What should be the teacher performing the function of teaching. Functions of a teacher. Features of pedagogical work

Features of the teacher's functions in the educational process with the use of a PC. The main functions of the teacher in the educational process with a PC are: the selection of educational material and tasks, the use of planning the learning process, the development of forms for presenting information to students, the control of learning material, the correction of the learning process. Let us briefly consider the features of the implementation of these functions. The function of selecting material and tasks is the most complex and creative. Here the teacher's experience, the depth of his knowledge of the subject plays a dominant role. The main requirements for the implementation of this function are the need to clearly identify the main and secondary points in the discipline, and the differentiation of the material according to the degree of complexity. The planning of the learning process using a PC should be carried out, as noted above, in the direction of its maximum individualization. Individualization of the educational process can be carried out: “by the sequence of presentation of the concepts being studied, by the method of presentation of the material (induction, deduction), by the level of scientific content of the material, the depth of the material, by the time of study, by the proposed explanations and reference materials” (2351). It is necessary to pay attention to the fact that the individualization of the educational process has recently been one of the leading ideas of school education. It is becoming more and more obvious that the school should, "based on the individual characteristics of students, prepare them for the sphere of life to which they are most disposed, and in which they can bring the greatest benefit to society" (1472). Psychologist E. I. Mashbits considers it appropriate to separate the concepts of "individual" and "individualized" learning.

Individual which is carried out according to the principle: one trainee one computer. Since he proposes to consider learning, the computer is more often used in group learning and in the collective activities of students1, it does not always act as a means of individual learning. Individualized learning is learning that is expected to take into account the characteristics of a given student to the maximum extent possible. Individualized in the full sense of the word should be considered the education of a student not according to an average standard, but in accordance with a certain model that reflects his psychological characteristics. Moreover, these models must first be introduced into the training system and in the learning process can be refined and modified. Thus, for learning to be individualized, it must be individual. The overwhelming majority of futurologists, organizers of science and production believe that the future belongs to computers in this matter. At present, the computer with all its capabilities acts in schools in two roles: as a subject of study, and as a technical means of education. It is not yet entirely clear how computerization will affect the behavior, moral standards, psyche and life of future generations. But it is already obvious that students have a different attitude towards working with a PC. Educators and psychologists specializing in the field of computerization emphasize the importance of developing a positive attitude of students towards the computer. The use of a PC allows you to plan various schemes for completing educational tasks, divide complex tasks into constituent elements of different levels, and practice the most rational forms of their combination. Possibility of a simple and objective statistical evaluation of time 1

costs (?) at various stages of training allows you to optimize the dosing of tasks.2 The use of computer technology makes it possible to use various forms of presentation of the material. The hardware and software capabilities of a PC are quite sufficient to effectively and provide a natural and visual form for introducing a dialogue for the presentation of texts, formulas, drawings, moving objects, etc. Presentation of information can be carried out at a different time tempo (with adaptation to a specific age and even to a specific student ). At the same time, in a natural way, the possibility of signaling important plot information is provided (changing color, flickering, underlining, negative, etc.) Distribution of functions between participants in the educational process using a computer. consists of five stages: obtaining and comprehending new educational information, performing training tasks and independent work, checking the quality of knowledge assimilation and the correctness of practical work, clarifying mistakes made in practical tasks, and working to prevent them in future activities, considering the possibilities of practical application knowledge gained during the study of a particular topic (section). It is almost impossible to fully implement this sequence using traditional teaching methods, 2

but is really feasible only in conditions of individual learning, or in class-group learning with extensive use of a PC. The use of computers in teaching leads to the need to redistribute functions between the participants in the educational process. The table lists the main functions, and their "performers" are indicated with a "+" sign. If it is possible to perform functions simultaneously by several participants in the educational process, the sign "!" the highest quality performer was awarded. FUNCTION No. p / p 1 2 Selection of educational material and Selection of a strategy for teaching tasks 3 Determining the sequence of studying the material 4 Presenting new material and presenting tasks Completing tasks 5 6 Checking and evaluating solutions 7 Reporting results 8 Indication of further 9 actions Recording data on the progress of the process 10 Help during the learning process TEACHER PC STUDENT + + + + + + + + + ! + + + ! + ! + ! + ! + + + +

Individualization of learning is the first, but not the only step towards increasing the effectiveness of the educational process. A very important point is also the implementation of not only an individual, but also a differentiated approach to teaching (2454). It should be noted that computer technology allows you to significantly differentiate dialogues with students depending on their preparedness, speed and quality of tasks. It becomes possible to differentiate not only by time parameters, but also by the volume of the studied material. The learning algorithm can be built in such a way that the continuation of the training program becomes possible only when the required set of tasks is fully completed. In the first option (with time differentiation), students who have completed the tasks in the current section can immediately receive permission to move to the next section of the course, and those who make mistakes go through the procedure of repeating the material. Obviously, depending on the nature of the mistakes made, this procedure can be individualized. (At the initial stage of this procedure, it is advisable for students to provide the opportunity for independent search and correction of errors.) Those of them for whom this is feasible receive permission to proceed to the study of the next section. For the weakest students, “additional help” is implemented, the most qualified option of which is the help of a teacher (see table). The proposed algorithm makes it possible to guarantee the mastery of the training program for each student, but at different time intervals. In the second variant (with differentiation by the amount of material), students who save time when going through the main material get the opportunity to master a significantly larger amount of knowledge and

skills at no additional cost. Naturally, in this case, they are given the opportunity to familiarize themselves with the material of a significantly higher level of complexity. Thus, computer technology creates the conditions for individual advancement in the material being studied in an ordinary classroom, without violating the traditional group structure of classes as a whole.

Methods of organizing training using a personal computer. Analyzing the originality of computer-aided learning methods, S.A. Ilyushin and B.L. Sobkin state: “In teaching practice, four main teaching methods can be used: explanatory-illustrative reproductive problem research Considering that the first method does not provide for feedback between the student and the learning system its use in systems using a PC is meaningless. "3 The reproductive method of teaching using computer technology provides for the assimilation of knowledge communicated to the student by the teacher and (or) PC, and the organization of the student's activities to reproduce the studied material and its application in similar situations. The application of this method with the use of a PC can significantly improve the quality of the organization of the learning process, but does not allow to radically change the educational process compared to the traditional scheme used (without a PC). In this regard, the use of problematic and research methods is more justified. The problematic teaching method uses the capabilities of a PC to organize the educational process as a formulation and search for ways to solve a certain problem. The main goal is to maximize the promotion of the activation of the cognitive activity of students. In the learning process, it is supposed to solve different classes of problems based on 3

obtained knowledge, as well as the extraction and analysis of a number of additional knowledge necessary to solve the problem. At the same time, an important place is given to the acquisition of skills in collecting, organizing, analyzing, and transmitting information. The research method of teaching with the use of a PC provides independent creative activity of students in the process of conducting scientific and technical research within a certain topic. With this method, learning is the result of active exploration, discovery, and play, and as a result is generally more enjoyable and successful than with the other methods listed above. involves the study of the methods of objects and situations in the process of influencing them. To be successful, you need a responsive environment. In this regard, modeling is an indispensable tool, i.e., a simulation representation of a real object, situation or environment in dynamics. Computer models have a number of serious advantages over other types of models due to their flexibility and versatility. The use of models on a PC allows you to slow down and speed up the passage of time, compress or stretch space, simulate the performance of expensive, dangerous or simply impossible actions in the real world. In the process of school computerization, 3 aspects of the problem are in the spotlight: 1) equipment; 2) teacher training; 3) software. The problems of the first two points have already been touched upon in one way or another, so let's dwell on the third of them.

