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Humanely personal technology amonashvili. Humane-personal pedagogy Sh

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

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Humane-personal technology in the education system

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

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

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

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

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

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

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

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

From the same position, he treats the problem of school evaluation and marks, diluting them. The score is not yet a mark. Evaluation is, as it were, an appropriate commentary on the momentary behavior of the student, his educational work in this moment. The assessment is expressed in verbal form, for example: “Well done”, “You did a good job”, “Yesterday you did better than today”, “Do not rush, check the exercise again to see if you made any mistakes”, etc. .P. Sometimes it can be a smile, a kind look from the teacher, an expression of surprise, etc. "grade". The mark is a generalized assessment. It is expressed in points and is displayed in schoolchildren's notebooks and diaries, in a class magazine. Then the mark in the journal is, as it were, separated from its carrier (a particular student) and becomes the subject of accounting, statistics, determining the percentage of progress, etc. But main feature the mark is not even in this, but in the fact that it acquires a sign of the moral assessment of the bearer of the mark, i.e. who received this mark. An excellent student, that means good man children think. And if someone does not study well, he is also a bad person and it is not necessary to be friends with him. This is a serious lack of school marks, at least in primary school. Therefore, in the system of Sh.A. Amonashvili uses assessments to a limited extent, because grades are “crutches of lame pedagogy”; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

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

Sh.A. Amonashvili is a supporter of the formation of kindness in children, a sense of camaraderie, friendship and mutual assistance both in academic affairs and in everyday life.

Humanism -

Pedagogical love for children, interest in their fate.

optimistic faith in the child,

collaboration, communication skills,

No direct coercion

Positive incentive priority,

Tolerance for children's shortcomings.

Individual approach:

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

Communication Skill:

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

Reserves of family pedagogy:

Parental Saturdays, the cult of parents. Basic knowledge, skills and abilities are laid down by parents. That's why great attention in this technology is given to communication with parents. As a result, the education and upbringing of children, as well as parents, takes place.

The main goals of this technology are:

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

Ennoblement of the soul and heart of the child;

Development and formation of cognitive forces of the child;

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

The ideal of education is self-education.

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

A special role in technology is played by the evaluation of the child's activity. The use of the mark is very limited; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

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

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

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

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

Although already in the title of Amonashvili's treatise it is said that humane-personal technology is more applicable in primary school, we, teachers in the middle level, should not forget the basics of a humane attitude towards students. the lessons of the Russian language and literature are most conducive to this.

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

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

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

I'm always worried creative work my students, subtly touch my soul and reassure: “Are my children on the right path?”
Studying works of art, a teenager will not uncontrollably absorb all negative information, which pours out through computer and television screens, and this will not adversely affect his well-being. Young people should be taught young years choose only positive information - one that uplifts the spirit and ennobles.
At the end of my speech, I want to read out excerpts from the essays of students in grade 10, which I checked just yesterday. An essay on the topic “If I were (were) a psychologist, what advice would I give (give) to Katerina.” Based on the drama "Thunderstorm" by A.N. Ostrovsky. The excerpts from these essays speak for themselves. Sometimes a teacher needs to learn from his students, they are wiser.

“If I were a psychologist, I think I could give Katerina a couple of tips and help sort out her problems. I believe that the psychologist is not the enemy. The subject of his work is not the human psyche, but his state of mind, his inner world. A psychologist does not heal, but helps a person find harmony both with himself and with the people around him.

"... Katerina should not take all the words of Kabanikh to heart, but ignore her instructions."

“... Katerina had to talk with her husband Tikhon and direct him in the right direction so that he could deal with his mother. After all, the man is the head, and the woman is the neck. She didn't need to make a tragedy out of it all, she needed to act, and act through her husband, and not solve problems with her own death."

“... She did it more out of fear, and not because of any other reason. Fear drove her to the edge. You can't think of a more stupid end for her. And there would be no point in giving advice here.”

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

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

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

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

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

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

“The great thinker Rünnert said: “You cannot live your life twice, but there are many people who are not able to live it even once.” It was not in vain that I ended with these words, because Katerina was never able to live once!

Slides captions:

Humane-personal technology in the system of education of schoolchildren

SHALVA ALEKSANDROVICH A MONASHVILI Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher, scientist and practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideology of his pedagogical activity is the "School of Life" technology, set out in his "Treatise on the Primary Stage of Education, Built on the Principles of Humane-Personal Pedagogy".

