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Introduction
3. Goal-setting technique
Conclusion
Bibliography

Introduction

Target pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.

Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities.

In educational technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values that reflect the idea of society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goals of educating people of a certain age.

At the last two levels, goals in educational technology are usually formulated in terms of behavior, describing the planned actions of the educated. In this regard, there are proper pedagogical tasks and functional pedagogical tasks. The first of them are tasks for changing a person - transferring him from one state of upbringing to another, as a rule, of a higher level. The latter are considered as tasks for the development of specific personality traits.

In the history of human society, the global goals of education have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, and with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a kind family man. Humanistic, liberal pedagogy Western Europe proclaims the goal of education is the formation of an autonomous personality with critical thinking and independent behavior, realizing their needs, including the highest need for self-actualization, the development of the inner "I". At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination.

In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. She came from pedagogical traditions Ancient Greece, Europe of the Renaissance, Western and Russian utopians, French enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents.

All of the above factors determine the relevance and importance of the subject of work on present stage aimed at a deep and comprehensive study of the essence and features of the goal-setting of the educational process.

The subject of the essence and features of the goal-setting of the educational process is poorly studied by domestic teachers, therefore it is advisable to devote the work to systematization, accumulation and consolidation of knowledge about the essence and features of the goal-setting of the educational process.

The purpose of this work is to highlight the issues of methodology, essence and features of the goal-setting of the educational process.

1. Essence, meaning of purpose and goal setting

Solving the tasks of goal-setting, as it were, completes the formation of the methodological base of educational technology. However, this does not provide grounds for a preliminary assessment of its effectiveness. This problem is largely removed as a result of modeling certain educational technologies at the stage of their theoretical development and justification.

When analyzing the essence of pedagogical goals, various researchers adhere to a single position that pedagogical goals are expected and possible results. pedagogical activity which consist in changes in pupils. These changes can relate to the type of personality, the person as a whole or his individual properties.

N.K. Sergeev (1997, pp. 71 - 74) comes to the conclusion that by organizing the activity of the educated, the teacher, as it were, “builds up” (Yu.N. Kulyutkin) on it: the goals that he sets for himself are a forecast of the possible and the desired progress of the child in his development; achievement by the teacher of his goals is possible only through the organization and achievement of the goals of adequate activity of the student; assessment and correction of the course of the pedagogical process are carried out on the basis of how successful the planned movement of the child is.

In connection with the above reasoning, it seems at least doubtful that when developing the goals of education, “the goal is formed as a teacher’s idea of the type of experience that the child must acquire in order for his “personal adaptation” to the world around him to take place” (Safronova , 2000, p. 139). The limitation of the category "personal experience" in pedagogical goal-setting, in our opinion, is explained by the initial assumption about the programmability of the educational process, the situations of the pupil's future life activity, from the predictability, predestination of his life.

Thus, these ideas are based on the understanding of the pupil’s “standing” before culture, which is characteristic of the learning situation, and the understanding of the pupil’s changes as quantitative accumulations, which is clearly not enough in education (from the standpoint of “independence”, the formation of human quality). Experience cannot be the goal of education, because experience is a conclusion from the past. It can only be the basis for the formation of one's own position as a conceptually meaningful look into the future. Position formation requires theoretical approach, in this we see a contradiction with the empirical essence of experience.

“Personal experience”, as shown in the study by N.K. Sergeeva (1998, pp. 30 - 31), however, can be an essential component of the content of education. In this understanding, a logical chain of the educational process "situation - activity - experience - position" is built. The situation here is the main means, activity is a procedural characteristic, experience is the content, and the subjective position is the goal of education. Although this scheme is rather conditional.

Pedagogical thought comes to the denial of the idea of arbitrary formation of personality in accordance with a given standard, this denial comes from the idea of becoming a person. O.E. Lebedev (1992, p. 43) identifies the following methodological requirements for determining the goals of education:

- the goals of education should reflect the real possibilities of the education system in the development of the individual;

- they cannot act as a concretization social functions education systems;

- these goals cannot be a concretization of the ideal of a personality, because the potential of the education system will always be insufficient for the formation of an ideal personality;

- the social functions of the education system and the ideal of the individual can act as criteria for selecting the goals of education;

- it is necessary to distinguish between the goals of upbringing, the goals of education, the goals of training, the goals of the development of the education system.

Next, Lebedev makes an attempt to highlight the specifics of the educational goals presented in Table. 3.

Table 3

Types of pedagogical goals

Goals of education	Educational goals	Learning objectives
Model delayed pedagogical results	Model immediate pedagogical results
Model predictable outcomes	Model planned and predicted results
Modeling a personality type	Model the quality (qualities) of the personality	Model the development of individual personality structures
Infinite Goals	Finite (FOOTNOTE: Meaning: "finite, connected with a finite number" (from Latin finites - finite). (See: Dictionary foreign words, 1989, p. 524.)) goals

The table shows that the goals of education should be understood as predictable, realistically achievable results of pedagogical activity in the formation and development of the basic type of personality (Lebedev, 1992, p. 46).

2. Features of the goal-setting process

The pedagogical goal presupposes the corresponding activity, i.e. impact on the process of personality formation and corresponding changes in this process. Famous writer S. Soloveichik states: “The educator, like the artist, does not act according to a plan, not according to an abstract idea, not according to a given list of some qualities and not according to a model, but according to an image. Each of us, even if we don’t know about it, has an image of the Ideal Child in our head, and we imperceptibly try to bring our real child under this ideal image” (Soloveichik, 1989, p. 122). The peculiarity of such a goal is non-differentiation, wholeness. At the same time, the personality is considered as a whole, and not reduced, it is not “pulled apart”, it is divided into separate qualities. But pedagogical activity in this case is built spontaneously, by trial and error: "it worked out - it didn't work out."

In various studies, the “goal of the process” and “goal of the result” (3.I. Vasilyeva), “goal-result” and “goal-expectation” (N.K. Sergeev), as well as “goal-ideal” (V. N. Sagatovsky), which sets the direction for the entire movement of the pedagogical process. “In special pedagogical contexts,” A.S. Makarenko, it is unacceptable to speak only about the ideal of education, as is appropriate in philosophical statements. The teacher is required not to solve the problem of the ideal, but to solve the problem of ways to this ideal. This means that pedagogy must develop the most complex question about the goal of education and the method of approaching this goal” (1977, p. 30). Thus, the ideal is not yet a pedagogical goal. We consider it fundamental to note that setting a pedagogical goal means determining those changes in the personality of the educated person that the teacher wants to achieve.

