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The project was developed in 1991 by scientists from the Institute of Theory and History of Pedagogy of the Academy of Pedagogics of the USSR

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Systematic construction of the process of education “Education? Education… Education!” V.A. Karakovsky, L.I. Novikova, N.L. Selivanova

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Education is a purposeful management of the process of personality development. Education is part of the process of socialization and proceeds under a certain social and pedagogical influence. The main thing in it is the creation of conditions for the purposeful systematic development of a person as a subject of activity, as a person and as an individual. The essence of education is not the management of a personality, but the process of its development.

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From the depths of centuries, the dream of mankind of a free, comprehensively developed, harmonious personality has come down to us, and there are no grounds even today to refuse it as a super-goal. VA Karakovsky Goals and objectives of education Each teaching staff, focusing in their activities on the goal-ideal, must concretize them in relation to their conditions and capabilities. It is more expedient to focus the efforts of teachers on solving five educational tasks: 1) the formation of a holistic and scientifically based picture of the world in children; 2) the formation of civil self-consciousness, the self-consciousness of a citizen responsible for the fate of their homeland; 3) familiarizing children with universal human values, shaping their behavior adequate to these values; 4) development of a growing person's creativity, creative personality; 5) the formation of self-consciousness, awareness of one's own "I", assistance to the child in self-realization.

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Basic principles of education: 1) personal approach in education: recognition of the individual as the highest value, respect for uniqueness, attitude towards the pupil as a subject; 2) a humanistic approach to building relationships in the educational process: respectful relations between teachers and children, tolerance for the opinions of children, a kind and attentive attitude towards them create psychological comfort; 3) environmental approach in education: using the possibilities of the internal and external environment of the school in the development of the child's personality; 4) a differentiated approach to the upbringing of children: the selection of content, forms and methods in accordance with the characteristics of the individual, groups, classes, ethnic communities; 5) natural conformity of education: taking into account the age and sex characteristics of students; 6) cultural conformity of education: reliance in education on national traditions, its culture; 7) aestheticization of the environment of life and development of the child.

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Man is an absolute value, the highest substance, "the measure of all things." VA Karakovsky The concept of personality has always been the main concept of pedagogy. The family is a unit of society, the environment for its development, where the foundations of the future personality are laid. Children are the main feature of a family. Labor is the basis of human existence, "the eternal natural condition of human life." Introducing children to work has always been an important part of education. Knowledge is the result of diverse, primarily creative, work. The knowledge of the students is the measure of the work of the teacher. Knowledge acquired at school has three main features: depth, strength of knowledge, diversity of knowledge. Culture - the task of the teacher is to help pupils in mastering the material and spiritual culture of their people, its treasures.

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The Fatherland is the only unique Motherland for each person, given to him by fate, inherited from his ancestors. The task of the teacher is to cultivate a respectful, caring attitude to the history of his people. Earth is the common home of humanity, which has entered a new civilization of the 21st century. This is the Land of people and wildlife. Peace - peace and harmony between people, peoples and states - is the main condition for the existence of the Earth, human civilization. the solution of the most complex problems lies in the sphere of simple human relations. If each school and its immediate surroundings become a zone of peace and tranquility, this will ease both social and national tension. I swear on my honor that for nothing in the world I would want to change the Fatherland or have a different history than the history of our ancestors. A.S. Pushkin

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Ways to familiarize children with universal values: The first way is to create a comprehensive program of education in an educational institution, built on these values; The second way is the formation of separate targeted programs, for example, "The Spiritual History of Russia", "Our Small Motherland", "Intellectual Culture of the Personality", "Family - the Moral Value of Man", "Young Citizens of Russia", etc.; The third way is to develop, together with children, original social contracts that fix the norms of communication and attitude adopted in a particular team, the basis of which are universal human values. The fourth way, by the way, is often chosen by class teachers and educators, when they compose one of the sections of the educational work plan according to the following scheme:

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Methods of education in the context of the author's concept (system) The main mechanism of education is the functioning of the educational system of an educational institution, within which favorable conditions are designed and created for the comprehensive development of students. The system of education must be humanistic and have its characteristic features: - the presence of a holistic image of one's own school, an idea of ​​its past, present and future; -integration of educational influences through their inclusion in collective creative activities; - formation of a healthy lifestyle of an educational institution; - pedagogically expedient organization of the internal environment of the educational institution; use of educational opportunities of the surrounding society; - implementation of the protective function of the school in relation to the personality of each student and teacher, where relations are built on the basis of humanistic values.

