunity to work in "one's own style" that creates a comfortable psychological climate for each student. In this regard, it is necessary to provide at least two options for tasks. The first is a voluminous task, the execution of which occupies the entire temporary space of one or more classes. In this case, the parts of the task should include all the material necessary for mastering. The second is that all material is presented as a set of separate tasks. In this case, it is necessary to provide forms and methods for combining the mastered material into a single whole. Providing the student with the possibility of "comfortable" learning involves taking into account how quickly he can process and assimilate information.

Describing the principle of reflexive orientation, we note that by reflexivity in this case we mean the ability to retain the same information in memory for a long time, each time rethinking it in a new way. A high degree of reflection involves careful consideration of one's actions and is based on the setting of personally significant goals. Based on this, this principle will be reflected in the set of tasks as follows.

Setting personally significant goals in the performance of these tasks for each student contributes to the process of initial motivation for educational activity, which, of course, must be maintained at a sufficiently high level throughout the study of humanitarian courses. Domestic and foreign psychology and pedagogy have accumulated a sufficient number of methods that allow influencing the motivational sphere of a person during the educational process.

A special place among them is occupied by the appeal to the subjective experience of the participants in the educational process. This is due to the fact that it is this kind of experience that makes it possible to rethink the facts obtained and constantly refer to this information, that is, to implement the principle of reflexive orientation.

Subjective experience in education focused on personal development carries a special semantic load - the personal and professional development of participants in the educational process is seen as enriching their subjective experience, taking into account the peculiarities of its structure and composition. Thus, subjective experience is not only a means, but also the goal of education.

Subjective experience according to I. S. Yakimanskaya is the experience of life activity acquired in the specific conditions of the family, school, sociocultural environment, in the process of perception and understanding of the world of people and things. It combines three groups of interrelated parameters:

· Objects, representations, concepts;

Operations, techniques, rules for performing actions (mental and practical);

Emotional codes (personal meanings, attitudes, stereotypes).

A. K. Osnitsky characterizes subjective experience as an experience, “... thanks to which a person acquires the ability to set tasks for himself, choose from among the tasks imposed on him by the environment, and then consistently achieve their successful solution ...”. He identifies five interrelated and interacting components:

1. Value experience (associated with the formation of interests, moral norms and preferences, ideals, beliefs) - orients a person's efforts.

2. The experience of reflection (accumulated by a person correlating knowledge about his capabilities and possible transformations in the objective world and himself with the requirements of activity and the tasks being solved in this case) helps to link orientation with individual components of subjective experience.

3. The experience of habitual activation (assuming preliminary preparedness, prompt adaptation to changing working conditions, relying on certain efforts and a certain level of success) - orients in one's own capabilities and helps to better adapt one's efforts to solving significant problems.

4. Operational experience (including general labor, professional knowledge and skills, as well as self-regulation skills) - combines specific means of transforming the situation and one's capabilities.

5. The experience of cooperation (formed in the interaction with other participants in joint activities) - contributes to the unification of efforts, the joint solution of problems and implies a preliminary calculation for cooperation.

L. K. Kosyuk defines subjective experience as a picture of the world that a person has developed in the course of his life and under the influence of previous training. “This is the accumulation of knowledge, ideas about the world of people and things, personal meanings, value orientations.”

Most scientists dealing with this problem note that the information contained in the subject's past experience is important not only in itself, but also as a necessary link in his present and future experience. And the data obtained during the experiment conducted by W. Naiser testify that "... those types of information for which we do not have schemes, we simply do not perceive" .

In relation to the cognitive sphere of activity, the most acceptable, from the point of view of personality-oriented learning, in our opinion, is the definition of M. A. Kholodnaya, who considers the experience of the subject as a system of “existing mental formations and the mental states initiated by them that underlie the cognitive relationship of a person to the world and determining the specific properties of his intellectual activity.