Software is an important factor that has a big impact on the quality of computer training. To date, a huge fund of training programs has been created in the world, some of which are used on the territory of our country. This fund is regularly replenished by self-produced amateur programs. Orientation in the mass of these materials requires a certain classification. Of the many types of computer training programs, 3 can be distinguished that have received the greatest distribution: 1. Ready-to-use specialized training (didactic) programs that are specially written to assist students and teachers in learning. Specialized training programs are a ready-to-use software product that is used by the teacher and can act as a means of individual use by the student or as the basis for the teacher to conduct group classes in the classroom. It is impossible to interfere in such a program, only to dose the measure of its use. Closeness, completeness of such programs can be regarded as a disadvantage, since it imposes a great responsibility on the developers in terms of relying on exemplary standards and typical didactic materials. 2. Modeling is becoming increasingly used for educational purposes, i.e. the use of a computer model with which students study this or that educational phenomenon, production process, scientific situation. Creative activity is the most important opportunity that is provided here to the student. Actions with the model can often be successfully combined with game situations (921).

3. Programs-tools, which are some kind of software shell, which involves filling it with a variety of specific subject content. Programs of this type can be defined as a set of hardware and software tools organized on the basis of a computer, designed to organize interactive educational interaction and form a software shell adapted to be filled with various educational material by a USER/NON-PROGRAMMER. (Information Technology, 1998, No. 6). A new wave of software development has brought to life large tutorials on CDs that use three-dimensional graphics and huge amounts of data. At the same time, pedagogical software tools are being developed that open access to the independent creation of their own training programs for each teacher-practitioner (without resorting to programming languages). Within each type, a very significant fund of full-fledged programs has been created by now, which have received a fairly wide distribution, are distributed through the trading network and are actually used in the educational process. An example is the four-volume CDROM series "The Complete Collection of Educational and Developmental Programs for Children", sets of educational games from the Moscow company "Nikita", computer encyclopedias from the company "Cyril and Methodius", a guide to the museums of the Kiev-Pechersk Lavra, etc. Not all of them are used equally widely. Most often and most easily, programs enter practice that are fully completed, “tied” to specific topics and disciplines, and ready for immediate inclusion in work. Programs such as encyclopedias and guidebooks are mainly used

episodically, since in this case each teacher is responsible for preliminary acquaintance with such a program and for coordinating the logic of their lessons with the content laid down in it. Programs of the third type of program, tools or shell programs, are used extremely rarely, since they assume full co-authorship, i.e. own construction of the content of computer lessons by each individual teacher. There is no consensus among educators about the principles of CPC classification, and many offer their own classification options. Here are two of them for comparison: SE Polat (428) offers the following classification of programs:  linear programs;  branched;  generative, mathematical models of teaching;  modeling and simulation;  games;  problem solving;  free choice; (429) distinguishes between programs: J. Yanovich  demonstration;  simulation;  training;  for individual work;  problem-based and programmed learning;  to solve physical problems;  diagnostic;  for activities chosen by students according to their interests.

General principles of organization of training with the use of PC. Effective learning with the use of computer technology is based on the following general principles and conclusions on them: General principles Participation Active learner in the learning Conclusions To contribute to the activation of the learning process as much as possible Constant personal analysis of the situation Avoid the use of standard analysis schemes by students in the learning process situations at various stages of learning Inform the student about the connection in the learning process Presence of quick feedback in the learning process Refusal of behavior that does not give a positive result to the results of his actions in each specific situation Provide instant feedback whenever possible Suppress options for undesirable actions repeat confirming them. Practicing and confirming actions, even if Individualization of the number and sequence of confirmations of actions in the learning process. The presence of an environment in a stressful learning process. they have already been demonstrated once. ways to select confirmations individually. Do not arouse antipathy towards the goal of learning and do not reduce learning success by increasing pressure on the student.

individual Taking into account the characteristics of the student to Apply the above principles not rigidly and unambiguously, but flexibly. perception of external conditions depending on his states and moods. PC as a learning tool. Recent technological advances have often found application in the educational process, and the PC in this sense is no exception. Already the first experiences of using a PC in the educational process have shown that the use of computer technology can significantly increase the efficiency of the learning process, improve the recording and assessment of knowledge, provide the opportunity for individual teacher assistance to each student in solving individual problems, and facilitate the creation and setting of new courses. The PC is a powerful tool for processing information represented in the form of words, numbers, images, sounds, etc. Along with other well-known tools, PCs expand human capabilities. However, unlike, for example, "from a hammer, which expands the physical capabilities, or a telephone, which expands the capabilities of the senses, the PC expands the mental capabilities of a person" (234). The main feature of a PC as a tool is the ability to configure (program) it to perform various kinds of work related to obtaining and processing information. The use of computer technology in the educational process opens up new ways in the development of thinking skills and the ability to solve complex problems, provides fundamentally new opportunities for the PC, allows you to make classroom and enhance learning.

dynamic and independent studies are more interesting, convincing, and a huge flow of information being studied is easily accessible. The main advantages of the PC over other technical teaching aids are flexibility, the ability to adjust to different methods and learning algorithms, as well as an individual response to the actions of each individual teacher. The use of computers makes it possible to make the learning process more active, to give it the character of research and search. Unlike textbooks, television and films, the PC provides an opportunity for an immediate response to the actions of the student, repetition, explanation of the material for the weaker, transition to more complex and super-complex material for the most prepared. At the same time, learning at an individual pace is easily and naturally realized. In the literature, the book and the PC are very often compared as sources of information. The typical content of such reasoning is given in the following table: COMPARATIVE POSSIBILITIES OF THE BOOK AND PC. COMPUTER Partial Absent** Open Quantitatively unstable and tends to be unlimited High (possibly Availability Transportability Nature of the information system Amount of information Level of efficiency of information processing Qualitative level BOOK Full* Complete Closed Definitely limited Low, depends on automated) Allows for the possibility of superficial subjective factors Detailed, osmy sly.