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The authors of the concept believe that for the successful implementation of educational functions, teachers need to: use various types and forms of activity in the upbringing and development of schoolchildren; - to use such a pedagogical tool as the key thing - "a large dose of education".

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The educational system functioning in an educational institution should perform the following functions: 1) developing, aimed at ensuring the development of the team and the whole organism of the educational institution; 2) integrating, facilitating the connection into one whole of educational influences; 3) regulatory, associated with the streamlining of pedagogical processes and their influence on the formation of the child's personality; 4) protective, aimed at increasing the level of social security of students and teachers, the impact of negative environmental factors on the personality of the child; 5) compensatory, involving the creation of conditions in ensuring the life of the child, the disclosure and development of his inclinations and abilities; 6) corrective, which consists in the implementation of pedagogically expedient correction of the behavior and communication of the student.

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Management of the development of the educational system, according to the authors of the concept, includes four main areas: - Modeling the educational system under construction; organizing collective creative activities of members of the school community and orienting children and adults in the process of such activities towards universal human values; adjustment of emerging relationships in this process; rational use of the educational potential of the environment.

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Ways to familiarize children with universal human values: - Creation of a comprehensive upbringing program built on universal human values; - formation of separate target programs; - development, together with children, of social contracts that fix the norms of communication and attitude adopted in a particular team; - inclusion in the plans of educational work of class teachers of a section focused on universal values.

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Speaking about the system of educational work in a boarding school, one must be aware that today the search for opportunities to compensate for "white spots" in the upbringing and social adaptation of children brought up outside the family, from birth to their civil development, is a long and constant educational and upbringing process. The task of our institution is not only to clearly represent the model of the graduate, but also to create conditions for the development and formation of the personality of each pupil, the interaction of the individual and the environment that can ensure his success in life, self-realization to the extent that he is capable of. , and which a boarding school can fully provide.

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An exemplary model of a graduate of a boarding school is self-awareness as a person, individuality (both their mental, physical and mental capabilities), psycho-emotional stability and flexibility, the ability to change in changing circumstances, the ability to set goals, build life plans and show will in them. achievement, the ability to be responsible and independent, the knowledge and ability to defend one’s rights and fulfill one’s duties, knowledge of social relations and the ability to act in them, a wide level of interests and abilities that allows one not only to choose a profession, but also to make one’s life meaningful and useful not only for themselves, but also others, the ability to communicate at different levels: from business to intimate personal contacts, psycho-social identity, mastery of a wide range of everyday skills, economic competence, respect for oneself, one’s image, the desire to preserve internal strength, the ability to defend one’s position among the people around him.

The concept of systemic construction of the process of education (V.A. Karakovskiy, L.I. Novikova, N.L. Selivanova) In this concept, education is considered as a purposeful management of the process of personality development, it is emphasized that management is not the personality of the student, but the process of his development. This implies the rejection of frontal methods, slogans and appeals, edification, and dialogic methods of communication, a joint search for truth. development through educational situations, various creative activities. The content of the educational process is based on fundamental human values. V.A. Karakovsky identifies 8 values: Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World, revealing their content and significance in the education of highly moral needs and actions of students. These values ​​imply the construction of a humanistic system of education at school. Ways to familiarize students with universal values: 1. Creation of a comprehensive program of education in an educational institution, built on these values. 2. Formation of individual target programs by teachers, class teachers, educators. 3. Development, together with children, of peculiar social contracts that fix the adoption in a particular team of norms of communication and relations, the basis of which is universal human values. The main mechanism of upbringing is the functioning of the educational system of the educational institution, within the framework of which the comprehensive development of the student takes place. The educational system of the school is an integral social organism that arises in the process of interaction of the main components of education (goals, subjects, their activities, communication, relationships, material base) and has such integrative characteristics as the lifestyle of the team, its psychological climate. The authors of the concept believe that for the optimal functioning of the school, it is not enough to use a variety of types and forms of activity, but a wide range of activities is also necessary, in which it is necessary to single out one type as the main, systematizing, playing a primary role. In this case, the school forms the unique individuality of the whole school team.