She identifies three components:

Cognitive experience - mental structures that provide storage, ordering and transformation of existing and incoming information. Their main purpose is the operational processing of current information about the current impact at different levels of cognitive reflection;

Metacognitive experience - mental structures that allow for involuntary regulation of the information processing process and arbitrary, conscious organization of one's own intellectual activity. Their main purpose is to control the state of individual intellectual resources, as well as the progress of intellectual activity;

Intentional experience - mental structures that underlie individual intellectual tendencies. Their main purpose is that they predetermine subjective selection criteria regarding a specific subject area, the direction of the search for a solution, certain sources of information, subjective means of its presentation.

Based on this, the main task of education is the development of cognitive, metacognitive and intentional structures as the basis for receiving, storing and processing information through the enrichment and correction of the student's subjective experience.

At the same time, it should be taken into account that, according to the synergetic approach, the formation and change of these structures is a complex, probabilistic process that can vary significantly for each individual student. Efficiency (in this case, the successful outcome of the learning process for most students) largely depends on providing the student with the opportunity to choose the content, forms and methods of mastering the material, reflected in the set of tasks.

Consequently, the use of subjective experience in the preparation of tasks will allow orienting the learning process on the development of the individual and will give it a special semantic load, expressed in the personal and professional development of participants in the educational process. The use of the subjective experience of students in this aspect reflects the meaning of the humanization process, making it effective and personally significant.

Speaking of principle communicative direction, we mean the formation of rather specific knowledge, skills and abilities related to a particular profession, which, of course, a student of 1-2 courses cannot possess, however, these skills are based on general communicative knowledge and skills that must already be possessed at a certain level high school graduate.

Thus, in relation to undergraduate students, we can talk not about professional communicative orientation, but about some of its components. That is, consider, for example:

Social and communicative orientation, which characterizes plasticity, flexibility in communication, the ability to interact with a wide variety of people, easily adapt to changing circumstances, reassess events, actively find one's own place in them;

The desire for agreement, reflecting the desire to solve all problems "peacefully", to yield, to agree;

Tolerance – the ability to treat other people's opinions, views, character, habits without irritation and hostility, to be tolerant, etc.

This principle is of particular importance in the works of L.P. Razbegaeva. It is considered by the author in the form of value-semantic communication, which is understood as the interpersonal interaction of the student, who acts in it not only as a subject of culture, but also as a person communicating with the author of a particular text. The student enters his own personality, your cultural memory. Two opposite types of relations inevitably develop between the author of the text and him: the situation of understanding and the situation of misunderstanding. Understanding is achieved through the unity of cultural tradition.

Based on the foregoing, the teacher, through a set of tasks, organizes the interpretation of the text in order to deepen its understanding. Interpersonal dialogue (between the student and the author of the text) becomes a polylogue. The teacher acts as an intermediary (L. S. Vygotsky, B. D. Elkonin), whose actions are in demand for the appropriation of values ​​by the personality (reflected in the first condition we have identified).

The principle of communicative orientation, implemented through a set of tasks, involves communication between the teacher and the student, expressed in mutual listening, the ability to ask questions that reflect the desire to find out the essence of the interlocutor's thought. The most important object of understanding is not a thing, but a process, value-semantic communication, the border where events take place, the appropriation of values, the formation of a person.

Knowing oneself through another is connected with the emotional and sensory sphere of a person, experience, reflection, self-understanding. This is the intrapersonal level of value-semantic communication. A student performing this set of tasks is required to understand himself in the era, culture, state, and society.

Reliance on the philosophical concept of communication (V. S. Bibler, M. S. Kagan) makes it possible to understand that the principle of communicative orientation, implemented through a set of tasks, on the one hand, appears as self-communication, internal dialogue, on the other hand, as a dialogue of the personality in space and time with the subjects of culture, with axiological reality. Opportunities are created for realizing the potential ability of the student's personality to independently comprehend and evaluate all manifestations of the surrounding world. The axiological environment of liberal education, therefore, can lead to real changes in a person, contribute to his personal development. This is due to its characteristics such as value, openness, dialogue.

