Almost all parents are quite strongare concerned about all the issues that in one way or another relate to the education and training of their child. And this is not surprising at all - in our time, all people have clearly learned that a good education is the key to success in life. And the prestige of blue-collar jobs is rapidly falling. Almost all parents interested in educational methods sooner or later come across such a concept as personality-oriented learning. However, few of them understand what exactly this method is and what disadvantages and advantages it has. And without this information, it is extremely difficult for parents to decide whether their child needs personality-oriented learning. On the Internet, you can easily find a huge amount of information about this educational method, but in almost all cases it will be almost completely incomprehensible to parents. And this is not surprising - after all, almost all such material is written by teachers for teachers. It abounds in a huge number of specific narrowly specialized terms and concepts, which are almost impossible to understand without the appropriate education. So what should parents do? This article is written specifically for ordinary parents. It describes personally-oriented learning in the simplest and most accessible language. You will be able to evaluate all its pros and cons yourself, and also decide whether this teaching method is suitable for your child.

Principles of child education

Surely, you have noticed more than once that everythingChildren have different levels of academic performance at school - someone grasps the material on the fly, without making much effort, and pleases parents with round A's, while another child spends days over textbooks and notebooks, and barely manages to get weak C's. Or even the same child gets completely opposite grades from different teachers. And parents rack their brains: is their child incapable of learning, or are the teachers overly picky about their child? However, most often, all these factors are absolutely irrelevant. To a large extent, a child's academic performance depends on the effectiveness of the teaching methods used by a particular teacher. In modern pedagogy, there are many different teaching methods for children. However, they are all based on several types of approaches to teaching a child. The following main types of approaches to teaching are distinguished:

• Multiple-Level Approach

When using a multi-level approach toIn teaching, the teacher is primarily guided by the level of complexity of the educational material that is accessible to each specific student. That is, simply put, the teacher gives children who do not shine with special abilities only the minimum of necessary material that, in his opinion, they are able to cope with. As a rule, the child gets his C, and more capable children study the material more deeply, and accordingly, receive higher grades. However, recently this teaching method has been subject to quite strong criticism, both from teachers and parents - they believe that this is not always fair, since it puts weaker students at a disadvantage.

• A differentiated approach

This approach is also very widely used inmany schools. Children with this approach are divided into specific groups based on their academic performance, behavior, and professional focus. The most striking example of this approach to learning are the so-called specialized classes. As a rule, such classes are typical for high school students who have already decided on their future profession. There are classes of biology, chemistry, mathematics, and other profiles. The corresponding subjects are studied in more depth - much more time is allocated to them, and the program is more extensive. This approach to learning has a large number of both positive and negative aspects. For example, on the one hand, in-depth study of a specialized subject will significantly help the child to properly prepare for the Unified State Exam and will facilitate subsequent studies at a specialized university. However, on the other hand, in specialized classes, insufficient attention is often paid to other general education subjects, which is not very good.

• Subject-personal approach

The essence of this approach is that eachthe child receives an individual approach towards himself, in which the teacher takes into account all the personal characteristics of the child - his type of temperament, abilities, hobbies, aspirations and desires. This approach to teaching is the most painstaking and time-consuming, requiring great patience and effort from the teacher. The implementation of such an approach requires systematic work that covers all stages of education. In addition, for the successful implementation of this approach, it is necessary to create a special learning environment that will take into account the characteristics of the child and allow him to fully reveal his abilities. Otherwise, the application of this approach to the educational process becomes almost impossible. And far from the last role in this approach to the learning process is played by the necessary specialized training of the teacher, as well as his sincere desire to use this approach to teaching children. In the event that the initiative to introduce this approach to the educational process comes not from the teacher himself, but from the management of the educational institution, this undertaking is unlikely to be successful. Unless, of course, the teacher himself is interested and does not receive all the necessary information about the features and nuances of this form of education.

Person-centered learning

It is this approach to organizationeducational process is the basis of the principle of personality-oriented learning. Strictly speaking, the most accurate and capacious formulation of such a phenomenon as personality-oriented learning is slightly different, and it sounds like this. "Personally-oriented learning is learning that takes into account the individual characteristics of the child. It is the child's personality that is the subject to which the learning process is directed." Numerous experimental educational programs based on personality-oriented learning are quite successful. Both teachers and parents of children note that such learning brings much more productive results than traditional school and preschool education. Recently, such learning is becoming increasingly popular and is beginning to be successfully used not only in experimental and elite kindergartens and schools, but also in ordinary preschool and general educational institutions.