The meaning of goal-setting in the educational process is to direct it to the individual goals of the teacher of pupils, which are always there, even if these goals are not realized. A.V. Petrovsky (see: Psychology of a Developing Personality, 1987, p. 155) revealed that “for teachers of a creative type, the nature of interaction with a student has a subject-object-subject structure, i.e. the transformation of the student's personal-semantic sphere is the goal of the pedagogical process, and not a means of solving situational educational problems. The personal orientation of education suggests that “the most perfect values of the human race must, as it were, be reborn in its [personality] experience, otherwise they simply cannot be adequately appropriated, i.e. gain personal meaning” (Serikov, 1994, p. 18). Based on this position, we consider it necessary to clarify our previous thesis: the educational goal formulates the desired changes in the human quality of the pupil, his views, attitudes, and position.

As real sources pedagogical goal setting act 1) the pedagogical request of society as its need for certain character education, expressed in objective trends in the development of society and in the consciously expressed educational needs of citizens; 2) a child, the subject of childhood as a special social reality that has an independent value not only as a period of preparation for something, and 3) a teacher as a bearer of human essence, as a special social subject, most effectively realizing the “essential ability to create another” (And .A. Kolesnikov). The specific weight of these source factors at different stages of the development of the process of education and the specification of its goal may change, but none of them disappears.

It is known that teachers, as a rule, quite deeply understand the general educational tasks, but find it difficult (and sometimes consider it optional) to concretize them into tasks of joint activity with pupils. Often underestimated special work with students on understanding and "assigning" the goals of the activity. Such appropriation of goals is possible under the condition of unity of meanings.

The category of meaning helps to distinguish between the goals of teachers and pupils. “It can be argued,” believes E.V. Titova (1995, p. 97), - that the meaning of the teacher's activity is not to directly and directly influence the child's personality, trying to "transform" it, but to organize the child's activity, in which his personality." A rather controversial statement in terms of the possibilities of activity turns out to be impeccable in a statement about meaning, even if we put a pupil in the place of a teacher. And such a check is necessary when it comes to education as an activity, an event, a state. Thus, the meaning of activity in the upbringing of the child and the teacher can be common, but the goals, as a rule, are different.

It is known that pedagogical patterns (in contrast to the laws of nature) are statistical in nature, i.e. their chances are not 100%. The pedagogical law cannot inevitably predetermine the achievement of the expected result. Therefore, even a pedagogical goal based on scientific knowledge will not be real if it does not take into account the individual's own activity, its selectivity, self-development, and integrity.

According to the ideas of the activity approach, it can be considered legitimate to single out positing as a necessary link in any activity (A.V. Brushlinsky, A.N. Leontiev, O.K. Tikhomirov, etc.) and to single out independent species activity, the product of which is the goal (N.N. Trubnikov, A.I. Yatsenko, etc.). At the same time, goal-setting is most often understood as an ideal process of goal formation deployed in time. Its result is the formulation of the goal. Being special kind activity that develops a goal, positing cannot be only a mental process. V.N. Zuev (1986, p. 262) considers the process of goal-setting as an inseparable unity of two moments: the ideal setting of the goal by theoretical activity - goal-forming and its real setting outside, into objective-objective reality - goal-realization.

V.V. Serikov (1999, pp. 48 - 49) distinguishes two stages in the process of goal-setting: emergence and concretization. The logic of goal-setting cannot be reduced to an ideological component, it has its own pedagogical patterns, and the basis for determining the content of education is, as a rule, in-depth studies of the educational needs of various strata of society and social forecasts.

S.A. Calculina (1988, pp. 31 - 33) highlights awareness and evaluation among the features of goal-setting within the framework of subject-subject relations:

- the subject of joint activity from the position of another person;

- the inner world of another person as an equal subject of positing and realization of the goal;

- their own inner world, their actions to set and achieve goals from the position of another person.

This or that way of understanding a person, determining one's own value attitude towards him is a condition for self-determination of a person. In this sense, the moment of concrete contact with another consciousness helps “to develop and change the attitude towards oneself, to overestimate and modify one’s inner experience, to look at oneself as if with “different eyes”” (Rodionova, 1981, p. 183).

Thus, S.A. Raschitina (1988) defines goal-setting on the part of one's subject-subject characteristics as the awareness and assessment of personal qualities and relationships necessary to achieve the goal of an activity based on their correlation with the qualities and relationships of other goal-setting subjects. The act of goal-setting, therefore, conceals the possibility of deploying reflexive processes that play an important role in the processes of self-education of subjects of activity. This provision is also true for the subjects of the educational process, who believe and realize the goals of self-education.

3. Goal-setting technique

Traditionally, the goal of education was presented as an order of society, expressed in the model of personality, in the standard of education and behavior. As O.E. Lebedev (1992, p. 40), "the thesis of the social determination of goals cannot be in doubt, but the concept of" order "requires critical analysis." More Yu.K. Babansky (1977, p. 12) drew attention to the fact that when setting goals, one should take into account not only social requirements, but also the capabilities of the educational system itself and the conditions in which the learning process takes place.

The practice of education has shown the reality and the danger of turning the idea of "social order" into the idea of "government order". With the renewal of society, the need to overcome the idea of "social order", to identify new approaches to the definition of pedagogical goals, became more and more acute. A.S. Arseniev, relying on the analysis of the basic principles of the Marxian concept of the goals of human activity, came to two fundamental conclusions: a) the main goal of education should be a person as an end in itself; the ends of things, while they still remain, must be regarded as subordinate to this main end; b) there is an antinomy of the goals of scientific education and the upbringing of the individual. The resolution of this antinomy is possible on the basis of the hierarchization of goals, in which the highest goal is the formation moral personality(see: Philosophical and psychological problems ... 1981).