Thus, summarizing the above, we can single out the second pedagogical condition: inHumanities courses are based on a set of tasks that reflects the principles of development of the student's creative, reflective and communicative orientation, which will contribute to the formation of students' personal and semantic readiness for professional activities.

Nevertheless, the educational process in higher education is characterized by the presence of the following aspects in it. They are expressed, firstly, in the coordination of actions of the designated subjects of the learning process, and secondly, in the leading role of the teacher in this process.

It is the last of the above aspects that orients educational activities towards close interaction between the student and the teacher.

Considering the educational process in the system of higher education, we, first of all, focus on the participants. Therefore, the full support of this process is impossible without communication. In this case, we will consider pedagogical communication as the leading type of communication in providing the educational process.

Pedagogical communication is a particular type of communication between people. He has both common features of this form of interaction, and special ones, peculiar only to him. Disclosure of the specifics of pedagogical communication in a university is impossible without determining the characteristic features of the communication process as a whole.

In the literature, there are various approaches to the definition of the concept of "communication" and its structure. Let's consider the most common of them.

B. F. Lomov defines communication as "... the interaction of subjects entering into it as partners";

A. A. Bodalev, who paid much attention to the problems of personality and communication, believed that “... the process of communication is a type of interaction between people in which the latter act in relation to each other simultaneously (or sequentially) as objects and subjects”;

Other scientists consider communication from the point of view of the activity approach. In this case, it is presented as "... a complex multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person" .

To determine the essence of communication, it is necessary to consider its functional and level organization. For example, BF Lomov, in his works devoted to the problems of communication, singles out the informative-communicative, regulatory-communicative and affective-communicative functions of communication.

D. M. Andreev, characterizing communication, identifies three interrelated aspects: communicative (information exchange), interactive (organization of interaction) and perceptual (the process of perception of each other by partners and the establishment of mutual understanding on this basis).

The most successful, in our opinion, reflects the features of pedagogical communication is the approach of G. A. Ball and M. S. Bugrin, who single out the intentional, operational, productive and status-role aspects of this process as functional components of communication.

Defining pedagogical communication as communication between a teacher (or faculty) and students in the educational process, contributing to the professional and personal self-development and self-improvement of students with the maximum disclosure of the personal potential of the teacher, we will try to consider in more detail the features of each component identified by G. A. Ball and M S. Bugrin.

The intentional and resultative aspects are determined by the fact that the impact is aimed at causing or preventing any changes in the student's personality.

In doing so, we distinguish two groups:

Personal characteristics, which are largely due to hereditary factors (the impact on these characteristics is very limited, but they must be taken into account in pedagogical communication). This is the leading sensory system, information processing style, cognitive and creative abilities, features of the emotional sphere;

Personal characteristics, the impact on which is possible and necessary in the process of pedagogical communication. These include: knowledge, skills, abilities; orientation, outlook, valeological and ecological styles of behavior; social and emotional competence, etc.

When considering the operational aspect, it is advisable to highlight:

Direct impacts, when the teacher and student are in direct contact, and indirect ones, implemented through third parties;

Spontaneous and pre-planned impacts carried out according to a specific (but multi-variant) program;

Monological and dialogic influences.

With a monologue strategy, the teacher, regardless of the student's preferences, sets the goal of the impact. Although during the procedure itself, the characteristics of students, including those manifested in his preferences, can be taken into account. The dialogue strategy proceeds from the recognition of the subjective usefulness and fundamental equality of interacting partners and, in this sense, seeks to abstract from differences in their social status.

