The concept of pedagogical activity is to teach and educate children of any age. In for example in kindergarten, the educational process is directed more towards upbringing, and at school - attention is paid more to the learning process.

In general, the definition of pedagogical activity is versatile thinking. Many philosophers, developers of the theory of systems functioning and psychologists work according to their own systems and principles. In pedagogy there are many options in which activities and

Today, you can contact any teacher, and there are a sufficient number of them in the country, and use teaching services. These are the so-called teachers and tutors. But often such individual pedagogical activity is based only on general knowledge. Many tutors do not have proper pedagogical education and the necessary qualifications.

It is important to know that teaching requires clear professional and social preparation. The position of the teacher is a total system of volitional, intellectual and emotional-evaluative relations. This is where the activity, character and personality of the teacher are revealed.

The pedagogical activity itself was created in order to transfer the accumulated experience in spiritual and cultural life to the next generation. From generation to generation this experience was passed on to preserve and develop knowledge. Only a socially educated person can carry out pedagogical activity and, of course, with Thanks to the system of teacher activity, one can imagine a set of types of pedagogical activity - diagnostics, design, construction, communication, organization, analytics, adjustment and result.

During the diagnosis, the teacher directs his attention to studying the ward, his individual characteristics and character. And after studying it uses the necessary processes. The next stage - design and construction determine further predictions of how the child develops. At this stage, the teacher determines the goals, objectives, methods and forms of his work. The organization of pedagogical activity provides for the entire system of actions of the teacher and his students. Communication includes the relationship between the teacher and children. With the help of correctional activities, you can support children and make some changes in the educational process. Analytics is a process that analyzes and predicts the results of a teacher’s activities.

Undoubtedly, pedagogical activity includes the main characters- teacher and child, who interact with each other at every stage, solve problems and education. The teacher must manage the educational process, and the participants must listen and delve into the entire process.

His skill also depends on how well a teacher works. Pedagogical skill is the highest level where a teacher shows his versatile creativity. Constantly improving in the education and development of the child, the teacher proves his creative qualities and characteristics. A good teacher should have activity and initiative, observation and attention, intuition and innovative thinking. The skill of a teacher is connected with his personality and with the qualities that are manifested in self-improvement. The level of pedagogical skill is determined by the following criteria - expediency, creativity, technology, optimality and productivity. Accordingly, the higher the technology, the higher the level of skill of the teacher.

Pedagogical activity - This special kind social (professional) activities that are aimed at realizing the goals of education.

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are training and education. Training carried out within any organizational form usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for the effectiveness of training is the achievement of the learning goal. Educational work, also carried out within the framework of any organizational form, does not directly achieve the goal, since it is unattainable within the time frame limited by the organizational form. In educational work it is possible to provide only sequential solution specific goal-oriented tasks. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities. It is also difficult to identify in a developing personality the result of the activity of the teacher-educator.

Identification of the specifics of the main types of pedagogical activity shows that teaching and education in their dialectical unity take place in the activities of a teacher of any specialty. The goals of training and education are an external component in relation to the system of training and education: they are set by society, which determines the effectiveness of the functioning of this system.

Structure of pedagogical activity.

For efficient execution pedagogical functions It is important for a modern teacher to understand the structure of pedagogical activity, the relationship of its main components with the help of which it is carried out, pedagogical actions, professionally important skills and psychological qualities (PVU and K) necessary for its implementation. In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are goals, motives, actions and results, in relation to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional types of activity of the teacher. Let's consider both approaches.

1. In the structure of pedagogical activity, the following components are distinguished (with corresponding abilities that are manifested in skills):

– constructive activity – constructive and meaningful (selection and composition educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process);

– organizational activity – implementation of a system of actions aimed at actively involving students in various types of activities, organization joint activities, self-organization of a teacher’s own activities at a university;

– communicative activity – establishing pedagogically appropriate relationships between the teacher and students, other teachers, parents, and representatives of the public;

– Gnostic component – ​​the system of knowledge and skills of the teacher, as well as certain properties of cognitive activity that influence its effectiveness;

– control-evaluative (reflective) component.