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

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

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

Teacher! The teacher is the measure of life, of science, of all things. Teachers are the rescue squad of children's fates. An irritated teacher has no right to come into contact with children. It destroys the auras of children. Once you become a teacher, be a hero. You still work. There is nothing more important than the holy soul of a child. Think of yourself in terms of children - how they look at you, what they think of you. Good teacher will not raise children that require alignment. The wisdom of a teacher is to direct the greatest energy of mischief into knowledge and positive maturation. Teacher! Enter the classroom with reverence. Before you are messengers to the future. Every child must be seen as a phenomenon. Love children. At least mentally. The main thing is not ZUN, but the child's attitude towards them.

Commandments of the teacher. Believe in the limitlessness of the child's abilities. Nobody is your friend, nobody is your enemy. Every one of you is a teacher. Believe in your spark of God. Everyone bears in himself the universal pedagogy. Believe in the power of humane pedagogy. It doesn't bear fruit right away. Show perseverance, courage and self-sacrifice.

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

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

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

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

“Here, in my opinion, there is a problem of parents and children. In such a difficult situation, I would advise this: parents - separately, children - separately. As they say, there will be no quarrels where there are no reasons for them. Tikhon and Katerina should have moved away from Kabanikha. Then the problem would be solved. Katerina would have waited from her husband for that kindness that she so lacked. “I would advise Katerina to put all her inner experiences on paper, to start a personal diary. Since a person who lays out and pours out his soul in paper feels a certain lightness ... "" The great thinker Runnert said: "You can't live your life twice, but there are many people who are not able to live it even once". No wonder I ended with these words, because Katerina could not live once! »

PERSONAL APPROACH OF SH.A.AMONASHVILI LOVE A CHILD, BE A PERSON OF A GOOD SOUL BE AN OPTIMIST, PERSONALIZE THE PERSON OF THE FUTURE BE ABLE TO UNDERSTAND CHILDREN DO NOT COMPLAINT TO PARENTS ABOUT STUDENTS CHILDREN LAGGING CAUSE A FEELING OF SUCCESS IN THE CHILD CONSTANTLY LOOK IN THE CHILD FOR THE WEALTH OF THE SOUL BE HOPE FOR A CHILD KNOW THE CHILD'S FAMILY, ALL THE SECRETS ASSOCIATED WITH THE CHILD, THE NATURE OF RELATIONSHIPS IN THE FAMILY WITH THE PURPOSE OF CARE OF THE CHILD BE PATIENT WAITING FOR A MIRACLE AND BE READY TO MEET HIM IN THE CHILD

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Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher - scientist and practitioner. Developed and implemented in his expert mental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideologist of his pedagogical activity is the technology "School of Life", set out in his "Treatise on the initial stage of education, built on the principles of humane-personal pedagogy".

Classification parameters of technology Sh. A. Amonashvili

According to the level of application: general pedagogical.

On a philosophical basis: humanistic + religious.

According to the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral: SEN + 2) ZUN.

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

By type of management: system of small groups.

By organizational forms: traditional class-lesson with elements of differentiation and individualization.

By approach to the child: humane-personal, pedagogy of cooperation.

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

Target Orientations

* Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.
* Ennoblement of the soul and heart of the child.
* Development and formation of cognitive forces of the child.
* Providing conditions for an expanded and in-depth volume of knowledge and skills.
* The ideal of education is self-education.

Conceptual Provisions

* All provisions of the personal approach of cooperation pedagogy (clause 4.1).
* The child as a phenomenon carries a life mission, which he must serve.
* A child is the highest creation of Nature and Cosmos and bears their features - power and infinity.
* The holistic psyche of a child includes three passions: a passion for development, for growing up and for freedom.

Content Features

The most important skills and abilities and the disciplines or lessons corresponding to them: cognitive reading; writing and speech activity; linguistic flair (lessons mother tongue); mathematical imagination; comprehension of high mathematical concepts (infinity, eternity, the universe, diversity, etc.); comprehension of the beautiful (lessons about nature); activity planning; courage and endurance; communication; foreign speech; chess; spiritual life; comprehension of high spiritual matters and values (Spirit, Soul, Heart, Good, Love, Life, Death, etc.); comprehension of the beauty of everything around (music, fine arts, ballet, theater, etc.).

Features of the technique

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

- humanism: the art of love for children, children's happiness, freedom of choice, the joy of knowledge;
- individual approach: the study of personality, development of abilities, deepening in oneself, pedagogy of success;
- skill of communication: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance;
- reserves of family pedagogy: parental Saturdays, gerontogogy, the cult of parents;
- educational activities: quasi-reading and quasi-writing, methods of materialization of the processes of reading and writing, literary creativity of children.

Evaluation of children's activities. A special role in the technology of Sh.A. Amonashvili plays the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

Lesson. The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children. The lesson is the sun, the lesson is joy, the lesson is friendship, the lesson is creativity, the lesson is work, the lesson is play, the lesson is meeting, the lesson is life.