Public evaluation of familiarization. Unsettled Definitely high. Absolute objectivity in assessing knowledge favorably distinguishes them from PC teachers, as well as the fact that machines are not irritated, are not influenced by mood and well-being, and do not experience disappointment with weak students. However, it should be remembered that the PC will never REPLACE the teacher, but can be extremely useful assistants. With the use of COP, on the one hand, trainees get the opportunity to work at their own pace in accordance with their level of training. This has a positive impact on the learning process, since the student gets more freedom in choosing decisions, during the learning process there is an element of competition with the PC, etc. On the other hand, such individualization of learning leaves its mark on the work of the teacher. The teacher runs the risk of being either in the role of a "shuttle" scurrying between the students, or in the role of the "pillar of the Universe", to which the students must go one by one or in small groups (235). With any of these options, the teacher is deprived of the opportunity to actively influence the learning process and realistically assess the level of training of students, since he does not have the ability to control the course of the learning process in dynamics, even for the majority. This raises the problem of organizing the educational process, which would facilitate the interaction of the teacher with the students without reducing the effectiveness of the learning process. In most publications, the authors recommend dividing the educational process in computer classes into 2 stages:

1) assimilation of theoretical material, 2) application of theoretical knowledge in practice. At the first stage, the main character is the teacher. Traditional tools in the process of transferring knowledge are the blackboard and chalk. The transfer speed is low. In this case, the use of demonstration equipment is a good solution. This can be a familiar projection device for working with slides or transparencies, as well as devices that allow you to either project an image from a computer onto a screen or output an image from a computer to a larger TV. Such equipment allows not only to visually explain the theory, but also to show its practical implementation in the form of a teaching computer program, which entails an increase in the speed of the information flow in the "teacher-student" system and a significant increase in the strength of assimilation. At the second stage, the teacher is given the role of OBSERVER and CONSULTANT (1456). The teacher can monitor the progress of the students from his computer. He can view and, if necessary, prompt intervention, can emulate (reproduce) the control of the student's keyboard and mouse from his PC. While working, both parties can exchange messages with each other, and in the presence of multimedia tools such as a video camera, microphone and headphones, conduct a live dialogue. And, finally, one more moment, the most difficult and disturbing in psychological terms, control. . . Control in computer training systems usually consists of checks of three levels:  current (by learning steps),  intermediate (tests),

 final (exam, test). The effectiveness of the implementation of the controlling function is largely related to the form of input and analysis of answers, i.e., with the forms of organization of the dialogue. The quality of control largely depends on the ability to diagnose the causes of errors. At the same time, the rational structuring of the material can help the teacher in many ways. The corrective function is implemented using fast feedback between the student and the learning system (teacher + PC). Corrective information for the student should be selected in such a way as to interest him in further learning, to make him feel that the teacher and the computer understand his every action and are his reliable assistants in the learning process. Explanation plays an important role in this. It is an encouragement for a correct answer, help and a hint in case of a typical error or an unidentified answer, an indication of instructions in case of a gross error. Computer training With the advent of the computer, the implementation of its pedagogical capabilities went according to the scheme of learning, and not self-learning, which was facilitated by several factors. Firstly, this is the traditional scheme of organized learning in human society, and it is well studied and worked out, of course, easier to transfer to a computer. Secondly, the tradition of introducing a computer into human activity is always associated with the transfer to the computer of what has been well developed in “manual” execution, and the traditional approach to teaching has been “performed” for more than two millennia. Thirdly, teachers, mostly very young, took up the creation and implementation of computer learning systems on their own initiative.

The process of introducing a computer into teaching proceeded, apparently, according to a scheme similar to other applications of a computer. However, at school, he did not immediately give such an effect as in other industries. The experience of computerization of various aspects of human activity has shown that the introduction of a computer gives a multiple increase in efficiency (roughly - by an order of magnitude, excluding calculations, where efficiency is increased by many orders of magnitude). Education has not received such a convincing acceleration. Even the massive use of the computer in the educational process has not significantly reduced the overall duration of training. The situation has become common when the effectiveness of computer training must be proved using the efficiency of rather thin statistical criteria; in other words, the computer in the overall educational process is still very small. And the real implementation of it in education relies so far only on enthusiasm and boundless computer faith. You can probably come up with many explanations for this unpleasant phenomenon. We confine ourselves to one, methodological. It is known that any new means changes not only the process of achieving the goal, but also the technology. In traditional computer learning, the old pre-computer technology is preserved, which is associated with the establishment of effective communication between the source of information (teacher-computer) and its consumer (student). This is precisely what the institute of teaching methods served, the purpose of which, in fact, was and remains the “transfer” of knowledge from teacher to student. With the advent of the computer, this approach has not changed, and teaching methods are mechanically transferred to the process of computer learning, preserving the pre-computer technology: presentation of material - question - answer - presentation again, etc. This is the primary reason for the low efficiency of using a computer in education. This means that the technology should be changed, i.e., consider

the learning process is not as a "pumping" of knowledge, but as a process of managing the state of the student. Management of educational activities Management of educational activities largely depends on its mode. An analysis of existing teaching systems allows us to identify the following control modes: 1) direct control of educational activities by a computer, when the computer sets a learning task for the student in real form; on the part of the student, questions are allowed that concern only the solution of this problem, the nature of the help is chosen by the computer; 2) mediated control by the computer, when the computer poses problems for the student, which he must formulate in the form of a learning task; tasks are applied for modeling various industrial and social situations that allow a lot of solutions, as well as problems for troubleshooting, and learning effects are given in the form of heuristic recommendations and generalized assessments of the student's actions; 3) dynamic control on the part of the computer and the student, when the solution of the educational problem outwardly appears as a common solution with the computer of the problem posed by the computer or the student; the nature and extent of assistance can be determined by both the student and the computer; the size of the help can vary from a hint to the execution by the computer of a fragment of the solution of the educational problem. An essential requirement for the student's dialogue with the computer is a careful attitude to value judgments. Effective systems do not allow remarks that the student may perceive as offensive, do not give negative assessments of the student's thinking, memory, attention, and even more so personality traits; remarks are made in a mild form, without excessive

children, to improve their level of knowledge in certain subjects. Distance education is important for children for whom, for some reason, we cannot provide a full-fledged education in normal school conditions. Distance education is necessary for primary, secondary, vocational and higher education, for the social rehabilitation of disabled children. Distance education is a real opportunity to get a quality education without direct residence in the city where a person is going to study. Access to information resources of libraries is also a problem that can be solved with the help of information technology. When using these technologies, a new (!) organization of the work of the trainee himself is formed. If, with the traditional approach, a student listens to lectures, takes notes, visits libraries, seminars, then he is actually built into an organized educational process. In the situation of distance education, the student must organize and obtain the necessary level of knowledge for himself, which can be verified using a testing system. That. the emphasis is shifting towards INDEPENDENT work, and for a student this form of education can be more economical than the traditional one. In the future, a student can get an education at any university in California, Sydney, Moscow, etc. Distance learning refers to the method of delivering educational material (interaction) within distance learning, and distance learning refers to independent work in any form of learning. An example of successful tele-education. For two years, a group of students from the Moscow Institute of Electronic Engineering, without leaving Moscow, were trained to receive master's degrees from the State University of New York. In a project led by V.P. Kashitsin (3774), students