Introduction……………………………………………………………………………………….…..2

1. 1The concept of pedagogical activity…………………………………………...3

1.1 The concept of pedagogical activity…………………………………………....3

2 Basic models of pedagogical activity, their characteristics…….……...6

2.1 Basic models of pedagogical activity, their characteristics……….…6

3.Modeling as a teaching method………………………………………………………......9

3.1 Modeling as a teaching method………………………………………………………9

4.Psychological models of pedagogical activity,………………………..13

based on a systems approach

4.1 Psychological models of pedagogical activity…………………….…13

Conclusion………………………………………………………………………………………..17

List of used literature……………………………………………………18

Introduction.

The essence and structure of pedagogical activity, as well as the productivity associated with them, is one of the most pressing issues of pedagogical science and practice. Usually, scientific analysis of these important phenomena is replaced by general discussions about the art of teaching.

Of course, the scientific analysis of pedagogical activity pays tribute to the uniqueness of the creative method of each teacher, but it itself is built not on descriptions, but on the principles of comparative research and qualitative and quantitative analysis. Particularly promising is considered to be the direction associated with the application of the principles systematic approach to the analysis and construction of models of pedagogical activity

As an artificial, specially organized pedagogical system due to the objective laws of the development of society, it is under the constant “control” of society, i.e. that social system, of which she is a part. Changes in the pedagogical system, its restructuring and adaptation depend on which elements or elements society is currently targeting: strengthening the material base, improving the content of education, caring for the financial situation of the teacher, etc. The reasons for many unsuccessful attempts to improve pedagogical systems lie in a non-systemic, local approach to transforming its elements. Society, forming a social order, builds an education system corresponding to it as the most general pedagogical system. It, in turn, has its subsystems all the social institutions that perform educational functions and are united into the education system. For the effective functioning of pedagogical systems aimed at educating the younger generation, society creates a system for training educators, secondary specialized and higher pedagogical educational institutions as pedagogical systems. Showing concern for the level of professional qualifications, society creates pedagogical systems of different levels vocational training and advanced training.

Thus, we see an inextricable connection between the pedagogical systems of our time and society, which determines the relevance of the further development of models of pedagogical activity in modern system education.

1. The concept of pedagogical activity.

1.1. The concept of pedagogical activity.

Pedagogical activity is an independent type human activity, in which the transfer of social experience, material and spiritual culture is realized from generation to generation.

Based on this definition, types of activities are distinguished. Thus, activities aimed at creating and obtaining a material product are usually called practical; and activities aimed at changing the sphere of consciousness are usually called spiritual. These are relatively independent, although interconnected, forms of activity.

Let us now turn to the very interpretation of the concept of “pedagogical activity”. Analysis of the content of any type of activity indicates the presence of its psychological foundation, since the main characteristics of activity are considered to be objectivity - what it directly deals with (some material or ideal object), and subjectivity, since it is performed by a specific person. (A.N. Leontiev, S.L. Rubinstein, etc.)

The concept of activity is one of the key ones in modern psychology and pedagogy. Psychology studies the subjective aspect of activity.

It is obvious that teaching activity is one of the types of activity.

Pedagogical activities are divided into professional and non-professional (N.V. Kuzmina, E.M. Ivanova, etc.). An example of non-professional pedagogical activity can be the activity of raising children in a family or the activity carried out by enterprise managers. Non-professional teaching activity is considered to be teaching a craft. Thus, non-professional teaching activity is that which most people engage in in their Everyday life, not necessarily having special pedagogical education and teaching qualifications. Professional pedagogical activity is carried out in public or private educational institutions and requires the professional competence of the persons carrying it out and a certain level of their special education.

Let us consider several approaches to the interpretation of the concept of pedagogical activity.

A.I. Shcherbakov characterizes the work of a teacher as “an art that requires from him deep knowledge, high culture, pedagogical abilities and, above all, an understanding of the psychological structure and content of pedagogical activity, its main functions, the implementation of which ensures the effect of education and upbringing of students.” A.I. Shcherbakov identifies 8 functions of pedagogical activity, arranging them in order of importance as follows: information, mobilization, development, orientation, constructive, communicative, organizational, research. Moreover, the last four, according to the author, “are not specifically pedagogical, since they take place in all types of modern skilled labor.”