Objectives and features of personality-oriented learning

Of course, nothing is done for no reason. И любые действия имеют свою цель. А какова же цель личностно – ориентированного обучения? Ведь не одно поколение получило вполне достойное образование и без использования новейших методик обучения, не правда ли? Именно в этом вопросе мы сейчас и попробуем разобраться вместе с нашими читателями. Целью любого обучения является приобретение ребенком определенного «багажа» знаний. Однако то, насколько полными будут знания, и превратится процесс обучения для ребенка в пытку, либо же в удовольствие, практически во всем зависит от того, как именно ребенок получает эти самые знания. Целью же личностно – ориентированного обучения в первую очередь является развитие полноценной личности ребенка, его индивидуальности и непохожести на других детей. Процесс обучения строится таким образом, чтобы в полном объеме учитывались особенности характера ребенка, его ценностные ориентации и личные убеждения. Ведь именно на этих факторах и базируется внутренняя модель мира ребенка. Обучение должно быть построено таким образом, чтобы механизмы обучения полностью совпадали с естественными для любого ребенка механизмами познания окружающего мира. Педагог должен учитывать как мыслительные, так и поведенческие особенности каждого конкретного своего ученика, а в основе личностно – ориентированного обучения должно лежать сотрудничество между учеником и учителем, а также полная свобода выбора ребенка. На данный момент, к сожалению, чаще всего учитель в процессе обучения во главу ставит свои интересы, делая их приоритетными. Проще говоря, учитель выстраивает линию образовательного процесса таким образом, как это удобнее всего ему, а не ребенку. И ребенок волей неволей вынужден подстраиваться под учителя. В таких условиях личностно ориентированное обучение становится практически невозможным. При личностно – ориентированном же обучении учитель строит процесс обучения таким образом, чтобы на первый план выдвигались именно интересы и потребности ученика. И только со строгим учетом всех их особенностей учитель может определить основополагающую направленность именно своей деятельности. Этот момент является крайне важным, и его необходимо учитывать в обязательном порядке. В противном же случае никакой речи о личностно – ориентированном обучении даже быть не может – оно невозможно априори. То же самое касается и выявления субъектного опыта каждого конкретного ребенка. Субъектным опытом педагоги называют все те знания и умения, которыми на данный момент обладает ребенок относительно каждого конкретного направления обучения. Казалось бы, данная мера излишня, так как образовательная программа для детей, учащихся в одном классе, одинаковая. Однако не следует забывать, что все дети очень разные. А поэтому и одну и ту же информацию, данную учителем, разные дети усваивают абсолютно по-разному,– кто-то в большей, кто-то в меньшей степени. Субъективный опыт, соответственно, дети также имеют самый различный. И если речь идет о такой образовательной методике, как личностно-ориентированное обучение, педагог должен ориентироваться именно на субъективный опыт и способности каждого конкретного ученика. Также следует заострить внимание на таком вопросе, как выбор способа построения процесса обучения. Ни для кого не секрет, что для некоторых детей обычный ответ у доски превращается в самую настоящую пытку, в то время как с письменными работами ребенок справляется просто замечательно, причем абсолютно самостоятельно, без чьей либо посторонней помощи. А бывает и обратная ситуация – в письменных работах ребенок совершает огромное количество ошибок, зато его устные ответы просто блестящи. То же самое касается и усвоения материала – одни дети гораздо лучше усваивают новую информацию на слух, другие – при чтении, а третьи – при записывании ее. Абсолютно все эти типы усвоения информации абсолютно нормальны и естественны – все зависит от того, какой тип памяти у ребенка развит наиболее сильно. Учитель должен выбирать те методы обучения, которые оптимально подходят каждому конкретному учителю. Согласитесь, что это сделать достаточно сложно, учитывая тот факт, что в классе обычной школы обучается около двадцати детей. Крайне важно правильно и эффективно организовать учебный процесс таким образом, чтобы все дети получили индивидуальный подход и внимание. Именно поэтому от учителя требуется высокий уровень профессионализма и специальная подготовка, без которой личностно – ориентированное обучение просто невозможно. Также очень важно при личностно – ориентированном обучении оценивать не только конечные результат – полученные оценки, но и сам процесс достижения этого результата. Учитель должен помнить о том, что все дети изначально обладают различными способностями и уровнем знаний. И зачастую ребенок с более низким уровнем успеваемости для того, чтобы получить «тройку», прикладывает гораздо больше усилий, чем более «сильный» ребенок для получения «четверки». Это педагог обязательно должен учитывать при выставлении оценок – иногда имеет смысл завысить или занизить оценку, принимая во внимание те усилия, которые прилагает ребенок к процессу обучения. Однако учитель должен быть крайне тактичным и внимательным – в противном случае все остальные дети могут воспротивиться такой, на и взгляд, «несправедливости». Гораздо разумнее будет объяснить детям свое решение – поверьте, дети в состоянии это понять и, что немаловажно, принять этот факт.