The teacher himself, as a rule, is not mentioned among the sources of educational goals. He is traditionally assigned the role of the executor of "projects" and "technologies". “In every professional activity,” says V.P. Bespalko (1989, p. 11), -- the technology of work is mediated by personality properties, but it is only mediated, not determined. “Maybe pedagogical activity is just one of the few unique realities in which a person not only mediates, but precisely determines the purpose and content of the process?” - notes V.V. Serikov (1999, p. 52). The pedagogical process, among other things, is also the self-realization of the teacher, who, with a certain independence, sets his own goals, content, and means. And any “project”, “order”, etc., before it reaches the student, must be accepted by him. Even if he is offered another, more “scientifically” set goal, in which he does not see the possibility of realizing himself, he still will not achieve it. No matter how technologized education is, first of all, the communication of souls, and then the functioning of “programs”, “systems”, etc. The transformation of a teacher into a performer, i.e. depriving him of his own subjectivity automatically deprives him of the opportunity to perform educational functions.

The appearance in the state of a monopoly on the development of the ideal of the individual is a sure sign of authoritarianism and dictatorship in the country. In the process of research, we have developed and proved to be effective the following recommendations for goal-setting teachers:

1. Defining the ideal of education, we must remember that in its formation we are forced to go from universal values through the values of national culture, traditions of the region, social group to the views of a particular family and the most growing person on their future. Therefore, it is important to stop at the time in detailing the ideal image of your pupil.

2. In the process of goal-setting, as we see, our mastery of the methods of psychological and pedagogical diagnostics plays an important role. The teacher needs not only to have a sufficient number of mastered methods, but also to design a program for studying the child and groups of students from them. Moreover, the study should be woven into the educational process, and not be a separate activity, additional to the main one.

3. You should protect yourself from pettiness, from the desire to "fit" each individual child to the formulated ideal.

First, one can never be completely sure that this ideal is formulated correctly.

Secondly, it is always difficult to carry out a sufficiently complete diagnosis of the identified qualities and properties.

Thirdly, a person is constantly changing and “yesterday's” knowledge about him may not be applicable today. Finally, the issue of taking into account the self-development of the pupil's personality is problematic.

To what extent should the teacher follow the prospects for self-development of the pupil? And if it is the identity of the offender, the criminal? In the practice of educational work, collective forms of discussion help to answer many questions: a pedagogical council, a small teachers' council. Here, based on the knowledge, experience and results of the study of pupils by many teachers, it is possible to optimally solve problems related to the development of the goal of education, the selection of pedagogical tools and the analysis of the results achieved.

4. Only this step will allow us to formulate the educational goal. At the same time, it is important to take into account not only the time, but also the means that the teacher has to achieve the educational result. It turns out that goal setting is the central moment in the design of the pedagogical process (as, indeed, in any activity).

But here is the goal. Before proceeding with its implementation, let's stop and evaluate how correctly it is set. After all, an erroneously chosen goal almost guarantees us fruitless efforts to achieve it. Solving the problem of competently setting the goal of educational work, one should answer the following questions:

1) can the formulated phrase be called a goal, i.e. whether it determines the result of the activity to be achieved, or outlines only the direction of movement;

2) whether this is an educational goal, i.e. whether it determines educational activities aimed at qualitative changes in the child, and not organizational, environmental, etc.;

3) whether this goal takes into account the integral character of a person, i.e. the presence in it of a system of various interrelated properties, among which there are leading ones (for example, citizenship, readiness for work, morality);

4) whether it is real, i.e. whether the goal setting assumes a certain period of time and means to achieve it.

The goal setting process described above is quite difficult. How, for example, to determine the educational goal of the lesson? What qualities or properties can be cultivated in 40 - 45 minutes? And it seems to some that expressions like "educate respect for work" or "continue the formation of self-awareness" save the day. But to educate does not mean to educate, to move does not mean to achieve a result. Such “relief” only hides the teacher’s lack of a conscious goal, and therefore reduces its effectiveness and job satisfaction.

To excite the forces of self-movement, and not to "sculpt" one's own perfect image from the child - this is the main meaning of the activity of the educator. It is expressed by the ancient wisdom that "a student is not a vessel to be filled, but a torch to be lit." From here additional requirement to setting an educational goal: maximum consideration of the pupil's own activity.

Conclusion

Thus, the goal itself and the process of goal-setting in the structure of educational activities perform the functions of managing the educational process. The effectiveness of goal-setting increases if it is based on the forecast (identification of intentional characteristics) of the educational process and the conceptual vision of the result of education as obtaining a “human quality in a person”.

The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state.

In the new socio-economic and political conditions of the development of our country, the comprehensive development of the individual as the goal of education is very critically assessed. However, this position is not shared by all experts. This is explained by the fact that until the 1990s, the goals of education were determined by the needs of an authoritarian state and were of an ideological nature, and now, scientists believe, education should be based on the needs of the individual in self-realization, in the development of everyone's abilities. Therefore, the goal of education, to which it is necessary to focus modern educational technologies in the very general view is formulated as the creation of conditions for the versatile development of the individual. In this regard, in the Law of the Russian Federation "On Education", the solution of educational tasks in the educational process is aimed at developing a personality of life self-determination, creating conditions for its self-realization, forming a citizen integrated in society and aimed at its improvement. Consequently, the ideological approach to setting the goals of education is replaced by a personal one, which gives the developed and implemented in Russian society pedagogical technology features of Western humanistic pedagogy.

Bibliography

1. Baiborodova L.V., Rozhkov M.I. Educational process in modern school: Proc. allowance. Yaroslavl, 2003.

2. Baikova L.A., Grebenkina L.K., Eremkina O.V. The system of activity of the teacher - educator // Class teacher, 2004. No. 4.

3. The educational system of the school // Class teacher, 2001, No. 3.

4. Educational process: the study of effectiveness. Guidelines/ Under the editorship of E.N. Stepanova -M.: TC "Sphere", 2000.

5. Ilyina T.V. Pedagogical goal-setting in educational institutions. Yaroslavl, 2005.

6. Kapustin N.P. Pedagogical analysis of educational work at school // Class teacher 2000, No. 2

7. Molodtsova L V Models of organizing pedagogical councils on issues of educational work // Class teacher 2000. No. 7.

8. Handbook of the class teacher - M .: Center "Pedagogical Search", 2000.

9. Polyakov S.D. Psychopedagogy of education. M., 1996.

10. Severina A.G. Goal-setting of the educational work of the class teacher // Class teacher 2000. No. 5.

11. Sozonov V.P. Organization of educational work in the classroom - M .: Center "Pedagogical Search". 2000.

12. Goal-setting of educational work at school. Toolkit/ Ed. Stepanova E.N. M., 2002.

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Meaning and logic of goal-setting in pedagogical activity.

