Principles of pedagogical diagnostics of upbringing, Results...

Principles of Pedagogical Diagnostics of Education

Let us formulate the principles of pedagogical diagnostics of schoolchildren's upbringing.

First, the principles of diagnosis flow directly from the characteristics of the upbringing process, because they are conditioned by them. Thus, a significant characteristic of this process is the remoteness and uncertainty of the results of education. In the educational process, the results of upbringing are not immediately apparent after the conduct of an educational activity; moreover, quite often it is not possible to ascertain what influenced the development of a child's relations or qualities. Taking into account the great individual differences of children, their social experience, their attitude to the upbringing process and the educator, it can be said that a one-stage section of upbringing can not provide reliable information about the trend in the formation of the qualities and attitudes of schoolchildren, i.e. about the direction, pace, duration of this process. Diagnosis of education should be prolonged. A single-step diagnostic section can not claim recognition of the facts as typical, it needs to be repeated in different circumstances, as well as reproducing the diagnosis after a certain period of time.

Secondly, in addition to individuality in the diagnosis of education should take into account the age characteristics of schoolchildren. The content of the activities of children in the process of their upbringing is conditioned by changing needs and, therefore, variably, is determined for each moment of development by actual needs. The change in the system of needs is recorded in the characteristics of behavior, in speech, clothing, manners, in situations that had not previously taken place in the life of the child. So, for example, the interests of a teenager are often exploratory-sounding, conditioned by the motive of self-determination, self-knowledge, and not at all indicative of the "sprawl". Also at the junior school age - evidence of personality frustration, in the senior school year - may even be hysteroid.

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The principle of age-appropriate pedagogical diagnosis is also that what is important and relevant for one age, at another age can be replaced by other values. Thus, characterizing the upbringing of a junior schoolchild, one can not ignore the manifestations caused by the child's educational activity, for example, diligence, self-organization skills, etc. The fact is that for this age the educational activity is the leading one, i.e. such within and by means of which the new formations of the personality develop. Characterizing the upbringing of a teenager, the researcher pays more attention to his willpower, social activity, etc., which corresponds to a significant social activity for this age.

Third, in education can not be confined to just one indicator, you have to focus on the complex, the system of indicators of education. The meaning of this principle is to obtain data on a large number of parameters characterizing the various aspects of childbearing. The fact is that one-sided consideration of personality can obscure negative qualities or attitudes; or, vice versa, to identify a person's shortcomings. It is obvious that in both cases the teacher will be extremely difficult to build educational work with this child, relying on the principle of education based on the positive. For example, diagnosis can reveal an excellent knowledge of the students' moral norms and rules of conduct, the ability to make moral judgments. However, if the educator does not have data on the nature of the actions and actions of the student in everyday life, in acute conflict situations (which can be arbitrary), one can not with certainty judge the level of his moral upbringing.

Education results and effects

The result is what became the direct result of the learner's participation in the activity (for example, he acquired some knowledge, experienced and felt something as a value, acquired the experience of the action).

The effect is the result of the result; then, what resulted in the achievement of the result.

For example, acquired knowledge, lived feelings and attitudes, perfect actions developed a person as a person, contributed to the formation of his competence, identity. That is, the development of the child's personality is an effect that became possible due to the fact that a number of subjects of upbringing and socialization agents (including the child himself) have achieved their results.

Failure to understand the differences between results and effects leads to a loss of understanding of the purpose and meaning of pedagogical activity (especially in the field of upbringing and socialization), the logic and value of professional growth and self-improvement.

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