Stages of personality-oriented learning

Student-centered learning consists ofseveral stages. Each stage is very important, and they should not be ignored under any circumstances, otherwise the desired expected result will not be achieved. As we have already found out, such an approach to learning implies much greater freedom in the learning process. The child is no longer forced to adapt to the teacher - it is the teacher who adapts to the characteristics and needs of the teacher. So, what do the stages of personally-oriented learning include?

• Type of interaction: "teacher - student"

First of all, when choosing a methodology, it is important to take into account the personal– oriented learning, in contrast to the usual educational programs that are widely used, it is necessary to radically, fundamentally change the principle of the "teacher-student" relationship. The teacher must leave aside his usual command style and move on to cooperation with the students - otherwise the whole idea of ​​​​personally oriented learning will end in failure. This construction of relations between the teacher and the student most radically changes the position of the student himself. From simple, often mechanical, fulfillment of tasks given to him by the teacher, the child moves to the process of active creativity. The very type of thinking of the child changes - it becomes focused on achieving a result, and not an attempt to just "sit out" in the lesson for the allotted time and go home. Agree - for the learning process this is an important moment. And the atmosphere in the lessons changes dramatically - it becomes much more relaxed, friendly and active. Children are not afraid to ask the teacher questions, and the teacher does not brush off the students, like an annoying fly. Lessons become much more like friendly communication, rather than edification and control. However, it goes without saying that children, be that as it may, remain children. And control is simply necessary for them - and the teacher must have sufficient skill to conduct this control unnoticed by the child, in no way diminishing his abilities, and certainly not infringing on his dignity.

• Purposefulness

In order to be personally orientedtraining has brought the expected results, the child should set goals, of course, with the help of the teacher. Moreover, in order to achieve a positive result, the child should not set too global goals. It is much more useful to set several smaller goals - for a day, a week, a month, an academic term. And this is not without reason - child psychologists have long proven that for a child, the sense of time is completely different from that of an adult. So, for example, for us, a year is not such a long period, but for a child it is an extremely long period. And therefore, achieving a goal that is planned for the foreseeable future is simply not interesting for a child. But such goals, which the student can achieve very quickly, have a very beneficial effect on the child - they increase his self-esteem, give confidence in himself and his abilities, and most importantly - increase the child's interest in the learning process. The learning process turns into an active process of self-development of a child who is truly interested in the learning process, and does not try to study under duress. It goes without saying that this type of learning process is much more beneficial than standard teaching methods.

• Teacher Activities

It is very important that the teacher who appliespersonally-oriented learning, remember the need for proper organization of educational activities. And he should start with organizing his own activities. It should be built in such a way that the learning process is headed not by the teacher, but by the student. It is the child who should be the central figure for successful personally-oriented education. And the teacher should create and maintain the necessary psycho-emotional atmosphere - rejoice in the child's success and praise him, empathize with his failures and support, not allowing him to despair and give up. In addition, the teacher should remember that the child should achieve his goal, relying on joint developments with the teacher. Therefore, the teacher should pay special attention to the process of joint work on educational material.

Features of personality-oriented learning

Besides the fact that there are certain stagespersonally-oriented teaching of children, there are several other very important features of this teaching method. Parents and teachers should never forget about them:

• The purpose of training

Of course, gaining knowledge is a very important task.One, if we are talking about personally-oriented learning, the primary task of the teacher is the development of the child's personality. And knowledge will definitely come in handy - this has been proven by experience. After all, a child with a well-developed personality will never want to be an outsider, so he will make every effort to significantly improve his academic performance.