The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed.

In the history of human society, the global goals of education have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, and with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a kind family man. The humanistic, liberal pedagogy of Western Europe proclaims the goal of education to be the formation of an autonomous personality with critical thinking and independent behavior, which realizes its needs, including the highest need for self-actualization, the development of the inner "I". At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination.

In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. It proceeded from the pedagogical traditions of ancient Greece, Renaissance Europe, Western and Russian utopians, French enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents.

All of the above factors determine the relevance and significance of the subject of work at the present stage, aimed at a deep and comprehensive study of the essence and features of the goal-setting of the educational process.

The subject of the essence and features of the goal-setting of the educational process is poorly studied by domestic teachers, therefore it is advisable to devote the work to systematization, accumulation and consolidation of knowledge about the essence and features of the goal-setting of the educational process.

The purpose of this work is to highlight the issues of methodology, essence and features of the goal-setting of the educational process.

1. Essence, meaning of purpose and goal setting

Solving the tasks of goal-setting, as it were, completes the formation of the methodological base of educational technology. However, this does not provide grounds for a preliminary assessment of its effectiveness. This problem is largely removed as a result of modeling certain educational technologies at the stage of their theoretical development and justification.

When analyzing the essence of pedagogical goals, various researchers adhere to a single position that pedagogical goals are the expected and possible results of pedagogical activity, which consist in changes in pupils. These changes can relate to the type of personality, the person as a whole or his individual properties.

N.K. Sergeev (1997, pp. 71 - 74) comes to the conclusion that by organizing the activity of the educated, the teacher, as it were, “builds on” (Yu.N. Kulyutkin) over it: the goals that he sets for himself are a forecast of the possible and desired progress of the child in his development; achievement by the teacher of his goals is possible only through the organization and achievement of the goals of adequate activity of the student; assessment and correction of the course of the pedagogical process are carried out on the basis of how successful the planned movement of the child is.

Thus, these ideas are based on the understanding of the pupil’s “standing” before culture, which is characteristic of the learning situation, and the understanding of the pupil’s changes as quantitative accumulations, which is clearly not enough in education (from the standpoint of “independence”, the formation of human quality). Experience cannot be the goal of education, because experience is a conclusion from the past. It can only be the basis for the formation of one's own position as a conceptually meaningful look into the future. The formation of a position requires a theoretical approach, in this we see a contradiction with the empirical essence of experience.

Pedagogical thought comes to the denial of the idea of arbitrary formation of personality in accordance with a given standard, this denial comes from the idea of becoming a person. O.E. Lebedev (1992, p. 43) identifies the following methodological requirements for determining the goals of education:

The goals of education should reflect the real possibilities of the education system in the development of the individual;

They cannot act as a concretization of the social functions of the education system;

These goals cannot be a concretization of the ideal of a personality, because the potential of the education system will always be insufficient for the formation of an ideal personality;

The social functions of the education system and the ideal of the individual can act as criteria for selecting the goals of education;

It is necessary to distinguish between the goals of upbringing, the goals of education, the goals of learning, the goals of developing the education system.

Table 3

Types of pedagogical goals


Goals of education	Educational goals	Learning objectives
Model delayed pedagogical results	Model immediate pedagogical results
Model predictable outcomes	Model planned and predicted results
Modeling a personality type	Model the quality (qualities) of the personality	Model the development of individual personality structures
Infinite Goals	Finite (FOOTNOTE: Meaning: "finite, connected with a finite number" (from Latin finites - finite). (See: Dictionary of Foreign Words, 1989, p. 524.)) goals

The table shows that the goals of education should be understood as predictable, realistically achievable results of pedagogical activity in the formation and development of the basic type of personality (Lebedev, 1992, p. 46).

2. Features of the goal-setting process

The pedagogical goal presupposes the corresponding activity, i.e. impact on the process of personality formation and corresponding changes in this process. The famous writer S. Soloveichik states: “The educator, like the artist, does not act according to a plan, not according to an abstract idea, not according to a given list of some qualities and not according to a model, but according to an image. Each of us, even if we don’t know about it, has an image of the Ideal Child in our head, and we imperceptibly try to bring our real child under this ideal image” (Soloveichik, 1989, p. 122). The peculiarity of such a goal is non-differentiation, wholeness. At the same time, the personality is considered as a whole, and not reduced, it is not “pulled apart”, it is divided into separate qualities. But pedagogical activity in this case is built spontaneously, by trial and error: "it worked out - it didn't work out."

In various studies, the “goal of the process” and “goal of the result” (3.I. Vasilyeva), “goal-result” and “goal-expectation” (N.K. Sergeev), as well as “goal-ideal” (V. N. Sagatovsky), which sets the direction for the entire movement of the pedagogical process. “In special pedagogical contexts,” A.S. Makarenko, - it is unacceptable to talk only about the ideal of education, as is appropriate in philosophical statements. The teacher is required not to solve the problem of the ideal, but to solve the problem of ways to this ideal. This means that pedagogy must develop the most complex question about the goal of education and the method of approaching this goal” (1977, p. 30). Thus, the ideal is not yet a pedagogical goal. We consider it fundamental to note that setting a pedagogical goal means determining those changes in the personality of the educated person that the teacher wants to achieve.

The real sources of pedagogical goal-setting are 1) the pedagogical demand of society as its need for a certain nature of education, expressed in objective trends in the development of society and in consciously expressed educational demands of citizens; 2) a child, the subject of childhood as a special social reality that has an independent value not only as a period of preparation for something, and 3) a teacher as a bearer of human essence, as a special social subject, most effectively realizing the “essential ability to create another” (And .A. Kolesnikov). The specific weight of these source factors at different stages of the development of the process of education and the specification of its goal may change, but none of them disappears.

It is known that teachers, as a rule, quite deeply understand the general educational tasks, but find it difficult (and sometimes consider it optional) to concretize them into tasks of joint activity with pupils. Often they underestimate the special work with students to comprehend and "appropriate" the goals of the activity. Such appropriation of goals is possible under the condition of unity of meanings.