Aksyonova Nadezhda Yurievna,teacher French, the first qualifying category.

Speech at the RMS on the topic: “ Using the methods of humane-personal technology in the implementation of control in the lessons of the French language.

1.Introduction.

The 21st century has generated an explosion of new information. The expansion of the space of knowledge, the amount of information made it obvious that it is impossible to know and be able to do everything. If earlier a student went to school for knowledge, today knowledge has ceased to be an end in itself. Today, value is not where the world is perceived according to the scheme I know - I don’t know, I can - I don’t know how, I own - I don’t own, but I search according to the scheme - and I find, I think - and I learn, I train - and I do. Society makes new demands on education in terms of personality formation. It is the personality of the student, his readiness for independent activity in the collection, analysis and use of information, the ability to make decisions, that comes to the fore.

The tasks of the teacher also become different - not to teach, but to induce, not to evaluate, but to analyze. The teacher ceases to be only a source of information, but becomes organizer obtaining information.

There are many technologies in modern pedagogical science. The task of each teacher is to use those that will give the best positive effect in each specific case (class, group ...)

Fundamentally important point to understand the essence of any pedagogical technology is determining the position of the child in the educational process, the attitude towards the child on the part of teachers. Any pedagogical innovations, including developmental learning technologies, should be based on the principle: “The main thing is to do no harm!”

There are several types of technologies.

Authoritarian technologies , in which the teacher is the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

Unfortunately, the technologies used in our education are generally closer to “knowledge-summing” than to “intellectual developing.” And shifting the center of gravity from the first technologies to the second is an urgent task of education in the new generation of the Federal State Educational Standards.

Person-Centered Technologies put the personality of the child at the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions its development, realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy. The focus of the teacher's attention is on the unique integral personality of the child, striving for the maximum realization of his abilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in various life situations. In contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technologies, here the achievement by the individual of the above qualities is proclaimed the main goal of education and upbringing.

Person-centered technologies are characterized by:

humanistic essence;

psychotherapeutic orientation;

set the goal of versatile, free and creative development child.

Within the framework of personality-oriented technologies, independent areas are:

1) - humane-personal technologies;

2) - technologies of cooperation;

Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation.

3) - technologies of free education;

Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser sphere of his life. Making a choice, baby in the best possible way implements the position of the subject, going to the result from internal motivation, and not from external influence.

2. Humane-personal technology.

Let us dwell on the humane-personal technology. Academician of the Russian Academy of Education Amonashvili Sh.A. developed and implemented such technology in his pedagogical activity.

Its target orientations are defined as follows:

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

Ennoblement of the child's soul;

Development of cognitive powers of the child;

Providing conditions for obtaining an expanded and in-depth volume of knowledge;

Self-education.

Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of respect and love for the child, an optimistic faith in his creative powers, rejecting coercion. And they fit into the framework of a new approach to teaching according to the new Federal Standard.

The fundamental idea is to move from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. The main orientation of the teacher is not on the knowledge of the "subject", but on communication, mutual understanding with students, on their "liberation" for creativity. Creativity, research search are the main way for a child to exist in the space of personality-oriented education. But the spiritual, physical, intellectual capabilities of children are still too small to independently cope with the creative tasks of education and life problems. The child needs pedagogical help and support. These are the key words in the characteristics of student-centered education technologies.

Support expresses the essence of the humanistic position of the teacher in relation to children. This is a response to the natural trust of children who seek help and protection from a teacher.

The holistic psyche of a child includes 3 passions: passion for development, for growing up, for freedom.

This is facilitated by such important skills as: cognitive reading, linguistic flair, mathematical imagination, activity planning, communication, decision-making, communication, understanding oneself as a citizen, acquaintance with the diversity of the world, comprehension of the beauty of everything around. As we can see, much of the above is formed in the child and in the lessons of a foreign language with the help of various methods, techniques, and findings that each teacher has in his pedagogical piggy bank.

What does the teacher want from his students? – Of course obedience, performance of tasks, activity in the classroom. What do our students want from us? To find out, you can offer them something like a questionnaire with 25 items related to the lesson and the relationship between the student and the teacher. An example of such a questionnaire is in front of you (see: appendix 1).

Most often, students in grade 5 mark what is marked with a tick. These are the numbers 1,2,4,5,6,7,9, 11,12,13,23. If we summarize and analyze what is written under these numbers, it turns out that the students want to be given the right to choose, to take into account their opinion, to be noticed, praised, understood.