• Equality

The teacher must remember that personally -oriented learning is based on equality. That is, both the teacher and the student are absolutely equal subjects of the learning process. The teacher is, first of all, an equal partner of the child, who can always give the necessary advice and properly coordinate the learning process. And only then can the teacher be a leader and a role model for the child. Incidentally, the teacher also needs to remember this - after all, it is from him that the child takes an example.

• Taking into account the child's personal experience

As you already know, personality-orientedtraining is based, first of all, on the child's personal experience. That is why the teacher must know the child's level of preparation, as well as his or her level of abilities. Otherwise, the necessary effect will not be achieved and, accordingly, there can be no talk of any personally-oriented attitude with such an approach to teaching children, without taking into account the level of abilities of each of them.

• Development of cognition skills

This article repeatedly draws the attention of readersIt was emphasized that in personally-oriented learning, a child's natural cognitive skills play a very important role. However, we should not forget that although nature has endowed each child with these skills at birth, they must be constantly developed and supported. This is quite logical - now we will try to understand this using a specific, very clear example. Agree - all children know how to eat - it is inherent in them by nature. However, one child eats with his hands, getting himself and everything around dirty, and another eats very carefully, using a spoon, fork, and sometimes a knife. But they were all born with the same skills. Why does this happen? Correctly, because one child was taught to use cutlery by adults, and the other was not. The same is true in relation to cognitive skills. The task of adults is to support in the child the desire to learn something new for him, and also to develop them in every possible way. In addition, parents and teachers should show the child those methods and strategies of learning that he or she does not yet know about. After all, only with these abilities and skills can a child successfully master all the educational material provided by the school curriculum. Otherwise, learning will be reduced to banal "cramming", which all children without exception hate. In other words, if we systematize and generalize all the information, we can say that the main task of teachers who practice student-centered learning is to teach a child HOW to learn most effectively. And this principle seems quite reasonable. Remember the folk parable about the poor and the fishing rod? It says that you should not give the poor fish - they will eat it quickly enough. It is much more reasonable to give them a fishing rod and teach them to fish on their own. In this way, they will be given invaluable help - the poor will always be able to catch fish for themselves whenever they want to eat. The same applies to student-centered learning for children. If a teacher manages to explain to a child how to study correctly, he can be sure that he has provided 70% of the child's good academic performance. And if a teacher manages to interest a child in the educational process, the chances of success are almost 100%. This is the basis of personally-oriented learning. Many teachers, and even parents themselves, believe that there are children who not only do not have any outstanding learning abilities, but are downright "hopeless". However, the most experienced and highly professional psychologists unanimously claim that there are no children who are a priori incapable of successful learning. Of course, with the exception of children suffering from various mental illnesses. But, by the way, personally-oriented learning of such children also brings unusually good results compared to the classical methods of working with such children.

• The special logic of constructing an academic subject

Unfortunately, the classical constructioneducational material, which has been widely used in school education for many years, does not stand up to criticism. Personally-oriented education should be built on a completely different principle. In particular, the logic of the construction of the subject being studied should first of all be consistent with and take into account the peculiarities of the child's perception of information. And only after that, if this does not contradict the interests of the child himself, the teacher's interest and the peculiarities of the school program can be taken into account. So, for example, the learning process is mainly built on the principle of "from simple to complex". On the one hand, this is an absolutely correct approach - after all, it is impossible to study higher mathematics without knowing numbers. However, very often in the learning process you can safely deviate from the program, allowing the child to first study what is interesting to him at the moment. And only then, when the child is ready, everything that is required by the school program. However, not everything is as simple as it may seem at first glance. Unfortunately, personally-oriented education in our country is still in the experimental stage. And therefore teachers are very much tied hand and foot - after all, they need to give all children without exception a certain amount of this or that material within a certain period of time, strictly limited by the framework of the program. And in order to cope with this task and at the same time not violate the basic principles of personally-oriented learning, a very high level of professionalism of the teacher is required.