It should be noted that the features of student age, indicated in the characterization of the anthropological approach, impose some restrictions on the use of certain types of influence. The results of the student survey indicate that the use of a monologue strategy is not optimal. This version of the development of pedagogical communication does not allow relying on the subjective experience of students, which is one of the important conditions for the educational process. The dialogue strategy, on the contrary, is more preferable, which is noted by 85% of students. This type of strategy makes it possible to use the subjective experience of students, update the material being studied and increase its memorability. In addition, a survey of students allows us to say that the dialogic style of communication with the teacher helps to maintain a high level of efficiency and learning motivation throughout the lesson.

The dialogical style of communication is a distinctive feature of the formation of students' personal and semantic readiness for professional activities. This type of relationship between a teacher and a student is characterized by a real (and not imaginary) recognition of the fullness of subjective properties and a readiness to adjust one's goals under the influence of a partner. According to the studies of a number of authors, only a dialogic learning strategy can help in self-determination of a person, help in self-disclosure and self-realization of the personality of not only a student, but also a teacher. The dialogical style of communication contributes to the maximum development of subject-subject relations between teachers and students and the effective implementation of the humanistic process.

Let us now consider the status-role aspect of the problem of pedagogical communication. Many scientists, considering this problem, distinguish three possible statuses of a teacher: the subject of direct interpersonal interaction, when he, along with other participants, freely expresses himself, while maintaining susceptibility to feedback from partners; "teachers of life"; "educator" and "teacher of wisdom" (teacher). In the last two cases, he is forced to perceive the process of interaction and his role in it as if from the outside, correlate what he perceives with the goals of learning, adjust his behavior accordingly and plan further actions.

In a higher school, the ratio of these plans should differ significantly from the model of a secondary school. This should happen by increasing the share of the first component, since it is he who creates the most favorable conditions "... for the development of pedagogical interaction into cooperation of partners, albeit differing in experience, but united by common values ​​and interests and having equal rights and responsibilities" .

However, as our studies have shown, 50-60% of first-year students are accustomed to a different stereotype of relations between a teacher and a student. This creates certain difficulties when using the humanization of the educational process at the initial stage of education to form the personal-semantic readiness of students and requires additional efforts from the teacher. In this case, the establishment of a psychological distance is quite important. The complete absence of it leads to the establishment of familiar relations and sharply reduces the effectiveness of the educational process. If the psychological barrier is too great, the establishment of a subject-subject relationship between a teacher and a student is practically impossible.

Each of the considered roles is characterized by a certain combination of communication styles: authoritarian, democratic and liberal. However, in each status-role position of the teacher, one of the styles dominates.

Recall that the authoritarian style is characterized by rigidity, it is dominated by exactingness towards the student (his real possibilities are in the background); democratic involves the participation of the student in the discussion of the tasks facing the group, exactingness is combined with persuasion; with a liberal one, the teacher is limited to persuasion (there is no proper exactingness), this is the style of "non-intervention".

Proceeding from this, for the role of the "subject of direct interpersonal interaction" the democratic style is closest of all: there is more satisfaction with the process and the results of labor, creativity is stronger, and productivity is higher. In collectives with a democratic style of management, mutual contacts of students, their friendly communication, responsibility for a common cause, self-control are closer. The democratic style teacher seeks to take into account the individual characteristics of students. The organizing influence on students prevails over the disciplinary one.

The last two roles of "teacher of life" and "teacher of wisdom" (teacher) are characterized by an authoritarian style of communication. In this case, hostile relations are more often observed in student groups, competitiveness sometimes turns into competition, there is an unwillingness to work when control is weakened. An authoritarian teacher works for the "average" student, not considering it necessary to take into account his individual characteristics. The teacher here easily characterizes the student group as a whole. Authoritarian actions of the teacher are often observed when a weak contingent of students is combined with the desire of the teacher to give them more knowledge.

Practice shows that in a number of cases teachers-"teachers of wisdom" choose the least "burdensome" for themselves (and the least effective for the educational process) style of communication with students - liberal. With a liberal style of managing the educational process, the teacher believes that his main task is to “present” to students a certain portion of subject knowledge, and this is “a personal matter of each student”, how he will dispose of this information.