3. Control in training.

Sh.A. Amonashvili plays a special role in the technology evaluation of the child's activities. In his opinion, the use of marks is limited, since the mark is “the crutches of a lame pedagogy.” Instead of a quantitative assessment, it is necessary qualitative assessment: characteristic of errors, package of results (or portfolio, as they say now), points, self grade. Traditional pedagogy has developed criteria for a five-point assessment. Requirements for assessment: individual character, differentiated approach, systematic, variety of forms, unity of requirements, objectivity, publicity. However, the mark often becomes a means of coercion, an instrument of the teacher's power over the student, psychological pressure on him, sorts students into "good" and "bad". The name "loser" causes negative emotions, causes a feeling of inferiority, leads to indifference to learning. The child first makes a conclusion about the inferiority of his abilities, knowledge, and then his personality.

We all know about control functions in learning. According to Sh.A. Amonashvili, not the evaluative function of control should dominate in modern pedagogy, and educational and developmental. For a child (especially younger age) a necessary component of his educational activity is the actions of self-assessment, when he himself sees the results and realizes his progress. At this stage, it is important to create success situation , which becomes an incentive for further progress.

Children love play and competition. Given this fact, you can turn the control lesson into an entertaining activity. Once a quarter in elementary school and grades 5-6, I do a creative test, and students find it an interesting competition.

Creativity is a special manifestation of independence, a new original manifestation of oneself in various types educational activity. Learning a foreign language will be most effective if carried out through active creative forms of work: games, creative projects, control work, which is not afraid, but interesting to go, homework that students want to do.

What are the goals of such work?

Helping a child to overcome psychological barriers when learning a foreign language;

Development of the personality of each child, taking into account his abilities;

Increasing the level of students' motivation for further study of the subject.

Here is the method for conducting such a control work:

On the board, the names and surnames of the students are written in a column. Top horizontal conventions assignments (for example, letters of the Latin alphabet. (See: sample)

Antonova

Ivanov

Petrov

…

There are 12 students in the group, which means that there should be 14-15 tasks so that there are always free tasks on the table. I give the installation - to try my hand at all the tasks, if possible, and I say that the goal is to score as many points as possible for the lesson. Assignments in files are laid out on the table, students come up and take one at a time. Having completed it, they make a mark on the board in front of their name with any icon and take another, and put the first one in its place. If they can’t cope, while putting a dash (it will be possible to return to it later if there is time at the end of the lesson). The tasks have a maximum score (5,3,8,10…). I explain to the guys that the tasks differ in difficulty, therefore their conditional cost is different. The kids decide for themselves which way to go. They have a choice: 1. - have time to do more easy tasks and 2. - or less in number but difficult ones. The work goes on throughout the lesson. I allow you to use reference material, a dictionary - this relieves some tension before starting work. The tasks are completed in the order in which the students were able to take them from the table. . Tasks are designed in such a way that a minimum of time is required for their graphic design.

The evaluation function of control manifests itself here in a latent form. Let me explain: so, if, for example, 2 topics are completed during the quarter “ School life” and “My free time” and the grammar material “Future Simple Tense” and “Possessive Adjectives”, then tasks that control this material (5-6) will, of course, be included - both very easy (Insert endings in verbs!), So and more difficult (Think about what N. will answer about his friend about the upcoming holidays!). When checking the work, the teacher pays attention primarily to these (let's call them the "main" tasks). But others are added - of a creative and developing nature, simple tasks for repetition. Most of them are provided with pictures to help you navigate the answer. Such tasks allow a student who is difficult to give grammar, nevertheless score points and get satisfactory assessment. The maximum possible number of points for 15 tasks, let's say 85, but usually the student scores less, and this does not mean at all that we have a bad result. The teacher can set these levels himself - “good”, “excellent”, “not very good”, depending on the individual characteristics of a particular class or student.

In the journal, after checking the work, an assessment is put. And in the lesson, the most common typical mistakes are analyzed and points are announced. As a rule, “twos” do not happen after such creative control work, where students reveal their cognitive abilities, compensatory skills, form the foundations of educational and cognitive competence, self-confidence, and develop such personal qualities as independence and responsibility.

You can use a similar technique to repeat the material at the end school year. Of course, I also use a variety of tests, oral questioning and various other methods of monitoring listening, reading, writing and speaking.

4.Conclusion

Summing up what has been said, it should be noted that in the light of the requirements of the new educational Standard, teaching a foreign language should be built on a communicative-cognitive activity approach, and be aimed at mastering the child with universal educational actions, at the independent implementation of control and evaluation actions, and the task of the teacher is to help him in this, to find new ways to cooperate with the student, showing humanism and remembering that the personality of the child is formed in each individual lesson.

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