received educational materials from American professors in the form of books and videos, and current assignments and progress reports were transmitted by e-mail. Test sessions were held in the mode of a computer videoconference (the studios of IKI RAS were used), and theses were defended in the mode of a computer videoconference in real time. (This is the first successful experiment of its kind in our country). A good example of tele-education is the training course for methodologists of educational telecommunication networks, which is being prepared by the joint efforts of teachers from Moscow and Barnaul. The telecourse is offered to all Russian-speaking teachers, regardless of their place of residence, who have:  the required level of special education (determined by documents on education and teaching experience, as well as an introductory text that tests computer skills),  regular access to a computer and a global computer network, other necessary technical means (video camera and video monitor, scanner, printer, etc.)  the opportunity to conduct regular classes with schoolchildren or teachers during the course (to carry out an educational telecommunications project with them),  funds to pay for the provided teaching aids, video materials , computer training programs, as well as regular methodological consultations and a certification exam held via a computer network. The TV program includes:

 Intensive self-study (learning at a distance) of "telecadets" with the educational materials provided to them (books, computer training programs, educational video materials);  implementation of practical tasks using a computer network: exchange of text, graphics and audio materials, search in the WWW network for the necessary information (teleconferences, FTP servers, servers);  participation in computer conferences;  implementation of practical educational work with their pupils (students), including in a computer network according to the program provided by the telecourse;  exchange of video recordings of ongoing classes between participants of telecourses and their mentor;  intensive network communication with the methodologist conducting the telecourse and colleagues - "telecadets";  Carrying out certification tests using  computer network facilities. Advantages and disadvantages of computer training systems. A lot of works are devoted to the problem of advantages and disadvantages of computer training systems, in which the authors often come to opposite conclusions. Some of them believe that such systems have advantages over traditional forms of education, while others hold the exact opposite point of view. Very often, both of them rely on empirical data obtained from their own, not always successful, experience. As a paradoxical example of a negative opinion obtained in the framework of a fairly pure experiment, we give the following:

Conclusions of N. A. Sadovskaya from the analysis of the experience of introducing a computer in school (4372). 1. The motivation of students to work on a computer increases significantly with the possibility of interactive communication with a computer in a school computer room, however, there is no reason to believe that this problem can be completely solved by computer technology. 2. The influence of the novelty effect on the formation of students' motivation, which is not supported by the corresponding activity on a computer, pedagogical influence, turns out to be short-term, in some cases leads to negative consequences even for positively motivated students, years of work are required to compensate for the negative consequences. 3. The influence of the teacher's personality on the formation of students' motivation to work on a computer is still one of the defined parameters. 4. There is a tendency to a decrease in the motivation of the computer activity among girls in general in comparison with boys, which cannot be stopped yet either by changing the surrounding computer environment, or by individualizing the teaching methods, or by strengthening the personal factor in communication. 5. The load on the teacher increases due to the need to ensure individualization of learning, a super-activated lesson environment, when students tuned to the same rhythmic wave with the computer wait for the teacher to answer at the same speed as the computer works 6. Working with a computer forms a managerial style of activity, emphasizes creativity in it. The problem is that

educators who are called upon to teach this style of activity often do not master it themselves. The arising contradictions disorganize the educational process. Methodological principles for evaluating new information technologies of education. 1) Comparative empirical studies of the effectiveness of computer and "traditional" learning, as a rule, are incorrect. In each of these studies, the author does not deal with new information technologies for learning (NEET) as a whole, but with individual learning systems. As a result, training acts as a certain projection of the advantages and, above all, the disadvantages of this system, and not NTO, which cover a variety of technologies. Before that, the so-called traditional education is also carried out with the help of various technologies, which differ to a large extent in their formation. 2) Each type of learning systems has certain limitations. For example, systems that provide results-only management have greater limitations than those that can be student-specific or simply adaptive. 3) In most computer learning systems, the shortcomings are primarily due to the fact that their developers do not adhere to certain psychological and pedagogical requirements for the choice of basic and additional teaching influences, the organization of dialogue, and the placement of information. 4) Most of the shortcomings are of a certain temporary nature and are due to the level of development of hardware and software.

5) A significant number of shortcomings of the NTO is due to the insufficient level of development of relevant psychological and pedagogical problems. 6) The advantages and disadvantages of NTE should be analyzed based on the best examples of training systems. Psychological and pedagogical problems of computerization of education. Psychological and pedagogical problems of computer learning should not be considered in isolation from the socio-historical context, from the urgent tasks that the new stage of scientific and technical progress has set for science. 1) The rapid development of computer technology and its widespread use in various fields have led to the emergence of a new area of psychological science - the psychology of computerization. (Skripchenko O. V. and in. Nutrition and problem situations in psychology and pedagogy. K., 1997, Margulis E. D. Psychological and pedagogical foundations of computerization of education. K., 1987). 2) Its subject is the generation, functioning and structure of psychological reflection in the course of activities related to the content and use of computer technology and its software. The role of the computer in the educational process is absolutized, sometimes the opinion is expressed that the computer can completely replace the teacher, and that this leads to the complete extinction of traditional forms of organization of education and even the school itself (an alternative option for distance learning with the help of a computer); existing curricula often implement scientifically basic ideas about the learning process; the main attention is paid to demonstrating the capabilities of a computer, replicating programs, expanding service capabilities, reducing the cost of a PC, etc. The problems of computerization of education can be considered from the side of objective and subjective factors.

objective factors. This group of problems includes:  Lack of necessary comfort when working with a PC (rigid attachment to the place, working posture and screen size). Currently, this disadvantage is compensated by the use of portable PCs and the use of desktop flat-panel LCD monitors, but so far these technologies have been hindered by their high price;  Attachment to a fixed screen size causes aesthetic dissatisfaction (the impression of a large image is much stronger and brighter than that of a standard 1417 inch picture); * This is partially offset by the use of projection technology, but due to its high cost, it also cannot become mass-produced.  the perception of text from the screen does not make it possible to cover the entire page completely, and sometimes even a line, and forces you to constantly move the screen up and down and right to left while reading;  not all users are satisfied with the typical text field background (bright white or deep blue).  the subconsciously perceived factor of technicalism, i.e. the understanding that a person is dealing with a machine, and not with the product of another living person, can have a negative impact on the "relationship" of a person with a PC;  a somewhat light-hearted attitude to computer products can cause an understanding of the amazing ease of copying and replicating computer products [in this case, the value of the information presented is confused in the mind of the user with