The fundamental ideas of the humanistic education system are assigned in the concept role of principles educational process. These include the following:

a) personal approach in education: recognition of the personality of a developing person as the highest social value;

respect for the uniqueness and originality of each child; recognition of their social rights and freedoms; orientation on the personality of the educated person as a goal, object, subject, result and indicator of the effectiveness of education; attitude towards the pupil as a subject of their own development; reliance in educational activities on the entire body of knowledge about a person, on the natural process of self-development of an emerging personality, on knowledge of the laws of this process;

b) a humanistic approach to building relationships in the educational process, after all, only respectful relations between teachers and children, tolerance for the opinions of children, a kind and attentive attitude towards them create psychological comfort in which a growing person feels protected, needed, significant;

c) environmental approach in educational activities,

using the possibilities of the internal and external environment of the school in the development of the child's personality;

G ) a differentiated approach to education children in which is based on the selection of the content, forms and methods of educational work, firstly, in accordance with ethnic and regional cultural-historical, socio-economic and socio-psychological conditions, secondly, in connection with the characteristics of nominal and real groups, in- thirdly, according to the leading functions of educational institutions; fourthly, taking into account the unique originality of the participants in the educational process;

d ) natural conformity of education, which involves the obligatory consideration of the gender and age characteristics of students and the implementation of such provisions as:

Determining the level of development of personal properties that is possible for a given gender and age of students, the formation of which should be oriented;

Reliance in their formation on the motives and needs of students of a particular gender and age;

Overcoming the contradictions characteristic of a given age and manifested in the social situation of development and in the leading form of activity of the student;

The study and education of the individual-personal properties of the student in the general structure of age-sex manifestations;

Construction of psychological and pedagogical diagnostics, correction of behavior, taking into account the periodization of ages accepted in science;

Ensuring the relationship of psychological and pedagogical diagnostics, consultation and correction; -

e) cultural conformity of education, those. reliance in the educational process on the national traditions of the people, their culture, national-ethnic rituals, habits;

The problems of special education today are among the most urgent in the work of all departments of the Ministry of Education and Science of the Russian Federation, as well as the system of special correctional institutions. This is due, first of all, to the fact that the number of children with disabilities and children with disabilities is steadily growing. Currently, there are more than 2 million children with disabilities in Russia (8% of all children), of which about 700 thousand are children with disabilities. In addition to the growth in the number of almost all categories of children with disabilities, there is also a tendency for a qualitative change in the structure of the defect, the complex nature of disorders in each individual child.

The education of children with disabilities and children with disabilities provides for the creation of a special correctional and developmental environment for them, providing adequate conditions and equal opportunities with ordinary children for education within special educational standards, treatment and rehabilitation, education and training, correction of developmental disorders, social adaptation. In many pedagogical sources, one can see statements that today we need a “new approach to understanding the process of education”, or “a fresh look at the educational impact”, or we need “new features inherent in today's pedagogical communication”. What does this mean for the teacher-educator?

A new look at education from the standpoint of culture is offered by N.E. Shchurkov, taking into account the fact that "our society is trying to enter the context of universal culture." Today, the memory of students is loaded at school, their erudition is increasing, but, unfortunately, the most important thing is not happening - the real inclusion of a young person in the context of culture. She invites teachers to learn a new communication technology that combines social value requirements and the freedom of choice of the child as an individual.