The role of a teacher in a university has a number of specific features dictated by the characteristics of higher education (clause 1.2).

First of all, in the conditions of a limited circle of communication with "significant elders", junior students are more focused on the model of communication of a "teacher of life" or "teacher of wisdom". Many teachers who have teaching experience note this fact. Indeed, this type of communication causes a greater credit of trust; greater susceptibility of students to the information provided by the teacher; to educational influences. However, in our opinion, this factor cannot be unambiguously considered positive, since, according to the results of the conducted research, it reduces the criticality and independence of thinking of students, slows down the process of developing independence, reduces volitional qualities, etc. In addition, with this model of communication, students' requirements for professional competence of the teacher and personal qualities are overestimated. In a number of cases, this leads to the fact that students' expectations are not justified, and the resulting disappointment affects not only the attitude towards the teacher, but also towards the subject being studied.

However, there are a number of factors that provide additional opportunities for the organization of the educational process in universities.

The fast pace of life, constantly changing situations, the need (and possibility) to work in several places leads to the overflow of the mental capacity of the teacher. There is a situation in which the teacher is not able to work with each student at the level of informal communication. He is simply forced (in the order of biological, psychological protection) in most cases to make communication (including pedagogical) superficial and formal.

Thus, a rather significant component of learning, the emotional one, is lost or reduced to a minimum. The personality of the student, his natural and sincere emotions are oppressed. The contradiction mentioned above is rather difficult to resolve, since not every teacher, according to V. Einstein, “because of psychological stress and fatigue, will constantly engage in informal communication with students; this requires established value orientations, high emotional potential and large reserves of nervous energy.

So, we can formulate the third pedagogical condition as follows: the process of forming students' personal semantic readiness for professional activities will be more effective if a democratic style of communication is implemented between teachers and students.

Characterizing the conditions indicated above, we define them as a system due to the fact that, firstly, they are united by a common subject of study; secondly, they are interconnected and complement each other.

Based on the understanding of the system as "an integral set of elements that interact and interconnect with each other, perform certain functions, are closely related to the environment, making it possible to manage it."

Let's establish connections between pedagogical conditions that give integrity to the identified system. Since the development of personality is based on principles that reflect the content of the humanities, namely the formation of worldview values, the desire for self-development and self-improvement, respect for another person, this allows us to conclude that this system of conditions is integrity.

The study of the indicated conditions in the form of a system allows us to reflect the fact that as a result of the interaction of a number of elements with different properties (in this case, different conditions) leads to the emergence of a new property of an integrative nature - the orientation of the individual towards self-development and self-improvement.

The analysis of the conducted studies shows that the identified pedagogical conditions are closely interconnected and interdependent and represent a single system aimed at forming a holistic image of the profession, the student's educational and professional competencies, his personal and professional development in the process of educational and professional activities.

findings

1. An analysis of the philosophical and psychological-pedagogical literature has shown that in the theory and practice of world pedagogy considerable experience has been accumulated on the problem of forming the personal-semantic readiness of university students for professional activities. However, issues related to the definition of the personal-semantic component in the designated problem remain still insufficiently studied, the role of the humanities for the activation of the process under consideration has not been fully studied.

2. In the course of the study, the concepts of "value-semantic readiness of students for professional activity" were clarified, which we understand as the dual unity of the ability of a specialist, on the one hand, to effectively solve production problems, self-develop and improve themselves within the profession based on the integration of special knowledge, skills, motivation of activity , as well as, no less important, personally conditioned human qualities that are formed through humanistic education and upbringing expressed in a certain level of personality development.