V.A. Slastenin believes that “the activity of a teacher-educator, by its very nature, is nothing more than the process of solving an innumerable set of typical and original pedagogical tasks of various classes and levels. However, with all the richness and diversity, pedagogical tasks are tasks of social management.” According to V.A. Slastenin, “readiness to solve pedagogical problems at a high level of skill is determined by a number of professional pedagogical skills.” He considers the system of relevant skills as the basis for the formation of professional skills of a teacher-educator.

Yu.N. Kulyutkin classifies the teaching profession as a group of professions of the “person-to-person” type, which are characterized by interpersonal interaction. An integral characteristic of the latter are reflexive processes. At the same time, “the teacher strives to form in the student those “internal foundations” (knowledge, beliefs, methods, actions) that would allow the student to independently manage his future activities in the future. Meanwhile, it is important to set... a larger goal - development of the student’s personality, taking into account the areas of his personality and different types effects of its promotion." Pedagogical activity appears in this theory as the teacher’s reflexive management of the student’s activities with the aim of developing the latter’s personality.

In the described characteristics, two approaches to defining the concept of pedagogical activity can be distinguished

The first is characterized by the recognition of the leading role of the teacher, who is the implementer of a specific educational, general education program, who fulfills his functional responsibilities and must meet the requirements of the profession. With this approach, the student is an object of the teacher’s proactive influence and influence.

In the second approach, the teacher is an intermediary between students and the outside world; he is an equal partner in dialogue interaction with the student.

The basis of this classification is the type of communication - monologue or dialogue. It should be noted that in all characteristics of monologue-type pedagogical activity, the form of orientation towards the type of communication is hidden: in words, the student is declared an active subject of the activity, but the forms of interaction that are offered are in fact a one-sided influence of the teacher. This approach clearly places an “emphasis” on the teaching process. In the second type, PD is filled with truly human meaning, expressed in cooperation and co-creation.

Duka N.A. Introduction to pedagogy. Tutorial.

According to psychologist L.M. Mitina, “pedagogical activity includes the professional activity of a teacher aimed at solving the problems of development and training of the younger generation.”

Pedagogical activity is a type professional activity, the content of which is training, upbringing, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, advanced training institutes, institutions additional education etc.).

Features of teaching activity:

1. Pedagogical activity is unique. Uniqueness is determined by its object. The object of pedagogical activity is a living, developing personality. Characteristic feature The object of pedagogical activity is that it acts simultaneously as the subject of this activity. Therefore, for the success of teaching activity, not only interest in it, passion for it, and responsibility for it are important. But its success also depends on the attitude of the children themselves towards the teacher, i.e. from their relationship.

2. Many means are used in teaching activities, but the main one is teacher's word. His word is at the same time a means of expressing and understanding the essence of the phenomenon being studied, a tool of communication and organization of schoolchildren’s activities. Using the word, the teacher influences the formation of personal meaning, awareness of the significance of objects, processes and phenomena of the surrounding reality.

2. The results of pedagogical activity, firstly, “materialize” in the mental appearance of another person - in his knowledge, skills, and abilities, in the traits of his will and character; secondly, they are not immediately obvious; they may be distant in time. In the process of development of a child’s personality, periods of progressive changes are observed, and there may be even the opposite. In some cases, difficulties arise in assessment results of pedagogical activity from today's position of society. For example, a teacher develops moral values ​​and guidelines that, from the standpoint of today’s specific situation, turn out to be unclaimed.

3. Let us consider another very relevant feature of pedagogical activity today. Modern market relations suggest viewing pedagogical activity as the scope of educational services. These services include training in additional educational programs, individual educational routes, tutoring, etc. – something that goes beyond the relevant educational standards.

The logic of building a market for educational services dictates the need to protect consumer rights. Among his rights: the right to information about services, the right to choose a service, and the right to guarantee the quality of the services provided. In the education system, these consumer rights are ensured by educational programs and educational standards. A variety of programs and standards form the field of choice for educational services. Educational programs are created in order to inform the consumer about the essence of services. Programs and standards act as a guarantee of the quality of educational services. In this sense, educational services are understood as those that government institutions can provide to the population, institutions and organizations. Thus, in educational institutions, educational services are provided to society through teaching activities.

So, we come to the understanding that teachers are engaged in expediently structured, organized pedagogical activities. But a significant part of society in a certain area also takes part in pedagogical activities. The question arises: can a mass profession rely on a single talent or calling? Or can anyone do this activity?