The professional ability to communicate with children means: to be able to realize the functions of the child's openness to communication, to assist him in communication, to elevate his behavior to the level of culture. V.P. Sozonov offers the following approach to education: not from society, but from a child, not from a team, but from the self-consciousness of an individual member, not from the social needs and internal problems of a human individual who seeks to understand himself, find his place in life, express, realize himself.

A.I. Malekova argues that all points of view on modern education can be combined into two groups:

A) personality formation and management;

B) a humanistic appeal to the personality of the pupil, to the creation of conditions for the development of his internal potentialities and, on this basis, to socialization.

Therefore, a modern teacher - educator, without understanding the above approaches to the process of education, cannot lead a purposeful process to create conditions for the development of the student's personality. It is necessary to work with a real student, to influence his individual consciousness, focusing not on the external given parameters of his upbringing, but on his internal, potential opportunities for self-development, self-organization, self-determination and personal growth. And for this, it is best to use game, theatrical, situational and creative methods and forms of educational work that stimulate the active activity of students, encourage them to think, engage in dialogue, and make decisions. The forms and methods at the present level are well reflected in the book by V.M. Lizinenko "Techniques and forms in education". All this creates the prerequisites for the formation of a creative individuality, a personal image of a child.

Today, the art of education is based on a scientific and theoretical foundation, which is built up by methods and technologies. And then recommendations, instructions, advice. The teacher, educator, before conducting educational work, needs to be aware of the priority values ​​​​of each pupil that fill their life, and for this he himself should master the pedagogy of values ​​and meanings.

Studies by scientists have shown that students put self-realization and self-development, friendly relations, mutual understanding in the foreground.

Today, the teacher will have to think over the meaning and strategy of personality-oriented education, the purpose of which is to develop the interest of a growing person in himself:

A) their inner world, their character, their relationships with people;

B) development of the ability and ability to understand another person, take care of him, cooperate with him;

C) the formation of the ability to make life choices in the interests of one's own development and assistance to the personal growth of other people. (S. D. Polyakov) Today it is important to prepare a "skillful and mobile person" who is able to relatively painlessly fit into the context of modern civilizational processes.

O.S. Gazman proposed 5 directions in education: health, communication, teaching, leisure, lifestyle.

As a result of all proposals, it is proposed to use the following areas: educating a citizen, developing an attitude towards oneself and other people, educating a respectful attitude to laws, educating a caring attitude towards nature, educating a bearer of culture, educating a healthy lifestyle, educating a worker, introducing the collective to public life. These directions reflect the realities of today and make it possible to logically build a system of educational work both on the scale of the class and on the scale of the school.

Today, the preparation of targeted comprehensive programs has become relevant. It is compiled on the basis of an analysis of the results of its activities in the previous year, I saw an unresolved problem in working with the group and drew up a target program for the implementation of this “flashy” problem that needs to be solved in the near future. The educator, class teacher, after consulting with the group, class, can choose one of the target complex programs or offer his own, and then develop it with his pupils during the school year. An approximate list of programs can be as follows: "Ecology", "Mercy", "Peacemaking", "I" in the world and the world in my "I", "Good, Truth, Beauty", "Genealogy", "Fatherland", "Cultural Heritage”, “Conscious Discipline” and others.

In order for the programs to be used optimally, it is important to answer the question of what place it will take in educational work: leading, setting the main line of education or developing and strengthening educational work, or supplementing educational work with new colors.

Returning to the works of N.I. Direkleeva, it should be noted that they are remarkable for the presence of a diagnostic program for each of its proposed areas, which greatly simplifies the activities of the educator, class teacher. Diagnostics should now take one of the leading places in the activity of the teacher-educator, because it allows him to collect the necessary information in a relatively short time, determine the level of characteristics of the student's personal quality, especially our children with disabilities, observe the dynamics of the spiritual growth of pupils, see the intermediate results of his activities and predict the development of the phenomenon under study. Teachers today are making attempts to draw up their own program of pedagogical diagnosis of the personality of a student, his parents, class staff, building it in a certain system, logic and sequence, but, unfortunately, not everyone succeeds in all this. This happens for a number of reasons, but one of them is the most significant - insufficient compliance with the logic of the educator's activities. “It is necessary that each educator is clearly aware of his functions in the pedagogical system he serves and determines, based on the foregoing, the logic of his activity.” (Yu.P. Sokolnikov) Moreover, this logic should be observed in close unity on a school scale.