The category of meaning helps to distinguish between the goals of teachers and pupils. “It can be argued,” E.V. Titova (1995, p. 97) — that the meaning of the teacher’s activity is not to directly and directly influence the child’s personality, trying to “transform” it, but precisely to organize the child’s activity, in which his personality will be manifested and transformed. personality." A rather controversial statement in terms of the possibilities of activity turns out to be impeccable in a statement about meaning, even if we put a pupil in the place of a teacher. And such a check is necessary when it comes to education as an activity, an event, a state. Thus, the meaning of activity in the upbringing of the child and the teacher can be common, but the goals, as a rule, are different.

According to the ideas of the activity approach, it can be considered legitimate to single out positing as a necessary link in any activity (A.V. Brushlinsky, A.N. Leontiev, O.K. Tikhomirov, etc.) and to single out an independent type of activity, the product of which is the goal (N.N. Trubnikov, A.I. Yatsenko and others). At the same time, goal-setting is most often understood as an ideal process of goal formation deployed in time. Its result is the formulation of the goal. Being a special kind of goal-producing activity, belief cannot be only a mental process. V.N. Zuev (1986, p. 262) considers the process of goal-setting as an inseparable unity of two moments: the ideal setting of the goal by theoretical activity - goal-forming and its real setting outside, into objective-objective reality - goal-realization.

S.A. Calculina (1988, pp. 31-33) highlights awareness and evaluation among the features of goal-setting within the framework of subject-subject relations:

The subject of joint activity from the position of another person;

The inner world of another person as an equal subject for setting and realizing a goal;

Your own inner world, your actions to set and achieve goals from the perspective of another person.

3. Goal-setting technique

The practice of education has shown the reality and the danger of turning the idea of "social order" into the idea of "government order". With the renewal of society, the need to overcome the idea of "social order", to identify new approaches to the definition of pedagogical goals, became more and more acute. A.S. Arseniev, relying on the analysis of the basic principles of the Marxian concept of the goals of human activity, came to two fundamental conclusions: a) the main goal of education should be a person as an end in itself; the ends of things, while they still remain, must be regarded as subordinate to this main end; b) there is an antinomy of the goals of scientific education and the upbringing of the individual. The resolution of this antinomy is possible on the basis of the hierarchization of goals, in which the highest goal is the formation of a moral personality (see: Philosophical and psychological problems ... 1981).

The teacher himself, as a rule, is not mentioned among the sources of educational goals. He is traditionally assigned the role of the executor of "projects" and "technologies". “In every professional activity,” says V.P. Bespalko (1989, p. 11), — the technology of work is mediated by personality properties, but it is only mediated, not determined. “Maybe pedagogical activity is just one of the few unique realities in which a person not only mediates, but precisely determines the purpose and content of the process?” - notes V.V. Serikov (1999, p. 52). The pedagogical process, among other things, is also the self-realization of the teacher, who, with a certain independence, sets his own goals, content, and means. And any “project”, “order”, etc., before it reaches the student, must be accepted by him. Even if he is offered another, more “scientifically” set goal, in which he does not see the possibility of realizing himself, he still will not achieve it. No matter how technologized education is, first of all, the communication of souls, and then the functioning of “programs”, “systems”, etc. The transformation of a teacher into a performer, i.e. depriving him of his own subjectivity automatically deprives him of the opportunity to perform educational functions.

The appearance in the state of a monopoly on the development of the ideal of the individual is a sure sign of authoritarianism, dictatorship in the country. In the process of research, we have developed and proved to be effective the following recommendations for goal-setting teachers:

3. You should protect yourself from pettiness, from the desire to "fit" each individual child to the formulated ideal.

First, one can never be completely sure that this ideal is formulated correctly.

Secondly, it is always difficult to carry out a sufficiently complete diagnosis of the identified qualities and properties.

Thirdly, a person is constantly changing and “yesterday's” knowledge about him may not be applicable today. Finally, the issue of taking into account the self-development of the pupil's personality is problematic.

4. Only this step will allow us to formulate the educational goal. At the same time, it is important to take into account not only the time, but also the means that the teacher has to achieve the educational result. It turns out that goal setting is the central moment in the design of the pedagogical process (as, indeed, in any activity).

But here is the goal. Before proceeding with its implementation, let's stop and evaluate how correctly it is set. After all, an erroneously chosen goal almost guarantees us fruitless efforts to achieve it. Solving the problem of competently setting the goal of educational work, one should answer the following questions:

1) can the formulated phrase be called a goal, i.e. whether it determines the result of the activity to be achieved, or outlines only the direction of movement;

2) whether this is an educational goal, i.e. whether it determines educational activities aimed at qualitative changes in the child, and not organizational, environmental, etc.;

3) whether this goal takes into account the integral character of a person, i.e. the presence in it of a system of various interrelated properties, among which there are leading ones (for example, citizenship, readiness for work, morality);

4) whether it is real, i.e. whether the goal setting assumes a certain period of time and means to achieve it.

To excite the forces of self-movement, and not to "sculpt" one's ideal image from the child - this is the main meaning of the educator's activity. It is expressed by the ancient wisdom that "the student is not a vessel to be filled, but a torch to be lit." Hence, an additional requirement for setting an educational goal: maximum consideration of the pupil's own activity.

Conclusion

The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state.

In the new socio-economic and political conditions of the development of our country, the comprehensive development of the individual as the goal of education is very critically assessed. However, this position is not shared by all experts. This is explained by the fact that until the 1990s, the goals of education were determined by the needs of an authoritarian state and were of an ideological nature, and now, scientists believe, education should be based on the needs of the individual in self-realization, in the development of everyone's abilities. Therefore, the goal of education, to which it is necessary to focus modern educational technologies in the most general form, is formulated as the creation of conditions for the versatile development of the individual. In this regard, in the Law of the Russian Federation "On Education", the solution of educational tasks in the educational process is aimed at developing a personality of life self-determination, creating conditions for its self-realization, forming a citizen integrated in society and aimed at its improvement. Consequently, the ideological approach to setting the goals of education is replaced by a personal one, which gives the pedagogical technologies developed and implemented in Russian society the features of Western humanistic pedagogy.