the cost of its carrier (floppy disk!) and the procedure for making copies]. In contrast to the listed shortcomings, the following aspects of working with a PC can be noted, which are usually regarded as positive:  understanding of the documentary nature, the accuracy of fixing the depicted phenomena; the apparent "reach" of the primary sources, causing the viewer to have a peculiar effect of personal involvement in the depicted;  practical accessibility of cultural and artistic information of any region and understanding of one's own, personal involvement in the global universal artistic heritage;  the convenience of manipulating images, the possibility of their rearrangement, arbitrary arrangement and technical editing. The influence of the previously mentioned negative factors is to some extent weakened by the increased interest that this or that particular program can arouse. Undoubtedly, these problems have a different impact on different people, depending on their individual physiological and personal qualities. Accounting for these qualities is complicated by the fact that many aspects of a person's work with a PC have not received sufficient scientific consideration. Thus, psychology did not conduct special studies on the perception of specific screen colors, which, due to the design of the monitor, have a strong internal glow. The resulting brightness of colors and the richness of the color palette in many cases exceed the same indicators of real colors on paper or canvas, however, is this true?

Okay? How this is reflected in the physiology of visual perception and aesthetic reactions, we actually do not yet know. One of the important psychological problems for working with a PC is the problem of ages. The fact is that most often people of the older generation are more cautious about the process of computerization than young people. This can be explained by the fact that by a certain age, adults develop habitual methods and forms of work that they do not want, and often cannot radically change (which will inevitably happen when their work is computerized). Scientific problems of a psychological order, as a rule, are closely intertwined with general pedagogical ones, forming quite clearly formed groups. The first group of psychological and pedagogical problems is connected with the development of the theoretical foundations of education: 1. The need to solve theoretical issues is not recognized by everyone; Often, training programs are based on the teacher's personal experience, intuitions and heuristic principles, which turn out to be ineffective. However, an analysis of the general existence of an urgent state of the issue shows that the need is precisely in the development of a scientific theory of education. The empirical way of introducing the computer into school practice must finally be rejected as ineffective. 2. It is important not only to involve subject teachers, methodologists, teachers and psychologists in the preparation of such programs, but also to arm them with an effective theory. That is, it is necessary not only to assimilate what is already known in the field of computer learning, but also to study fundamental problems, acquire new knowledge related to the specifics of the psychological mechanisms of learning, learning influences,

structures of the method of managing educational activities in the conditions of computerization. The second group of problems is related to the development of computer learning technologies, i.e., tools that would link psychological and pedagogical theories with teaching practice and would allow them to be effectively used in solving specific pedagogical problems. All problems should be solved taking into account and in conjunction with other groups of problems - psychophysiological, ergonomic, sanitary and hygienic and others.

If we consider the main functions of pedagogical activity, then they can be grouped into three stages. The first function of the teacher, which is already emerging at the design stage, - goal setting. The goal is a key factor in pedagogical activity, it ideally anticipates and directs the movement of the common work of the teacher and his students to their common result. The management of the learning process is based, first of all, on the knowledge of students on the level of their preparedness, capabilities, upbringing, and development. This is achieved through diagnosis. Without knowledge of the characteristics of the physical and mental development of schoolchildren, the level of their mental and moral education, the conditions of classroom and family education, etc. it is impossible to carry out either the correct setting of the goal, or to choose the means to achieve it.

Inextricably linked with diagnosis, forecasting is carried out. Having received a diagnosis and relying on a favorable prognosis, a professional teacher proceeds to draw up a project of educational activities. Diagnosis, prognosis, project become the basis for the development of a plan for educational activities, the preparation of which completes the preparatory stage of the pedagogical process.

Diagnostics, forecasting, design and planning- pedagogical functions performed by teachers at the preparatory stage of each project of educational activities.

At the next stage implementation of intentions, the teacher performs informational, organizing, evaluative, control, corrective, stimulating and facilitating functions.

informative the function aims to familiarize with new and additional information and contains actions to problematize the educational material and organize stimulating informative influences.

Organizing function is one of the main in pedagogical activity and consists in organizing the cognitive activity of students. The productivity of children's activities, and, consequently, the effectiveness of the learning process itself, depends on how the teacher is able to organize communication between students, ensure perception, understanding, memorization and other processes.

Control function I includes such actions as control of understanding, awareness, application, implementation, expansion of knowledge, skills, skills of students; organization of self- and mutual control.

Estimated-corrective the function is represented by the actions of the teacher in assessing and correcting the educational activities of students. Through evaluative speech acts, he is able to influence the emotional sphere of students, create a certain psychological climate in the classroom, and regulate the educational process. The subgroup of evaluative influences is also represented by value judgments (reinforcement of the desire, interest of students, approval of their actions and deeds), mark, organization of self and mutual evaluation. Another subgroup of corrective actions (performing the correction of students' speech activity) includes the correction of students' actions and the organization of self- and mutual correction.

Stimulating function is revealed by the actions of the teacher to encourage students to speech and thought activity through the formulation of problems, the question-answer form of interaction, the stimulation of internal motivation and cognitive interest.

facilitative function is to provide meaningful learning, is aimed at coordinating actions with students, preventing errors, providing assistance, providing a psychological mood, stimulating the desire to learn and providing choice and freedom of action in solving educational problems.

At the final stage of any pedagogical project, the teacher performs analytical function, the main content of which is the analysis of the completed case: what is the effectiveness, why is it lower than planned, where and why did it arise, how to avoid this in the future, etc.

In addition to the educational function, a special place in the pedagogical system of K.D. Ushinsky is given to educational.

Man is the object of education. His educators are family, school, people, nature, life in general. Among these factors of education, the leading role, according to Ushinsky, belongs to the school. In the school, in this “organism of social education, everyone is assigned their own work; but the most important member in this organism is without a doubt the teacher.” “A lot, of course,” Ushinsky wrote, “means the spirit of the institution; but this spirit lives not in the walls, not on paper: but in the character of the majority of educators, and from there it already passes into the character of the pupils” (11, pp. 28-29). In education, he stressed, everything should be based on the personality of the mentor, because the educational power flows only from the living source of the human personality. No statutes, programs, no organizational forms, no matter how cunningly invented, can replace the influence of the personality of the teacher in the matter of education.

The task of the school is not only to transfer knowledge and develop thinking, it should arouse in the student "a thirst for serious work, without which his life cannot be either worthy or happy." Man has an innate ability - the need for work. But already in childhood, due to various circumstances, this need can either develop or go out. The concern of the school lies in the fact that it is called upon to open to its pupil the opportunity to find useful work in the future life. “Education itself, if it wants a person to be happy, should educate him not for happiness, but prepare him for the work of life ... should develop in a person the habit and love for work; it should enable him to find work for himself in life.” And in order for a person to sincerely love serious work, you need to instill in him a serious look at it. For a person in childhood and adolescence, the main interest in life should be teaching.