Consequently, a modern educator, a teacher needs to have a logical thinking and constantly work on its development, improvement, critically analyzing and evaluating himself as an educator. The more developed the logical thinking of the teacher, the faster and more successfully he masters the science-based logic of pedagogical activity.

Modern concepts of education and their use in pedagogical activity.

Teachers as professional educators today need ideas about modern concepts of education in order to update and improve educational activities. Unfortunately, the introduction of local or modular changes in education do not bring the desired results. More significant changes are needed in the practice of educating students, which are feasible only with a systematic organization of the thinking and actions of educators and pupils.

Currently, we know the following concepts of student education:

1. Systematic construction of the process of education. Pedagogical diagnosis of students.

2. System-role theory of personality formation.

3. Formation of a lifestyle worthy of a Human. Pedagogical technologies in the work of the class teacher, educator. Pedagogical technique of the teacher.

4. Raising a child as a person of culture.

5. Pedagogical support for the child and the process of his development.

6. Self-education of the student.

7. Education based on human needs.

8. Education as a pedagogical component of the upbringing of the child.

The concept of system construction of the process of education.

In this concept, perception is seen as a purposeful management of the process of personality development, it is emphasized that management is not a student's personality, but the process of his development.

The content of the educational process is based on fundamental human values. V.A. Karakovsky identifies 8 values: Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World, revealing their content and significance in the education of highly moral needs and actions of students. These values ​​imply the construction of a humanistic system of education at school.

Ways to introduce students to universal values:

1. Creation of a comprehensive program of education in an educational institution, built on these values.

2. Formation of individual target programs by teachers, class teachers, educators.

3. Development, together with children, of peculiar social contracts that fix the adoption in a particular team of norms of communication and relations, the basis of which is universal human values.

4. Drawing up a plan of educational work according to the following scheme:

The educational system of the school is an integral social organism that arises in the process of interaction of the main components of education (goals, subjects, their activities, communication, relationships, material base) and has such integrative characteristics as the lifestyle of the team, its psychological climate.

System-role theory of the formation of the child's personality

The author of the concept is a Kazan professor, Doctor of Pedagogical Sciences Nikolai Mikhailovich Talanchuk. He considers upbringing as a process of human science (human science - to lead to the human ideal), proceeding as a purposeful regulation of the development of a system of social roles by a person.

The purpose of education is the formation of a harmoniously developed personality, ready and able to fully fulfill the system of social roles. The task of education is to form in students the readiness and ability to fulfill social roles taken in specific conditions of life and activity and taking into account the stages of personality development.

The concept of "systemic construction of the process of education" V.A. Karakovsky and other authors assumes the obligatory study of the individual personality of the student, his parents, classroom and school groups. Pedagogical diagnostics allows you to determine the level of formation of the student's personality and the manifestation of its individuality (the course of development). This makes it possible to constantly adjust the educational process, improve the ways of working with children.

The concept of forming a lifestyle worthy of a person.

The creator of this concept is Professor Nadezhda Yegorovna Shchurkova. A way of life worthy of a Man is the existence of a man in the world, striving for truth, goodness and beauty.

The author defines upbringing as a purposeful, organized by a professional teacher, the ascent of a child to the culture of modern society, as the development of the ability to live in it and consciously build a life worthy of a Human. According to N.E. Shchurkova, the goal of education is a person who is able to build his life worthy of a Human, it is something reasonable, moral, creative, capable of creating and fulfilling a human mission.