The goal is a backbone (defining) element of pedagogical activity. The goal of education is a mental, predetermined idea of the results of the pedagogical process, of the qualities, the state of the individual that are supposed to be formed.

Goal-setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.

Goals can be of different scale and make up a step system:

State goals

Goals of individual educational systems and stages of education

The goals of teaching in a particular subject or raising children of a certain age

The goals of a particular topic, lesson or educational event.

You can also highlight:

global or ideal goal,

specific historical

The purpose of the activity of the teacher, educator in the specific conditions of the pedagogical process, personal goal.

A specific historical goal is a goal formulated taking into account the peculiarities historical stage development of society. Currently, it is aimed at the formation of civil responsibility and legal self-awareness; spirituality and culture; initiative, independence; tolerance; the ability to successfully socialize in society and actively adapt to the labor market.

The goal of the educator's activity specifies the designated goals, taking into account the characteristics of students, personal experience and capabilities of a particular educational institution.

Personal (individual) goal reflects the needs of each individual in self-development.

The need for comprehensive development of personality is justified by:

High level of technical and economic development requirements for personal qualities;

The need of the person himself to develop his inclinations in order to survive in the conditions of the struggle for existence in a rapidly changing world.

In the history of pedagogy, there have been different approaches to determining the essence of this goal. She currently focuses on:

All-round development of the inclinations of the child,

Unleashing his creative potential

Formation of socially and personally significant qualities.

Focusing on the pedagogical needs of society, the needs of the child and his parents, his own capabilities, the teacher organizes goal setting.

Goal setting is distinguished:

free,

hard,

Integrated.

With free - organized joint (teacher and pupils) design, determination of the goals of education.

With hard work, both the goal and the program of action are given to schoolchildren by the teacher.

With integrated - goals can be set from the outside by the teacher, and the program of actions to achieve them is determined jointly.

Goal-setting sources are:

pedagogical request of the society;

Pedagogical goal setting includes the following steps:

1) diagnostics of the educational process, analysis of the results of previous activities;

2) modeling by the teacher of educational goals and objectives;

3) organization of collective goal setting;

4) clarification of goals and objectives, making adjustments, drawing up a program of pedagogical actions.

Goal-setting involves highlighting the perspective of intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as setting educational goals as ways to achieve them.

In pedagogy, it is customary to distinguish:

Actually pedagogical tasks (SPZ)

Functional pedagogical tasks (FPZ).

SPZ are tasks aimed at changing the student, his personal qualities (for example, the formation of responsibility), and FPZ are the tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).

Tasks should be determined by the initial level of development of the individual, the team; be sure to express what needs to be changed in the personality, be diagnostic (their results can be verified); concrete, achievable within the planned time frame.

6. EDUCATIONAL PROCESS (EP)- this is a purposeful activity for the training, education and development of the individual through organized educational and educational processes in unity with the self-education of this individual, ensuring the assimilation of knowledge, skills and abilities at a level not lower than the state educational standard.

The educational process must be considered as an integral dynamic system, the system-forming factor of which is the goal of pedagogical activity - the education of a person. This system has specific procedural components. The most significant of them are the processes of education and upbringing, which lead to internal processes of change in education, upbringing and development of the individual. The processes of training and education also consist of certain processes. For example, the learning process consists of interrelated processes of teaching and learning, education - from the process of educational influences, the process of accepting them by the personality and the process of self-education that arises in this case.

The educational process as a system functions in certain external conditions: natural-geographical, social, industrial, cultural, the environment of the school and its microdistrict. Intra-school conditions include educational-material, school-hygienic, moral-psychological and aesthetic.

The internal driving force of the EP is the resolution of the contradiction between the requirements put forward and the real possibilities of the pupils for their implementation. This contradiction becomes a source of development if the requirements put forward are in the zone of proximal development of the students' capabilities, and vice versa, such a contradiction will not contribute to the optimal development of the system if the tasks turn out to be excessively difficult or easy.

The dynamism of the EP is achieved through the interaction of its three structures: 1) pedagogical; 2) methodical; 3) psychological.

The pedagogical structure of the EP is a system of four elements: a) target; b) meaningful; c) operational and activity; d) analytical and effective. The target component involves the determination by teachers and students of the goals of their educational and extracurricular activities, the content component - the definition of the content of the educational process based on the goals set, the operational-activity - the organization of joint activities of teachers and students. The analytical and resultative component includes the analysis of the results and the correction of pedagogical tasks.

The methodological structure of the EP includes the following elements: a) the objectives of training (education); b) successive stages of the teacher's activity; c) successive stages of students' activity.

The psychological structure of the EP is represented by a combination of three elements: 1) the processes of perception, thinking, comprehension, memorization, assimilation of information; 2) manifestation by students of interest, inclinations, motivation for learning, dynamics of emotional mood; 3) ups and downs of physical and neuropsychic stress, dynamics of activity.

Among the goals of the EP, there are normative state, public and initiative ones. Normative state goals are the most general goals defined in regulatory legal acts and state standards education. Public goals - the goals of various sections of society, reflecting their needs, interests and requests for vocational training. Initiative goals are immediate goals developed by practitioners themselves and their students, taking into account the type of educational institution, the profile of specialization and the subject, as well as the level of development of students and the preparedness of teachers.

In the system "educational process" there is an interaction of certain subjects. On the one hand, school management, teachers, educators, a team of teachers, parents act as pedagogical subjects, on the other hand, students, a team, certain groups of schoolchildren engaged in one or another type of activity act as both subjects and objects, and as well as individual students.

The essence of EP is the transfer of social experience by the elders and its assimilation by the younger generations through their interaction.

The main characteristic of EP is the subordination of its three components (educational, educational, cognitive, self-educational processes) to a single goal.

The complex dialectics of relations within the pedagogical process is: 1) in the unity and independence of the processes that form it; 2) the subordination of the separate systems included in it; 3) the presence of the general and the preservation of the specific.

The goal is a backbone (defining) element of pedagogical activity. The goal of education is a mental, predetermined idea of the result of the pedagogical process, of the qualities, the state of the individual, which are supposed to be formed.

Goal-setting in pedagogy is a conscious process of identifying and setting goals and objectives of pedagogical activity.