3. Consideration of the educational process of the university allowed us to identify a system of priority principles for building humanitarian courses: diversification, pragmatization and internationalization of education and to identify components related to the components of the structure of students' personal and semantic readiness for professional activities, respectively: orientational (knowledge and ideas about the features and conditions of activity , its requirements for the individual) - a worldview component; motivational (positive attitude towards the profession, interest in it, responsibility for completing tasks) - a personal component; operational (possession of methods and techniques of activity, necessary knowledge, skills, abilities, etc.) - evaluation component; volitional (self-control, self-mobilization, the ability to manage the actions that make up the performance of duties) is a cognitive component.

4. The study of the main approaches to professional activity, the means of its development made it possible to designate a system of pedagogical conditions that contribute to the formation of personal and semantic readiness of students for professional activity:

The work programs of the humanitarian courses are focused on professional and personal self-development and self-realization of a university student in the conditions of professional activity;

The humanities courses are based on a set of tasks that reflects the principles of development of the creative, reflective and communicative orientation of the student's personality;

A democratic style of communication will be implemented between teachers and students.

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1

Most researchers dealing with the problems of modern education believe that a properly selected set of pedagogical conditions can significantly increase the effectiveness of the functioning of the pedagogical system. Due to the fact that the purpose of our study is to develop, theoretically substantiate and implement a structural-functional model for the formation of information-research competence of students on the basis of system-activity and competence-based approaches, it becomes necessary to consider the pedagogical conditions that ensure its effective functioning. We believe that the solution to the problem of the formation of information and research competence of students of general educational institutions, in our opinion, is possible if two aspects are taken into account: 1) organizational - the organization of the educational process, taking into account the structural and functional model developed by us; 2) personal - the interaction of the subjects of the educational process in the course of the implementation of information and research activities.

networking

cooperation

stimulating environment

information and research competence

pedagogical conditions

2. Andreev V. I. Heuristic programming of practical activity. - M.: Higher school, 1981. - 240 p.

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Introduction

One of the requirements of school education is not so much the need to provide students with a system of knowledge, but to equip them in productive ways, with the ability to acquire, apply in practice, transform and independently develop new knowledge in any activity. And only a properly organized pedagogical process, which is a system, is able to realize these requirements.

In our study, we consider the problem of the formation of information and research competence of students in educational institutions. By information-research competence, we mean competence that integrates the totality of knowledge, skills and personal qualities that is formed in the process of educational activities and is aimed at independent transformation of information in order to gain knowledge of the unknown and solve an educational problem.

The priority direction in the activities of educational institutions is the creation of such pedagogical conditions that ensure the development of the individual, taking into account its internal motives for cognition, on the basis of educational and research activities.

V. I. Andreev notes that pedagogical conditions are the result of purposeful selection, ascertaining and application of content elements, methods (techniques), as well as organizational forms of education to achieve didactic goals.

E. V. Yakovlev understands pedagogical conditions as “a set of measures of the pedagogical process aimed at increasing its effectiveness”.

A. Ya. Nain, N. M. Yakovleva and other researchers define pedagogical conditions as a set of measures (objective possibilities) of the pedagogical process.

In our dissertation research, we understand pedagogical conditions as a set of necessary and sufficient measures that create the most favorable environment (or environment) for the successful functioning of the model for the formation of research competence of students in educational institutions.

The presence of a social order for the training of a graduate of a general education school who owns the methods of research activities, and hence information and research competence, determines the allocation of the following set of pedagogical conditions for the formation of information and research competence of students:

Organization of a stimulating environment in the formation of information and research competence of students;

Cooperation between the teacher and the student in the process of research activities;

Organization of network interaction between students, teachers and parents.

The first condition is the organization of a stimulating environment in the formation of information and research competence of students.

The stimulating environment in relation to our research topic is the conditions created in the educational process, which are the motivating reason, the impetus that brings the student into a state of interest in doing research work. In this case, "research work" is used in a broad sense and includes research tasks, problem tasks, information and research activities, and so on ...

The choice of a stimulus according to which the learner needs to, but does not really want to act, requires special efforts, which, in turn, are associated with the conscious overcoming of opposing motives. Just knowing what to do is not enough. Incentives must be sought in the predominant sphere of needs, based on the level of their development.