This is the trinity - rational, spiritual and creative in human life. In other words, a life worthy of a Human is a life built on Truth, Goodness and Beauty. To teach schoolchildren the art of searching for the meaning of life, to help them not only in a situation of moral choice, but also in choosing their best self is the professional duty of a true educator.

Preaching dialogic education, the author recommends educators to organize children's reflections on their own feelings, experiences, thoughts and actions. These are messages from children about what happened to them in the last hour, day, month, quarter, year. The educator, receiving children's ideas about life, combining the disparate facts of their lives into something whole, directs them to the search for Truth, Kindness and Beauty.

In order for the process of forming a lifestyle worthy of a Human to be carried out purposefully and effectively, N.E. Shchurkova invites teachers to use the Program for educating schoolchildren created by her in educational activities. The program defines pedagogical tasks in working with students in accordance with their age, as well as the content, forms and methods of interaction that contribute to their solution.

Modern educational concepts are attached to this report.

In the theory and practice of education, there are three main goals:

1. The ideal goal is a certain ideal that society, school, teacher strive for;

2. An effective goal is a predictable result, often expressed in the desired image of a graduate (student), which is planned to be achieved in a certain period of time;

3. The procedural goal is the projected state of the educational process, which is optimal for the formation of the desired qualities of the student (student).

In the process of the goal-setting activity of the educator, class teacher, each of these goals is filled with specific content, determined by the pedagogical credo of the educator, the goals and value orientations of the educational institution, the characteristics of the student team and the specifics of its living conditions.

The right of children with disabilities to education is considered as one of the most important tasks of state policy not only in the field of education, but also in the field of demographic and socio-economic development of the Russian Federation.

The Constitution of the Russian Federation and the Law “On Education” state that children with developmental problems have equal rights to education with everyone. The most important task of modernization is to ensure the availability of quality education, its individualization and differentiation, the systematic increase in the level of professional competence of teachers of correctional and developmental education, as well as the creation of conditions for achieving a new modern quality of general education.

Tips for the educator and class teacher

Children learn from life! Remember!

If a child is constantly criticized, he learns to hate;

If a child lives in enmity, he learns aggressiveness;

If a child is ridiculed, he becomes withdrawn;

If a child grows up in reproach, he learns to live with guilt;

If a child grows up in tolerance, he learns to accept others;

If a child is encouraged, he learns to believe in himself;

If a child is praised, he learns to be grateful;

If a child lives in honesty, he learns to be just;

If a child lives in safety, he learns to trust in people;

If a child is supported, he learns to value himself;

If a child lives in understanding and friendliness, he learns to find love in this world.

The system of rules implemented in a humanistically oriented educational process (according to O.S. Gazman)

The true self-realization of the teacher is in the creative self-realization of the child;

The child cannot be a means to achieve pedagogical goals;

Always accept the child as he is, in his constant change, constant development;

Overcome all the difficulties of non-acceptance in the child's behavior by moral means;

Do not humiliate the dignity of your personality and the personality of the child;

Children are carriers of the coming culture; always critically compare your culture with the culture of the growing generation; education is a constructive dialogue of cultures;

Do not compare anyone with anyone, ethically correct comparison can only be the results of actions;

Trust - do not check!

Recognize the right of a growing personality to make a mistake and do not judge a child for it;

Be able to admit your mistake in time;

When protecting a child, teach him to defend himself.

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Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The axiological basis of the pedagogical system of the school is a theoretical concept, which includes leading ideas, goals, objectives, principles, pedagogical theories.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

Any pedagogical system of a school is characterized not only by the presence of links and relations between its constituent elements (certain organization), but also by an inseparable unity with the environment, in relations with which the system manifests its integrity. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The environment mastered by the school (microdistrict, settlement) acts as a microenvironment, and society as a whole acts as a macroenvironment. The educational system of the school is able to largely subordinate the environment to its influence. In this case, the school becomes a real center of education.