There is a concept of medical contraindications to the choice of professions, types of work, forms of professional training. Such contraindications may also be psychological. Contraindications are statements about which activities are not recommended or are categorically unacceptable for certain health problems, diseases, or character traits.

These are the contraindications for the teaching profession given by A.V. in his book. Mudrik.

If you have poor health and the doctors believe that it will not improve, and you agree with them, then it is better to choose a quieter job than teaching.

If, despite long and hard work on yourself, you have poor diction, then it is better for you not to become a teacher.

If, despite all your efforts, you cannot make contact with people, then do not rush to enter a pedagogical educational institution.

If people, junior or senior, cause you persistent hostility or constantly irritate you, then refrain, at least for a number of years, from entering the teaching path.

If your comrades say that you lack kindness, that you are often unfair, that you have a difficult character, consider whether you can get rid of these shortcomings before becoming a teacher.

If you are captivated by an idea, the realization of which is the conscious goal of your life, then do not rush to abandon it and become a teacher.

But what if you are already studying at a pedagogical university?

There are two ways to correct a mistake: abandon the chosen path and try, after testing yourself well, to find your place; the second option is to force yourself to work hard to correct your shortcomings and work, work on yourself.

Teaching work is characterized by very high nervous tension. In order to master the mass of children, to capture them with one’s pedagogical and educational influence, it is necessary, as the People’s Commissar of Health I.A. Semashko noted, exceptionally high neuropsychological tension. The work of a teacher is excessively large in volume and is associated with disabilities relaxation and spending time in the fresh air.

Contraindications to choosing professions of this type(including teachers) are weak nervous system, speech defects, inexpressiveness of speech, isolation, self-absorption, unsociability, pronounced physical disabilities (as sad as this may be), sluggishness, excessive slowness, indifference to people, “dull-heartedness,” lack of signs of disinterested interest in a person.

Introduction ………...……………………………………………………….….…….3

1. Section “Introduction to teaching”...……...…….……..5

1.1 The essence of teaching activity………………………..…………..5

1.2 Main types of teaching activities………………..………..…...6

1.3 Structure of teaching activities………………………….……..….8

2. Section “General fundamentals of pedagogy”, “Theory of learning”……….…..…..9

3. List of references used………………………………………...12

Introduction

A teacher is the person

which must be passed on to the new generation

all the valuable accumulations of centuries

and not convey prejudices, vices and diseases.

A. V. Lunacharsky

Pedagogical activity- this is a type of professional activity, the content of which is the training, upbringing, education, development of students (children of different ages, students of schools, technical schools, vocational schools, higher educational institutions, institutes of advanced training, institutions of additional education, etc.).

One of the most important characteristics of pedagogical activity is its collaborative nature: it necessarily involves a teacher and the one whom he teaches, educates, and develops. This activity cannot be an activity only “for oneself”. Its essence lies in the transition of activity “for oneself” into activity “for another,” “for others.” This activity combines the self-realization of the teacher and his purposeful participation in changing the student (the level of his training, education, development, education).

Professional activity requires special education, i.e. mastering a system of special knowledge, skills and abilities necessary to perform functions related to this profession. You will master this knowledge and skills by studying theoretical and practical pedagogy, engaging in self-education and self-improvement in order to achieve high performance results and come to high level professionalism. A person who is engaged in professional teaching activities can be called differently: educator, teacher, lecturer, pedagogue. Often this depends on the institution in which he works: a teacher - in a kindergarten, a teacher - in a school, a teacher - in a technical school, college, university.

A teacher is rather a generic concept in relation to everyone else. The second chapter of the manual will talk about the types of teaching professions and specialties. Despite all the differences in teaching professions, they have common goal characteristic of pedagogical activity is the introduction of a person to the values ​​of culture. It is in the goal that the specificity of this activity is revealed. This goal is defined as a special mission, “the purpose of which is the creation and self-determination of personality in culture, the affirmation of man in man.” What, in your opinion, is the scope of teaching? Think about how wide it is, how many people go through this activity... They teach and educate at home (parents, grandparents, nannies, governesses, tutors, home teachers), teach and educate in kindergarten (educators, circle leaders), teach and are educated at school (teachers, class teachers, teachers of extended day groups, teachers of additional education). Thus, already in childhood, a growing person becomes the object of pedagogical activity of many people. But then the person became an adult: he entered a technical school, college, higher education institution, took courses, etc. And here he again falls into the sphere of pedagogical activity, which is carried out by specially trained teachers. Having received a profession, modern man Over the course of his life, he will have to replenish his knowledge more than once, improve his qualifications, change his activity profile, maybe change his career various reasons and the profession itself.