It is a well-known fact that the results of a person's activity only depend on 20-30% of his intellect and 70-80% on the forces that drive him, that is, his motives.

In many schools, clubs, sections, conferences are treated as a secondary process. At the same time, extracurricular activities to a greater extent form certain motives.

A motive is an incentive, a reason for doing something.

In the process of forming information and research competence at different stages, depending on the level of formation of information and research competence in individual students, moral ones are formed (the desire to get a good mark, not to upset parents, to receive praise, diplomas, gifts); social (a sense of duty and responsibility, a desire to prepare for a future profession, the opportunity to make new friends, participate in discussions of reports, meet with scientists, get to know universities, I like to go to conferences in other schools, universities; visit different towns and cities); educational and cognitive motives and motives of self-education (I want to know and be able to do more, the process of doing research work is interesting).

An important role in the formation of students' positive motivation to participate in information and research activities is played by the method of stimulating interest in research tasks, research work: praise, notes about these students in school newspapers, preparation for subject Olympiads ...

The criteria for the formation of internal motivation are interest in information and research activities, the need to conduct experiments, and the manifestation of a desire to independently explore.

The second condition is the cooperation of the teacher and the student in the process of research activities.

The conceptual apparatus of the environmental approach considers the concept of “way of life” to be synonymous with the concept of a way of being in the meaning of “event of being” (M. M. Bakhtin, H. Heidegger, L. I. Novikova, V. I. Slobodchikov). A joint study with linguists (E. Tregubova, 1994) confirmed the assumption that an “event” meaningfully incorporates phenomena conveyed in the language by verbs with the prefix “Co-”. Like: cooperation, creation, contemplation and other intermediate between the subject and the environment, which are at the same time lifestyle variables.

Pedagogical interaction, which is based on the joint activities of the teacher and students in the classroom and outside, is the basic category of modern pedagogy, which has been actively and comprehensively studied in the last decade. The main parameters of this form of interaction are usually called relationship, mutual acceptance, support, trust. In humanistically oriented psychology and pedagogy, the idea of ​​cooperation, dialogue, partnership in the relationship between the student and students is theoretically substantiated. However, the implementation of the idea of ​​cooperation (cooperation) in the practical activities of a teacher occurs with great difficulty.

N. N. Tulkibaeva and Z. M. Bolshakova distinguish different types of interactions between a teacher and a student: object-subject, subject-subject, personal-subject and personal-personal.

In our study, we applied the pedagogical paradigm of cooperation in a new type of interaction: personal-personal. The interaction between the student and the teacher takes place in the pedagogical process. In order for the student to learn to independently acquire knowledge, implement and make worthy decisions, the pedagogical process must ensure the mandatory transition of the individual to the process of self-development (self-education, self-education). It is this interaction that affects the effectiveness of the formation of information and research competence of students. Therefore, the tactics of the teacher in the organization of self-development of the student's personality should be determined. This process is possible if the interaction between the teacher and the student is carried out in the mode of matching the styles of activities, that is, pedagogical resonance. In such a situation, the teacher must constantly and very subtly understand the student, feel the peculiarities of his thinking and organize the learning process depending on the learning style of the children. In this case, the process occurs on the basis of personal-personal interactions. Such interaction belongs to stylistic pedagogy. In the process of personal-personal interactions based on cooperation, each of the participants in the educational process performs certain actions in the formation of information and research competence (Table 1).