• Creative development of the child

Creative development of the child, in relation towhich personally-oriented learning is practiced, also deserves special attention. Supporters of this educational method unanimously claim that in ordinary comprehensive schools, the same mistake is made in the creative development of a child - the child is oriented towards the works of famous authors. Moreover, this is true in relation to both musical and artistic works. However, such an attitude puts the child in a clearly losing position - after all, his creativity will certainly be compared with the creativity of outstanding poets, writers and musicians. Agree that, no matter how hard the child tries, the comparison will clearly not be in the child's favor. And it is quite natural that this can completely and abruptly discourage any desire in the child for any kind of creativity. And no personally-oriented learning will help. It goes without saying that introducing a child to world culture is an extremely important stage in his general development. And this must be done. However, not the way it is done in an ordinary comprehensive school in Russia and the CIS countries. First of all, the child himself must be interested in creativity and try himself in all areas - it is very likely that in this way the child will be able to find himself. And only after this can you begin to introduce the child to the work of famous cultural figures. And remember that in no case is it acceptable to compare their work with the child's own work.

Use of personality-oriented training in kindergarten

As is known, the process of development of a child's personalityand his education begins immediately after his birth. Child psychologists all over the world are sure that the first six years of a child's life are the period in which the initial formation of both mental qualities and individual characteristics occurs. It is the qualities laid down at this age that completely and entirely determine the future character of not only the child, but also the adult that he will sooner or later become. This period is very important in the life of any child - after all, it is at this time that the child lays the main "foundation" of knowledge, on which all his further education will be based: school, college, and the acquisition of any career knowledge. This is explained by the fact that it is in the first five to seven years of life that a child acquires his most important skill in life - the ability to learn. And adults surrounding the child during this period should remember this. They are faced with a not so simple and extremely important task - to support the child's natural cognitive interest and to instill in the child those skills that he will need in the future to perceive information, the ability to analyze what he saw and heard, compare different facts, contrast one phenomenon with another - in a word, to learn. In no case should you put off classes with your child "for later". Many psychological features that facilitate the learning process are characteristic only of a certain age. And it is simply impossible to make up for lost time in this case - time will be lost irretrievably. Both parents and kindergarten teachers should remember this, if the child attends it. And, of course, it is impossible not to talk about how personally-oriented learning is used in preschool educational institutions or, more simply, in kindergartens. Yes - yes, do not be surprised, in our time many kindergartens are beginning to introduce personally-oriented learning, although so far as an experiment.

Features of work with preschool children

Working with preschool children is based on the same principles as with older children. The most important principles of personally-oriented learning are:

• Building a trusting relationship with the baby.
• Communicate with the child on an equal footing.
• Respect for the personality and dignity of the little man.
• Building learning in such a way thatthe individual characteristics of each child were taken into account. The so-called "leveling" is simply unacceptable - it contradicts the basic principle of personality-oriented learning.

Working with children of this age categoryhas a number of its own psychological characteristics. In no case should any psychological pressure be exerted on children. For example, in no case should you force a child to do exercises with everyone else if he just wants to sit in the corner before breakfast. Agree that exercises done by a child under psychological pressure from a teacher are unlikely to charge him with energy and positivity. Or, for example, a baby flatly refuses to draw a house or a Christmas tree, but wants to sculpt from plasticine - he is unlikely to make a good drawing. But a craft made of plasticine can turn out simply wonderful. This is precisely what personally-oriented teaching of preschoolers is - the interests and needs of the child should be at the forefront of the learning process. However, preschool teachers also need to be very well versed in child psychology and feel the fine line that separates the true needs of a child from simple whims and willfulness. After all, you shouldn’t indulge children’s whims – otherwise, the child may grow up to be a capricious person who is used to all sorts of indulgence. You must admit, this is far from the brightest prospect for any person. Now, after reading this material, you have a fairly complete idea of ​​what personality-oriented learning is and what principles it is based on. With this information, you can really evaluate all the advantages and disadvantages of this teaching method. And it will be much easier for you to decide whether your child needs such a personality-oriented teaching model, or whether you prefer old, time-tested methods, albeit with certain disadvantages. In any case, remember that the main thing that any child without exception needs is the unconditional and boundless love of his parents, their support and understanding in any situation. This will help the child grow up to be a good, and most importantly, happy person. And it doesn’t really matter what teaching method was used in your child’s education – personality-oriented learning or another. We recommend reading:

Comments

comments