1. Section “Introduction to teaching”

1. The essence of pedagogical activity

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which are called pedagogical. It represents a special type of social activity aimed at transferring from older generations to younger generations the culture and experience accumulated by humanity, creating conditions for their personal development and preparation for the implementation of certain social roles in society.
It is obvious that this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, means mass media. However, in the first case, this activity is professional, and in the second, it is general pedagogical, which every person, voluntarily or involuntarily, carries out in relation to himself, engaging in self-education and self-education.

Pedagogical activity as a professional takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher education institutions. educational institutions, institutions of additional education, advanced training and retraining.
The purpose of pedagogical activity is connected with the implementation of the goal of education, which today is considered by many as a universal human ideal of a harmoniously developed personality coming from time immemorial. This general strategic goal is achieved by solving specific tasks of training and education in various areas.

The main objects of the purpose of pedagogical activity are the educational environment, the activities of students, the educational team and the individual characteristics of students. The implementation of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of students, the creation of an educational team, and the development of individuality.

The main functional unit, with the help of which all the properties of pedagogical activity are manifested, is the pedagogical action as a unity of goals and content. The concept of pedagogical action expresses something common that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but cannot be reduced to any of them. At the same time, the pedagogical action is that special one that expresses both the universal and all the richness of the individual.

1. Main types of teaching activities

Traditionally, the main types of pedagogical activities carried out in the holistic pedagogical process are teaching and educational work.

Educational work - this is a pedagogical activity aimed at organizing the educational environment and managing various types activities of students in order to solve problems harmonious development personality. A teaching - This is a type of educational activity that is aimed primarily at managing cognitive activity schoolchildren. By and large, pedagogical and educational activities are identical concepts. This understanding of the relationship between educational work and teaching reveals the meaning of the thesis about the unity of teaching and upbringing.
Education, to reveal the essence and content of which many studies are devoted, is considered only conditionally, for convenience and deeper knowledge, in isolation from education. Without unity of teaching and educational work, it is not possible to implement the mentioned elements of education. Figuratively speaking, the holistic pedagogical process in its content aspect is a process in which “educational teaching” and “educational education” are fused together (A. Disterweg).

Let's compare in general outline teaching activities that take place both during the learning process and outside of class time, and educational work that is carried out in the holistic pedagogical process.
Teaching, carried out within the framework of any organizational form, and not just a lesson, usually has strict time limits, a strictly defined goal and options for achieving it. The most important criterion for teaching effectiveness is the achievement of the educational goal.

Educational work, also carried out within the framework of any organizational form, does not pursue the direct achievement of a goal, because it is unattainable within the time frame limited by the organizational form. In educational work, it is possible to provide only for the consistent solution of specific goal-oriented tasks. The most important criterion for effectively solving educational problems is positive changes in the consciousness of students, manifested in emotional reactions, behavior and activities.

The content of training, and, consequently, the logic of teaching, can be rigidly programmed, which the content of educational work does not allow. In educational work, planning is acceptable only in the most general terms: attitude towards society, towards work, towards people, towards science (teaching), towards nature, towards things, objects and phenomena of the surrounding world, towards oneself.

If in the learning process almost everything can be proven or deduced logically, then it is much more difficult to evoke and consolidate certain personal relationships, since freedom of choice plays a decisive role here. That is why the success of learning largely depends on the formed cognitive interest and attitude towards educational activities in general, i.e. from the results of not only teaching, but also educational work.

Identification of the specifics of the main types of pedagogical activity shows that teaching and educational work in their dialectical unity take place in the activities of a teacher of any specialty.

1.3. Structure of teaching activity

In contrast to the understanding of activity accepted in psychology as a multi-level system, the components of which are goals, motives, actions and results, in relation to pedagogical activity, the prevailing approach is to identify its components as relatively independent functional types of activity of the teacher.

Constructive activity, in turn, breaks down into constructive-substantive (selection and composition of educational material, planning and construction of the pedagogical process), constructive-operational (planning your actions and the actions of students) and constructive-material (designing the educational and material base of the pedagogical process).