Table 1. Actions of the teacher and students in the process of cooperation

Stages of formation of information and research competence	Personality =	Actions	Personality = Student
Orientational	Encouraging students to complete information and research tasks: communication, concentration		Consent to accept new information in order to apply it in future activities; contemplation of what is seen, performance of actions according to the model: contemplation, consent
predictive	Involving students in information and research activities: contemplation, correlation, comparison		Interaction with the teacher on the choice of research tasks, topics, hypotheses: creation
Formative	Guiding (unobtrusively) student information and research activities: facilitating		Finding the necessary information, its analysis; planning information and research activities together with other students, applying the knowledge acquired from the textbook on their own or from other sources recommended by the teacher; the ability to put forward and substantiate a hypothesis, the implementation of the study in accordance with the plan developed jointly with the teacher; offering the results of activities in the form of a report with a computer presentation developed jointly with the teacher; the ability to reflect with the help of a teacher: resistance, doubt, cooperation, rivalry
controlling	Analysis of completed information and research activities: comparison, preservation		Search for information, its interpretation and transfer to a new subject content; goal formulation; planning information and research activities on their own or with other students; application of knowledge obtained from various sources that go beyond the scope of the school curriculum; the ability to independently put forward a hypothesis; independent planning of the experiment; proposal of the results of the work in the form of a report, as well as evaluation of the results; independent development of a computer presentation; independent implementation of reflection: commensuration

The practice of applying system-activity and competence-based approaches to the formation of information and research competence of students in general education institutions has shown that we, teachers, do not always and far from fully reveal the potential of our students. In fact, our children can do much more than what we give them, if their independent cognitive and creative activities are organized in a pedagogically competent manner. When a person is passionate, when he is interested, he manages to do a much larger amount of work in the same time without visible signs of fatigue.

The third condition is the organization of network interaction between students, teachers and parents.

The purpose of the activities of the network pedagogical community is the development of content that is relevant for Russian education and personally significant for each participant, the traditional values ​​of national culture; the formation of key competencies in the process of joint activities of an educational nature. The means of interaction in networked pedagogical communities are various communication channels, social services for storing and co-editing information on the Internet.

Thus, we can formulate the concept of "network interaction of teachers, parents and students" - this is a free interaction between equal and equivalent subjects of the pedagogical process in the context of joint activities to master the content that is relevant for the education system and personally significant for each member of the network community.

All schools participating in the experiment have their own websites, which provide information about the school and ongoing events. There are also sections for teachers, students and parents. In particular, all legal documents regulating their activities, local acts, methodological piggy banks, and assistance from methodological services are laid out for teachers. For parents - information about events held at the school, class schedules, the work of the parent committee, an electronic diary of students. For students - a section containing information for preparing for the exam, an electronic diary, a portfolio, an entertaining section, competitions and olympiads. Students have the opportunity to communicate with teachers on the website of the institution, get the necessary advice.

The learning environment, organized via the Internet, allowed students to have free access to information support: reference books, encyclopedias; to the necessary sections of related fields of knowledge; to laboratory classes, workshops, projects; consultations of teachers-tutors.

In our understanding, tutor support is an educational technology in which the main form of interaction between a student and a tutor is longitudinal individual work, which takes place in the mode of periodic online consultations and in the form of electronic correspondence. Tutors are university professors. The purpose of organizing tutor support for students is to assist in information and research activities, writing research papers.

Network interaction made it possible to increase the effectiveness of the formation of information and research competence, since it was in the process of network interaction that students experienced emotional and psychological comfort, communication etiquette was observed, timely consultations were provided by teachers and tutors, and students were in their familiar environment.

The considered conditions are implemented in a holistic set and sequence, since each of the identified conditions acts as a basis for another pedagogical condition.

Reviewers:

Tulkibaeva Nadezhda Nikolaevna, Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bolshakova Zemfira Maksutovna, Doctor of Pedagogy, Professor of the Department of Pedagogy, Chelyabinsk State Pedagogical University, Chelyabinsk.

Bibliographic link

Repeta L.M. PEDAGOGICAL CONDITIONS FOR THE FORMATION OF INFORMATION AND RESEARCH COMPETENCE // Modern problems of science and education. - 2013. - No. 2.;
URL: http://science-education.ru/ru/article/view?id=8583 (date of access: 12/28/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"