What is the situation in this regard at school? Not infrequently the teacher teaches his pupils to kill time in the classroom by talking to them without enthusiasm about what they will then find in the book; after all, the teacher does not know other methods that can excite and maintain the attention of students. The next day, the teacher asks a lesson for one, two, three students, and the rest consider themselves free from any business. Thus the disciple is accustomed to doing nothing, to thoughtless pastime. The teacher should not hope that the student himself will be carried away by the subject, that only an entertaining presentation of it will arouse interest in it. The mentor must remember that his duty is to accustom the pupils to mental work, to develop in them the habit of work. Serious, efficient work is always hard, says Ushinsky in the article "Labor in its mental and educational meaning" and offers means that can develop the habit of work.

1. Do not teach the student, but only help him learn. It is necessary to leave as much work to the share of the student as he is able to overcome, and the mentor should help with the development of the subject, give him the opportunity to experience the pleasure of his work.
2. Do not strain the child's strength in mental work. But don't let them fall asleep. Mental labor is hard, dreaming is easy and pleasant, but thinking is difficult. The student is better prepared to sit for hours without thinking over the same page or memorize it, than to think seriously even for a few minutes. So, it is necessary to accustom him to mental work.
3. Accustom to work gradually. In order for the student to be able to endure mental labor easily and without harm to health, one must act carefully, gradually increase the load, accustoming him to mental effort. Together with the habit of work, there will also appear a love for it, and a thirst for work.
4. Change the types of work. Rest from intellectual labor does not consist at all in doing nothing, but in changing things. Physical labor is pleasant after mental labor; therefore, cleaning classrooms, gardening, turning, bookbinding, and so on. will bring both material benefits and will serve as recreation. In childhood, such a change in activity is play.

"Man as a subject of education" - this is how K. D. Ushinsky titled the capital pedagogical treatise, the main work of his life. This title, like in a mirror, reflected the main direction of his scientific research: the desire to reveal the laws of human development, to explain the laws of education itself as a conscious control of this development. Ushinsky clearly defined in the title of his book the essence of pedagogical activity, the central object of pedagogical science.

By pedagogy, K. D. Ushinsky understood the theory of education. He defined education. as a purposeful process of the formation of "a person in a person", the formation of a personality under the guidance of an educator. K. D. Ushinsky believed that education has its own objective laws, the knowledge of which is necessary for the teacher so that he can rationally carry out his activities. But in order to know these laws and comply with them, it is necessary first of all to study the very subject of education: “If pedagogy wants to educate a person in all respects, then she must first recognize him in all respects” (17, p. 23).

Pedagogical science, noted K. D. Ushinsky, cannot exist and develop in isolation from other sciences, “from which it will draw knowledge of the means necessary for it to achieve its goals” (17, p. 22). “We remain firmly convinced,” he wrote, “that the great art of education has barely begun ... Reading physiology, on each page we are convinced of the vast opportunity to act on the physical development of the individual, and even more on the consistent development of the human race. From this source, which is just opening up, education has almost never drawn. Revisiting psychic facts... we are amazed at the almost more extensive possibility of having a tremendous influence on the development of the mind, feelings and will in a person, and in the same way we are amazed at the insignificance of the share of this opportunity that education has already taken advantage of ”(17, p. 36 ).

K. D. Ushinsky demanded that from the very beginning, teaching should be dissociated from play and directed towards the fulfillment by students of a specific serious task. “I advise,” he wrote, “it’s better to start learning a little later and set aside as little time as possible for it at first; but from the first time to separate from the game and make it a serious duty for the child. Of course, it is possible to teach a child to read and write playfully, but I think this is harmful because the longer you protect the child from serious studies, the more difficult it will be for him to transition to them later. To make a serious occupation entertaining for a child is the task of initial education” (15, p. 251). At the same time, Ushinsky emphasized that only such education will be beneficial and achieve its goal, which is built taking into account the interests and capabilities of children.

One of main means of pedagogical influence K. D. Ushinsky believed belief. But this means, he wrote, is effective only when the teacher enjoys authority among the children, when a close, trusting relationship has been established between him and the students. If the educator is in “official relations with the children”, then it is not surprising that all his educational influence “is expressed only in restrictions, restrictions, prohibitions and external discipline that facilitates his work” (11, p.529--530). K. D. Ushinsky repeatedly emphasized that the method of persuasion cannot be reduced only to “moral instructions”. It is not only the word that convinces, it is the personal example of the teacher and the moral experience that the child acquires that convinces. “In vain would we expect,” he noted, “that judgments and moral instructions would destroy a bad inclination.” It is necessary to create "first the material of morality, and then sow its rules" (19, p.593). “As for moral maxims, they are almost even worse than punishments... By teaching children to listen to lofty words of morality, the meaning of which is not understood, and most importantly, not felt by children, you are preparing hypocrites...” wrote Ushinsky (15, p. .260).

I received a peculiar solution from Ushinsky reward and punishment system. The teacher believed that if the school and the family reasonably organize the entire process of teaching and raising children, then they will never face the issue of punishment and other “healing” measures. “Rewards and punishments,” he wrote, “are no longer harmless hygiene products that prevent a disease or cure it with a correct, normal life and activity, but medicines that displace diseases from the body with another disease. The less the school or family needs these sometimes necessary, but always medicinal and therefore poisonous remedies, the better” (15, p. 259).

K. D. Ushinsky opposed all kinds of measures that negatively affect the self-esteem of students. He especially emphasized the harmful consequences of the artificial excitation of rivalry among children, considering this an anti-pedagogical measure. “The educator should never praise the child in comparison with others, but only in comparison with his own former imperfection, or, even better, in comparison with the norm of the perfection that is achieved,” he wrote (19, p. 321).

Of all the punishment measures, K. D. Ushinsky considered a warning, a remark, a low assessment of behavior to be the most acceptable. At the same time, he emphasized that it is especially important to observe pedagogical tact and such an attitude towards the child that would not offend his personality in the eyes of the entire team.

Ushinsky was also very cautious about incentive measures. Recognizing the material rewards of students as anti-pedagogical, he attached great importance in the matter of moral education to moral encouragement. “Children,” he wrote, “hate teachers, from whom you never get approval or recognition of what is well done ... This kills the desire for excellence.” Ushinsky demanded from each teacher an attentive attitude to the activities of students, recognition of their success in order to develop in children an indefatigable thirst to move forward, to make this thirst a natural need for every child, a quality of his personality.

The person who organizes and implements the educational process at school is a teacher. You can also say this: a teacher (teacher, teacher, mentor, master) is a person who has special training and is professionally engaged in pedagogical activities. Here you should pay attention to the word "professional". Almost all people are engaged in unprofessional pedagogical activity, but only teachers know what, where and how to do, they know how to act in accordance with pedagogical laws, and are responsible in the prescribed manner for the quality performance of their professional duty. At the same time, neither the probabilistic nature of the results of pedagogical work, nor the parallel influence of a significant number of pedagogical factors on the effectiveness of training and education, nor the remoteness of the manifestation of the formed personality traits is taken into account.