Organizational activitiesinvolves the implementation of a system of actions aimed at including students in various types of activities, creating a team and organizing joint activities.

Communication activitiesis aimed at establishing pedagogically appropriate relationships between the teacher and students, other school teachers, representatives of the public, and parents.
However, the named components, on the one hand, can equally be attributed not only to pedagogical, but also to almost any other activity, and on the other hand, they do not sufficiently reveal all aspects and areas of pedagogical activity.

2. Section “General fundamentals of pedagogy”, “Theory of learning”

upbringing,

education,

education,

development.

Development - This is an objective process of internal, consistent quantitative and qualitative changes in the physical and spiritual forces of a person. We can distinguish physical development, mental, social, spiritual. Personal development is carried out under the influence of external and internal, social and natural, controlled and uncontrollable factors.

Category "education" - one of the main ones in pedagogy. Education is distinguished in broad terms social sense, as a social phenomenon, understood as a social impact on the individual.

Education as a social phenomenon– is the transfer of cultural and historical experience to the younger generation in order to prepare them for independent public life and production labor.

At the same time, the teacher:

1. conveys to the pupil the experience accumulated by humanity; introduces him to universal human values;
2. introduces students to the world of culture; forms a worldview; relationships (to yourself, the world around you, work, etc.);
3. stimulates self-education;
4. forms ways of behavior, communication skills aimed at productive communication, resolving conflicts and difficult life situations.

In turn, the student:

1. masters the experience of human relations and the foundations of culture;
2. works on himself (engaged in self-education and self-education);
3. learns ways of communication and behavior.

The following areas of education can be distinguished: mental, moral, physical, labor, aesthetic, etc.

Pedagogy explores the essence of education, its patterns, trends and prospects for development, develops theories and technologies of education, determines its principles, content, forms and methods.

Another category of pedagogy is training – is understood as a specially organized process of targeted interaction between a teacher and students, as a result of which the assimilation of a certain system of knowledge, skills, abilities, ways of thinking and activity is ensured, which ensures the development of the student.

At the same time, the teacher:

1. teaches - purposefully conveys knowledge, life experience, methods of activity, the foundations of culture and scientific knowledge;
2. manages the process of mastering knowledge, skills and abilities; experience of creative activity;
3. creates conditions for the development of students’ personality (memory, attention, thinking, etc.).

In turn, the student:

1. learns – masters the information offered and performs educational assignments(with the help of a teacher, in a group or independently);
2. carries out independent observations and performs mental operations (comparison, analysis, generalization, classification, etc.);
3. takes initiative in searching for new knowledge, additional sources of information (reference book, textbook, Internet), and engages in self-education.

Thus, the dialectical relationship “training - education” is aimed primarily at the development of a person’s activity and personal characteristics based on his interests, acquired knowledge, skills and abilities.

But a person is not a vessel into which the experience of humanity is placed; he himself is capable of acquiring this experience and creating new things. Therefore, the main factors of human development are self-education, self-education, self-training, self-improvement.

1. value developing person and society, a means of personal development, social consciousness and society as a whole;
2. a unified process of training and education of a person;
3. as a result of the learning process;
4. as a system.

Education as a system is a specially organized seteducational, cultural and educational institutions, institutions for advanced training and retraining of personnel. It carries out the educational process in accordance with the goals, standards, curricula and programs with the help of specially trained teachers. All educational institutions in the state are united into a single education system.

At the present stage of development of pedagogical science, the relationship between education, training and upbringing is reflected in the Law “On Education”.

Bibliography.

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2. Introduction to Scientific research on pedagogy: Textbook for students. M.: Pedagogy. 1988.
3. Zhuravlev V.I. Pedagogy in the system of human sciences. - M.: Enlightenment. 1990.
4. Nikitin A. R. Pedagogy of human rights. Manual for teachers. - M., 1993.
5. Bordovskaya N.V., Rean A.A. Pedagogy. Textbook for universities. – St. Petersburg: Publishing house “Peter”, 2000.
6. Selivanov V.S. Fundamentals of general pedagogy: Theory and methods of education. Textbook aid for students higher ped. textbook establishments. – M.: Publishing house. Center "Academy", 2000.
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