The goals can be of different scale and make up a step system: state goals - the goals of individual educational systems and stages of education - the goals of teaching a particular subject or raising children of a certain age - the goals of a separate topic, lesson or educational event.

It is also possible to single out a global or ideal goal, a specific historical goal and the goal of the activity of a teacher, educator in the specific conditions of the pedagogical process, a personal goal.

The global (ideal) goal of education is the education of a comprehensively developed personality. For the first time this goal was formulated in the works of thinkers of the past (Aristotle, Confucius, etc.). The scientific substantiation of this goal was made in the 19th century. The need for comprehensive development is justified high level requirements of technical and economic development to personal qualities; the need of the person himself to develop his inclinations in order to survive in the conditions of the struggle for existence in a rapidly changing world.

In the history of pedagogy, there have been different approaches to determining the essence of this goal. Currently, it focuses on the comprehensive development of the inclinations of the child, the disclosure of his creative abilities, the formation of socially and personally significant qualities.

A specific historical goal is a goal formulated taking into account the peculiarities of the historical stage in the development of society. Currently, it is aimed at the formation of civil responsibility and legal self-awareness; spirituality and culture; initiative, independence; tolerance; the ability to successfully socialize in society and actively adapt to the labor market.

The purpose of the educator's activity specifies the designated goals, taking into account the characteristics of students, personal experience and the capabilities of a particular educational institution.

Personal (individual) goal reflects the needs of each individual in self-development.

Focusing on the pedagogical needs of society, the needs of the child and his parents, his own capabilities, the teacher organizes goal setting. There are free, rigid and integrated goal-setting. With free - organized joint (teacher and pupils) design, determination of the goals of education. With hard - the goal and program of action is given to schoolchildren by the teacher. With integrated - goals can be set from the outside by the teacher, and the program of actions to achieve them is determined jointly.

Goal-setting in pedagogy includes three main components:

1) substantiation and promotion of goals;

2) determination of ways to achieve them;

3) forecasting the expected result.

The following factors influence the development of educational goals:

The needs of children, parents, teachers, educational institution, social environment, society as a whole;

Socio-economic conditions and conditions of the educational institution;

Features of the student team, individual and age characteristics of students.

The sources of goal-setting are: the pedagogical request of the society; child; teacher.

Pedagogical goal setting includes the following steps:

1) diagnostics of the educational process, analysis of the results of previous activities;

2) modeling by the teacher of educational goals and objectives;

3) organization of collective goal setting;

4) clarification of goals and objectives, making adjustments, drawing up a program of pedagogical actions.

In pedagogical science, goal-setting is characterized as a three-component education, which includes:

a) justification and setting goals;

b) determining ways to achieve them;

c) designing the expected result.

Goal setting is an ongoing process. The non-identity of the goal and the actually achieved result become the basis for rethinking, returning to what it was, searching for unrealized opportunities from the standpoint of the outcome and prospects for the development of the pedagogical process. This leads to constant and endless goal setting.

The nature of the joint activity of teachers and students, the type of their interaction (cooperation or suppression) depends on how goal-setting is carried out, the position of children and adults is formed, which manifests itself in further work.

Goal setting can be successful if it is carried out taking into account the following requirements:

1) Diagnostics, i.e. promotion, substantiation and adjustment of goals based on a constant study of the needs and capabilities of the participants in the pedagogical process, as well as the conditions of educational work.

2) Reality, i.e. setting and justifying goals, taking into account the possibilities specific situation. It is necessary to correlate the desired goal, projected results with real conditions.

3) Continuity, which means:

a) implementation of connections between all goals and objectives in the educational process (private and general, individual and group, etc.);

b) nomination and justification of goals at each stage of pedagogical activity.

4) Identification of goals, which is achieved through the inclusion in the goal-setting process of all participants in the activity.

5) Focus on the result, "measuring" the results of achieving the goal, which is possible if the goals of education are clearly, specifically defined.

Goal-setting involves the selection of promising, intermediate goals (A.S. Makarenko defined these goals as close, medium and long-term prospects), as well as the setting of educational tasks as ways to achieve them. In pedagogy, it is customary to distinguish between proper pedagogical tasks (SPT) and functional pedagogical tasks (FPZ). SPZ are tasks aimed at changing the student, his personal qualities (for example, the formation of responsibility), and FPZ are the tasks of a separate pedagogical action (for example, one of the tasks of holding a school disco will be teaching children the ability to organize their leisure time).

Topic: Meaning and logic of goal-setting in teaching and pedagogical activity. 1. The concept of the purpose of education. 2. Types of goals, their hierarchy. 3. The logic of goal setting. 4. Teaching students to set goals. 5. Techniques for involving students in goal setting, organization and analysis of the process and learning outcomes.

Literature Pedagogy. / Ed. L.P. Krivshenko. - M., 2004, with Kharlamov I.F. Pedagogy. - Minsk, 2002, p. (on the goals of education). 4. Shamova T.I., Davydenko T.M., Shibanova G.N. Management of educational systems. - M., 2002., with Khutorskaya A.V. Problems and technologies of educational goal-setting. // Internet magazine "Eidos" August.

Factors influencing the formation of education goals - The level of economic development of society. - The level of culture. - The level of science and pedagogical science. - Ideology and policy of the state. - The needs and opportunities of society. - The needs and capabilities of teachers, students, parents, etc.

2 Types of goals, their hierarchy. 1. State goals, public order. These are goals-values that reflect the idea of society about a person and a citizen of the country. 2. Goals-standards, they are reflected in educational programs and standards. 3. The goals of teaching in a particular subject or raising children of a certain age. 4. Operational goals - goals a particular topic, lesson or extracurricular activity. 5. The goals of individual achievements determine what should be the level of abilities, education, personal qualities of each child.

3. The logic of goal setting. Focusing on the pedagogical needs of society, the needs of the child and his parents, his own capabilities, the teacher organizes goal setting. The sources of goal-setting are: - the pedagogical request of the society; - child; - teacher.

Stages of goal-setting 1st - analysis (research) of the educational (educational) situation; 2nd - diagnostics of the current level of upbringing, training; 3rd - predicting the desired result; 4th - planning activities to achieve the goal (obtaining a result).