The person standing at the teacher's table is responsible for everything, knows everything and knows how. It is the responsibility for the fate of each student, the younger generation, society and the state that characterizes the position of a teacher. What will be the results of the work of teachers today - this will be our society tomorrow. It is difficult to imagine another activity on which so much depends on the fate of each person and the whole nation.

Now, when these lines are being written, teachers in Russia feel bad. It is bad not only for Russian teachers, but their colleagues - Ukrainian, Belarusian, Turkmen, Kazakh teachers - are in the same bleak situation. So far, the newly formed states cannot provide them with either high prestige, or a decent salary, or even a somewhat satisfactory standard of living. Never before has the standard of living of teachers been so low, never before has a teacher in Russia been so downtrodden and forgotten.

According to sociological surveys, only 1% of Russian teachers surveyed in 1997 have a prosperous life, another 6% assess their living conditions as good, 13% consider them tolerable, and the majority, more than 60% of teachers, consider themselves poor, unprotected strata of the population. Such lines did not appear in Russian pedagogical books for almost 100 years. As is well known, the situation has been gradually deteriorating since 1990, and it seems that Russian teachers have entered a period of long-term poverty.

What to do? Work patiently, hope for the best. Patience and optimism are the most important professional qualities of a teacher. In difficult situations, they have often become decisive factors. There is no doubt that Russia will rise again this time, relying on the spirituality bestowed by the people's teacher.

Teacher's work is one of the most complex types of human activity. But what exactly the teacher does, most people do not quite understand, limiting themselves to pointing to the external, visible characteristics of his activity.

A lot becomes clearer if you put the question this way - how does a teacher differ from other people, not teachers? Is it only a diploma of a pedagogical university?

We invite you to the class of an engineer. He will begin to explain to schoolchildren the basics of his science, in accordance with common sense. Most likely, he will simply copy his teachers: explain, give exercises, call to the blackboard, give marks, etc. At first glance, the appearance of normal pedagogical work is created.

But only at first and only appearance. It differs from real teacher's work in the same way as a child's game "to school" from the school itself. The teacher knows how. It is always in the foreground. Skill is much more important than knowledge of the subject. Of course, only those who know mathematics can teach mathematics. But, my God, how many competent mathematicians turned out to be useless teachers.

Try to professionally answer the question: what does the teacher do, what words to express his main pedagogical function?

Pedagogical function - the direction of application of professional knowledge and skills prescribed to the teacher. Of course, the main areas of application of pedagogical efforts are training, education, upbringing, development and formation of students. In each of them, the teacher performs many specific actions, so that his functions are often hidden and not always implied explicitly. Nevertheless, having looked at the root of pedagogical work, we will establish what underlies professional pedagogical activity and find out: that the main function of a teacher is to manage the processes of education, upbringing, development, and formation.

The teacher is called upon not to teach, but to direct the teaching, not to educate, but to manage the processes of education. And the more clearly he understands this main function of his, the more independence, initiative, freedom he gives to his students. A real master of his craft remains in the educational process, as it were, “behind the scenes”, outside the choice freely carried out by students, but in fact - controlled by the teacher.

Even Socrates called professional teachers "obstetricians of thought", his doctrine of pedagogical skill is called "maieutics", which means "midwife" in translation. Not to communicate ready-made truths, but a knowledgeable teacher is obliged to help the thoughts to be born in the head of the student. Consequently, the core of pedagogical work is in the management of all those processes that accompany the formation of a person.

Today, the concept of "management" (from the English management - leadership, management), has penetrated into the pedagogical dictionary, denoting the general art of managing processes occurring in various systems. What a teacher does is more and more often abroad and in our country they are beginning to be called “pedagogical management”, and the teacher himself is called a “manager” (education, training, development of potential growth, etc.). This, however, does not affect the content of his work.

In order to find out what the teacher actually does, what is the characteristic feature and originality of his work, the researchers invented and implemented dozens of models. Let us consider one of them, based on the recognition of pedagogical management as the main function of the teacher. To concretize the management function, we use the concept of "pedagogical project", by which we mean any conceived and completed business: a lesson, class hour, study of a topic or section, organization of a quiz, olympiad or "mobile change", school holiday, act of mercy or environmental expeditions. The teacher is obliged to manage all these matters, and the more subtle, thoughtful, competent management, the fewer mistakes, the higher the efficiency.

The first function of the teacher, which arises already at the stage of project design, is goal setting. The goal, as you know, is a key factor in pedagogical activity, it ideally anticipates and directs the movement of the common work of the teacher and his students towards their common result. The essence of the management process lies in coordinating actions along the line of coincidence between the goal and the result, minimizing the inevitable mismatches due to the high dynamism and unpredictability of the behavior of the participants in the pedagogical system. The management of the learning process is based, first of all, on the knowledge of students: their level of preparedness, capabilities, upbringing, development. This is achieved by diagnosing (from the Greek diagnosis - recognition = dia - transparent + gnosis - knowledge). Without knowledge of the characteristics of the physical and mental development of schoolchildren, the level of their mental and moral education, the conditions of classroom and family education, etc. it is impossible to carry out either the correct setting of the goal, or to choose the means to achieve it. In order for pedagogy to be able to educate a person in all respects, it must also know him in all respects, emphasized K.D. Ushinsky. That is why the teacher should be fluent in predictive methods for analyzing pedagogical situations. These methods in most cases repeat the methods of scientific research discussed above.

Inextricably linked with diagnosis, forecasting is carried out (from the Greek prognosis - foresight = pro - forward + gnosis - knowledge). It is expressed in the teacher's ability to foresee the results of his activity (Fig. 9) in the existing specific conditions and, based on this, determine the strategy of his activity, assess the possibilities of obtaining a pedagogical product of a given quantity and quality. A teacher who does not know how to look ahead, who does not understand what he is striving for, is likened to a wandering wayfarer who can reach the goal only by chance.

Having received a diagnosis and relying on a favorable prognosis, a professional teacher proceeds to draw up a project of educational activities. The projective (projective) function of the teacher consists in constructing a model of the upcoming activity, choosing methods and means that allow achieving the goal under given conditions and at the set time, highlighting specific stages of achieving the goal, forming particular tasks for each of them, determining the types and forms of evaluating the results obtained. etc.

Diagnosis, forecast, project become the basis for the development of a plan for educational activities, the preparation of which completes the preparatory stage of the pedagogical process. A professional teacher will not allow himself to enter the classroom without a well thought out, clear, concrete, resourced plan. It doesn’t matter what the scope of this plan is, how it looks, whether the teacher keeps it in front of his eyes or remembers it by heart. Most importantly, it must be there. Moreover, master teachers draw up not one, but several versions of the plan, fearing that they did not take into account all the essential factors when diagnosing, predicting and designing the process, that the development of the latter could suddenly go in a different, uncalculated path. For uncontrolled development in human relations, the slightest uncertainty is enough.

