Socio-pedagogical map - the main method of gathering information about the potential of society
The socially-pedagogical map of the potential of the society is the main method of gathering information about significant pedagogical resources, opportunities for social activity, social relations, social institutions and the individual to solve problems socialization. This is a method of summarizing information about the significant aspects of the pedagogical potential of the society, the forms and methods of its use for resolving the problems of socialization of the individual. As a result of this method, we obtain a map of social and pedagogical diagnostics.
The social pedagogical diagnostics map of the pedagogical (educational) potential of the society includes five content blocks:
1) a description of the problem of socialization of the person;
2) studying the pedagogical (educational) potential of the individual: determining the level of development of social needs, social abilities, social values;
3) study of the pedagogical (educational) potential of the socium, significant for the individual: determining the level of development of the potential of social activity, social relations, social institutions;
4) recommendations on the implementation of pedagogical (educational) potential, significant for the individual: highlighting the most significant parts of the potential of the society, the optimal forms and methods for its implementation;
5) applications (questionnaires for determining the level of the pedagogical (educational) potential of the individual and society (see Appendices 8, 9, 10, I, 12, 13, 14, 15)).
The map of social and pedagogical diagnostics is a diagnostic tool that reflects in general the information about the potential of the society and its every separate element that is significant for resolving a specific problem of socialization of the person.
As an example of the object of diagnosis (study), the problem of rejection of a junior schoolboy in a social environment is taken.
Description of the problem of student socialization
The problem and this structure are considered on the example of a pupil of the 5th grade of the secondary school. Signs of his problem of socialization are manifested in his isolation and lack of certain knowledge, skills and abilities to successfully interact with his peers and social environment, as well as in the social environment, the lack of the minimum necessary social abilities. The fifth-grader, due to his upbringing, differs in unusual behavior in the general mass of those who are part of the class collective. Most often the schoolboy is closed, shows poorly developed abilities for communication and other communication options for interaction. The problem is greatly neglected, the child is not sure of his own strengths or abilities, although the need for interaction is felt and realized. The development of the problem is promoted by the school team in the person of teachers and students who do not want to see the problem of the family, the moral and psychological situation in which contributes to the child's suppression of personality, demonstrates excessive modesty and, as a result, indecisiveness, independence in decision-making and ability to clearly express their thoughts and take a certain position. Thus, this pupil is isolated from the class. He can not and does not want to reckon with the rules of an educational institution, the norms of relationships and as a whole can not adapt to the conditions of the social environment in which his life activity takes place.
The student has no noticeable deviations in development, except for the unformedness of certain social abilities.
Social institutions that are the bearers of the potential of a socium that is significant for resolving the problem of socialization of a schoolchild's personality, such as the family, school, student body, parents' school committee, the pedagogical team, health centers of the microdistrict, are fully capable of providing assistance.
The school regularly carries out various types of social activities, there are generally healthy social relationships that are significant for helping the student. Regular subbotniks are held regularly, various sports sections, interest groups, healthy leisure for schoolchildren are organized. The school often appeals for help and uses the possibilities of holiday homes, a sanatorium, a health camp, an employment center. During the classes, students have the opportunity to visit museums, theaters, entertainment centers, concerts and other events.
Involving precisely these areas of social and pedagogical activity is due to the fact that the student shows interest in art, engaged in sports sections, is involved in volunteerism, shows interest in going to camps, rest houses, but due to some seclusion, indecision is forced to leave their interests at the level of desires requiring real implementation in positive deeds and deeds.
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