Goals and objectives of the pedagogical process goals, learning objectives (learners mastering the knowledge system, the basics of the scientific worldview, practical skills and abilities); goals, objectives of education (the formation of a positive attitude towards knowledge, the process of learning, attitudes towards the world and oneself, the acquisition of behavioral experience, moral qualities, etc.); goals, objectives of development (cognitive and emotional spheres, abilities, etc.).

The conditions for the student to complete the goal-setting procedure: the presence of the student's cognitive aspiration; definition of the subject of its goal; (what specifically the student wants to develop, what quality to master, etc.) verbal (verbal) formulation of the goal; foresight and forecasting how the goal will be achieved; availability of means to achieve the goal; the ratio of the results obtained with the goal; adjustment of the target.

The process of adopting educational tasks includes a number of conditions: include all students in the formulation of the goal of the activity; - to ensure that students understand why and for what it is necessary; - outline a plan on how to achieve it, what needs to be done for this; - to highlight the expected difficulties; - evaluate whether the goal has been achieved; - determine what else needs to be done to achieve the goal in full.

5. Techniques for attracting students to goal setting There are a number of methods for attracting students to goal setting. To do this, it is necessary to develop tasks and offer students to complete them. Define your own lesson goals; determine the importance of the studied material; answer yourself if you managed to learn (something); evaluate your work; identify your difficulties while doing the work; -determine for yourself what you would like to learn in this lesson, etc.

Some methods of goal-setting 1) Theme-question. The topic of the lesson is formulated in the form of a question. For example, "How do adjectives change?" Children find out what needs to be done (repeat, compare, etc.) to answer this question. 2) Work on the concept Students read the title of the topic of the lesson. They should be asked to use a dictionary to explain the meaning of each word in the topic. The next step is to define the purpose of the lesson.

4) The theme of the lesson and the words "helpers" are proposed: Let's repeat Let's learn Let's check Let's check 5) Fill in the table. Children are invited to fill out a table in which they will have to answer a series of questions on their own. What have you learned about this topic? Where will this knowledge be useful in life? What else would you like to know on the topic, etc.

Check Yourself What is the purpose of education? What is goal setting? Name the types of goals in education. Justify why it is necessary to teach schoolchildren goal-setting. What are the conditions that are necessary when teaching schoolchildren goal-setting. Give examples of how to involve students in goal setting.

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Introduction

All of the above factors determine the relevance and importance of the subject of work on present stage aimed at a deep and comprehensive study of the essence and features of the goal-setting of the educational process.

The purpose of this work is to highlight the issues of methodology, essence and features of the goal-setting of the educational process.

1. Essence, meaning of purpose and goal setting

- the goals of education should reflect the real possibilities of the education system in the development of the individual;

- they cannot act as a concretization social functions education systems;

- these goals cannot be a concretization of the ideal of a personality, because the potential of the education system will always be insufficient for the formation of an ideal personality;

- the social functions of the education system and the ideal of the individual can act as criteria for selecting the goals of education;

- it is necessary to distinguish between the goals of upbringing, the goals of education, the goals of training, the goals of the development of the education system.

Next, Lebedev makes an attempt to highlight the specifics of the educational goals presented in Table. 3.

Table 3

Types of pedagogical goals

The table shows that the goals of education should be understood as predictable, realistically achievable results of pedagogical activity in the formation and development of the basic type of personality (Lebedev, 1992, p. 46).

2. Features of the goal-setting process

S.A. Calculina (1988, pp. 31 - 33) highlights awareness and evaluation among the features of goal-setting within the framework of subject-subject relations:

- the subject of joint activity from the position of another person;

- the inner world of another person as an equal subject of positing and realization of the goal;

- their own inner world, their actions to set and achieve goals from the position of another person.

3. Goal-setting technique

The appearance in the state of a monopoly on the development of the ideal of the individual is a sure sign of authoritarianism and dictatorship in the country. In the process of research, we have developed and proved to be effective the following recommendations for goal-setting teachers:

3. You should protect yourself from pettiness, from the desire to "fit" each individual child to the formulated ideal.

First, one can never be completely sure that this ideal is formulated correctly.

Secondly, it is always difficult to carry out a sufficiently complete diagnosis of the identified qualities and properties.

Thirdly, a person is constantly changing and “yesterday's” knowledge about him may not be applicable today. Finally, the issue of taking into account the self-development of the pupil's personality is problematic.

1) can the formulated phrase be called a goal, i.e. whether it determines the result of the activity to be achieved, or outlines only the direction of movement;

2) whether this is an educational goal, i.e. whether it determines educational activities aimed at qualitative changes in the child, and not organizational, environmental, etc.;

3) whether this goal takes into account the integral character of a person, i.e. the presence in it of a system of various interrelated properties, among which there are leading ones (for example, citizenship, readiness for work, morality);

4) whether it is real, i.e. whether the goal setting assumes a certain period of time and means to achieve it.

Conclusion

The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values ​​of society, as well as socio-economic, political and other features of the development of society and the state.

Bibliography

1. Baiborodova L.V., Rozhkov M.I. Educational process in modern school: Proc. allowance. Yaroslavl, 2003.

2. Baikova L.A., Grebenkina L.K., Eremkina O.V. The system of activity of the teacher - educator // Class teacher, 2004. No. 4.

3. The educational system of the school // Class teacher, 2001, No. 3.

4. Educational process: the study of effectiveness. Guidelines/ Under the editorship of E.N. Stepanova -M.: TC "Sphere", 2000.

5. Ilyina T.V. Pedagogical goal-setting in educational institutions. Yaroslavl, 2005.

6. Kapustin N.P. Pedagogical analysis of educational work at school // Class teacher 2000, No. 2

7. Molodtsova L V Models of organizing pedagogical councils on issues of educational work // Class teacher 2000. No. 7.

8. Handbook of the class teacher - M .: Center "Pedagogical Search", 2000.

9. Polyakov S.D. Psychopedagogy of education. M., 1996.

10. Severina A.G. Goal-setting of the educational work of the class teacher // Class teacher 2000. No. 5.

11. Sozonov V.P. Organization of educational work in the classroom - M .: Center "Pedagogical Search". 2000.

12. Goal-setting of educational work at school. Toolkit/ Ed. Stepanova E.N. M., 2002.

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The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values of society, as well as socio-economic, political and other features of the development of society and the state.