Diagnostics, forecasting, design and planning are pedagogical functions performed by teachers at the preparatory stage of each project (cycle) of educational activities.

At the next stage of the implementation of intentions, the teacher performs informational, organizational, evaluation, control and corrective functions. The organizational (organizational) activity of the teacher is mainly connected with the involvement of students in the planned work, cooperation with them in achieving the intended goal. Cooperation, which has already been discussed, is a normal solution to an organizational problem in modern conditions. The essence of the information function is clear, as mathematicians say, from the definition. The teacher is the main source of information for the students. He knows everything about everything, and he is fluent in his subject, pedagogy, methods and psychology. Control, evaluation and correctional functions, sometimes combined in one, are necessary for the teacher, first of all, to create effective incentives, thanks to which the process will develop, and the intended changes will occur in it. Teachers understand more and more clearly that it is not prodding and coercion that lead to success. In working with difficult modern schoolchildren, it is necessary to look for and use more sophisticated incentives. When monitoring, evaluating the quality of the process, not only the achievements of students are clearly manifested, but the reasons for failures, breakdowns, and shortcomings become more understandable. The collected information allows you to adjust the course of the process, introduce effective incentives, and use effective means.

And, finally, at the final stage of any pedagogical project, the teacher performs an analytical function, the main content of which is the analysis of the completed case: what is the effectiveness, why is it lower than planned, where and why did it arise, how to avoid it in the future, etc.

The variety of functions performed by a teacher brings components of many specialties into his work - from an actor, director and manager to an analyst, researcher and breeder.

In addition to his immediate professional functions, the teacher performs public, civil, and family functions.

Professional functions are those that are directly related to the educational activities of the teacher. There are as many of them as there are activities.
They concern relations with children (pupils) and their parents, with colleagues (teachers) and with the administration of the school, education departments, with members of the public and with various educational institutions other than the school. If we continue the presentation of the issue in this way, it will be difficult to "embrace the boundless" and come to any definite conclusions. Therefore, we will reduce the types of pedagogical activity into five groups, based on their leading content, which reveals the main direction of this activity.

Functions of a teacher

Let us dwell on a brief description in different types of pedagogical activity professional functions teacher.
1. Educational function. It is basic, constant in time, continuous as a process and the widest in terms of coverage of people. It never stops, applies to all age groups of people and happens everywhere. “Educates every minute of life and every corner of the earth, every person with whom the emerging personality comes into contact sometimes as if by chance, in passing.” It is thanks to upbringing that the purposeful formation and development of a diversified and harmoniously developed personality takes place. Therefore, we have the right to consider this professional function of the teacher as the main and all-encompassing one.
2. Teaching function. Education as a section of the educational process belongs to the field of activity of a professional teacher. Systematic training can only be done by a sufficiently trained professional. And at the same time, education is the main means of education. When teaching, the teacher develops the student's mainly intellectual and cognitive abilities, and also forms his moral and legal consciousness, aesthetic feelings, ecological culture, diligence, and the spiritual world. Therefore, we will classify the teaching function of a teacher as one of the most important professional ones.
3. Communicative function. Pedagogical activity is unthinkable without communication. The teacher, thanks to communication, in the process of communication influences pupils, coordinates his actions with colleagues, parents of students, conducts all educational work. This means that the communicative function is professional and pedagogical. It is so important that recently many scientific teachers (I. I. Rydanova, L. I. Ruvinsky, A. V. Mudrik, V. A. Kan-Kalik, etc.) have been studying the problems of pedagogical communication and pedagogy of communication. psychologists (S. V. Kondratieva, K. V. Verbova, A. A. Leontiev, Ya. L. Kolominsky, etc.).
4. Organizing function. A professional teacher deals with different groups of pupils, with his colleagues, parents of students, with the public. He has to coordinate actions of a different nature and each participant has to find his place so that his abilities are best manifested. The teacher decides what educational lesson or business should be organized, when (day and hour) and where (school, class, museum, forest, etc.) to conduct it, who and in what role will participate in it, what equipment (formatting) will be needed. A good organization of educational work ensures a high result. That is why we consider the organizational function to be professional and pedagogical.
5. Corrective function due to the fact that the teacher constantly monitors, diagnoses the course of the educational process, evaluates intermediate results. Its result is not always and not immediately the same as it was mentally (ideally) conceived, what was expected. The teacher in the course of work has to make adjustments (corrections) to his actions and the actions of the pupils. If the educational process is not corrected on the basis of diagnostics, then its result will be unpredictable. This explains that the correctional function is also professional for the teacher.
In pedagogy and psychology, there are other judgments about the professional functions (and corresponding pedagogical abilities) of teachers. So, the studies of the psychologist N.V. are well known and widely recognized. Kuzmina, carried out back in the 60s. In her opinion, the main professional functions of a teacher are as follows: constructive, organizational, communicative and gnostic (initially it was not listed). With her point of view, our approach coincides in the communicative and organizational functions.

Shcherbakov's classification

A completely different classification of the teacher's professional functions is proposed by the psychologist AI Shcherbakov. These are two large groups: a) general labor, which includes those functions that were studied by N.V. Kuzmina, gnostic ones are replaced by research ones and b) actually pedagogical. The meaning of such a classification is that the first group of functions can really be attributed not only to the teaching profession, but also to many others.
Of interest are the approach and judgments of scientists Yu.N. Kulyutkina (teacher) and G.S. Sukhobskaya (psychologist) about the functional roles of the teacher. In his work at different stages of the educational process, the teacher acts as a practical executor of his own plans, then as a methodologist and researcher. Scientists rightly point out that the same teacher, depending on the stage of educational work, acts in one, then in another, then in a third function.
These are some of the approaches of various teachers and psychologists to the consideration of the professional functions of a teacher.
It remains to be said that the professional functions of a teacher can only conditionally be considered separately, but in fact they are interconnected. So, we have already said that the teaching function is a special case of the educational one, the communicative one serves all the others, the organizational one correlates with all the previous ones, and the correctional one is a condition for the success of all educational and upbringing activities and, therefore, is associated with the corresponding functions.

Features of pedagogical work

MODERN SCHOOL TEACHER

A lot becomes clearer if you put the question this way - how does a teacher differ from other people, not teachers? Is it only a diploma of a pedagogical university?

Try to professionally answer the question: what does the teacher do, what words to express his main pedagogical function?

Diagnostics, forecasting, design and planning are pedagogical functions performed by teachers at the preparatory stage of each project (cycle) of educational activities.

The variety of functions performed by a teacher brings components of many specialties into his work - from an actor, director and manager to an analyst, researcher and breeder.

In addition to his immediate professional functions, the teacher performs public, civil, and family functions.