The interconnection and mutual influence of the didactic and educational subsystems within the framework of a single pedagogical system of the school is varied. The nature of the interdependence of subsystems is largely determined by the theoretical concept and other conditions for the development of the pedagogical system. There is a dialectical relationship between the nature of the educational subsystem and the state of the pedagogical system of the school as a whole: a developing school requires dynamic development of the educational system as well.

The educational system is a holistic social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate(L.I. Novikova).

The expediency of creating an educational system is due to the following factors:

integration of the efforts of the subjects of educational activities, strengthening the interconnection of the components of the pedagogical process (target, content, organizational and activity, evaluative and effective);

· expanding the range of opportunities through the development and involvement in the educational environment of the natural and social environment;

saving time and effort of the teaching staff, since continuity and dialectics in the content, methods of education ensure the achievement of the educational tasks set;

creation of conditions for self-realization and self-affirmation of the personality of a student, teacher, parent, which contributes to their creative self-expression and growth, the manifestation of a unique individuality, the humanization of business and interpersonal relations in a team.

Many scientists, both here and abroad, have come to the conclusion that upbringing is a special area and cannot be considered as a supplement to training and education. The presentation of upbringing as part of the structure of education belittles its role and does not correspond to the realities of the social practice of spiritual life. The tasks of training and education cannot be effectively solved without the teacher entering the sphere of education. In this regard, the modern school is considered as a complex system in which education and training act as the most important constituent elements of its pedagogical system.

The pedagogical system of the school is a purposeful, self-organizing system, in which the main goal is the inclusion of the younger generations in the life of society, their development as creative, active individuals who master the culture of society. This goal is realized at all stages of the functioning of the pedagogical system of the school, in its didactic and educational subsystems, as well as in the field of professional and free communication of all participants in the educational process.

The axiological basis of the pedagogical system of the school is a theoretical concept, which includes leading ideas, goals, objectives, principles, pedagogical theories.

The theoretical concept is implemented in three interconnected, interpenetrating, interdependent subsystems: educational, didactic and communication, which, developing, in turn, influence the theoretical concept. Pedagogical communication as a way of interaction between teachers and pupils acts as a connecting component of the pedagogical system of the school. This role of communication in the structure of the pedagogical system is due to the fact that its effectiveness depends on the relationship that develops between adults and children (relations of cooperation and humanism, common care and trust, attention to everyone) in the course of joint activities.

Any pedagogical system of a school is characterized not only by the presence of links and relations between its constituent elements (certain organization), but also by an inseparable unity with the environment, in relations with which the system manifests its integrity. In this regard, the educational subsystem is closely connected with the micro- and macroenvironment. The environment mastered by the school (microdistrict, settlement) acts as a microenvironment, and society as a whole acts as a macroenvironment. The educational system of the school is able to largely subordinate the environment to its influence. In this case, the school becomes a real center of education.

The interconnection and mutual influence of the didactic and educational subsystems within the framework of a single pedagogical system of the school is varied. The nature of the interdependence of subsystems is largely determined by the theoretical concept and other conditions for the development of the pedagogical system. There is a dialectical relationship between the nature of the educational subsystem and the state of the pedagogical system of the school as a whole: a developing school requires dynamic development of the educational system as well.

The educational system is a holistic social organism that functions under the condition of the interaction of the main components of education (subjects, goals, content and methods of activity, relationships) and has such integrative characteristics as the lifestyle of the team, its psychological climate(L.I. Novikova).

The expediency of creating an educational system is due to the following factors:

integration of the efforts of the subjects of educational activities, strengthening the interconnection of the components of the pedagogical process (target, content, organizational and activity, evaluative and effective);

· expanding the range of opportunities through the development and involvement in the educational environment of the natural and social environment;

saving time and effort of the teaching staff, since continuity and dialectics in the content, methods of education ensure the achievement of the educational tasks set;

creation of conditions for self-realization and self-affirmation of the personality of a student, teacher, parent, which contributes to their creative self-expression and growth, the manifestation of a unique individuality, the humanization of business and interpersonal relations in a team.