Basic research. The ratio of theoretical and practical training

Acquaintance with the peculiarities of the organization of the educational process, with the methods and techniques of teaching psychology, with the forms of interaction between the teacher and the audience is carried out in the course of studying the theoretical course "Methods of teaching psychology" and practical exercises on the content of this course.

Each student during the period of practice gives 6-8 hours of study to choose from the following psychological disciplines: general psychology, developmental psychology, educational psychology, social psychology, child psychology, etc.

For each lecture, seminar and practical lesson, a detailed summary should be developed indicating the goals, objectives and place of this lesson in the whole course of the chosen discipline. The trainee must know well and be fluent in the content of the subject, carefully consider the methods and techniques of presenting the material, the forms of organizing the activities of students and students in the classroom, and provide (develop) the volume and forms of independent work of students. If necessary, the student-trainee independently prepares illustrative or information-computer material. When preparing for his lesson, the student must attend previous classes conducted by the teacher (or other students) in order to maintain continuity in the presentation of the material. Each student must visit and give a psychological analysis of at least 4 hours (two classes) of fellow students, which allows you to identify both positive aspects and miscalculations made in the work.

Practice Guide

Practice leaders approve the student's individual plan, help draw up a summary of the lecture (classes), analyze the classes (lectures, seminars, practical), view and evaluate the reports of student-probationers, evaluate the practice of each student's lesson based on the quality of the work, are present at the installation and final conference.

The approval of the abstract by the teacher is carried out no later than 2 days before the lesson with the signature of the teacher: "It is allowed to conduct a lecture (class)." Without the approval of the abstract, the student is not allowed to conduct the lesson. Each lesson conducted by the student is analyzed and evaluated by the teacher. A lesson analysis protocol is kept, in which its assessment is recorded.

Practice documentation

Individual calendar plan practice, which includes all the planned types of independent work (educational, methodical) and marks are made on its implementation.

Thematic plan and abstracts (and other materials) of the classes (at least 6-8 hours).

illustration material, computer programs etc.

Protocols for the analysis of the conducted classes with assessments.

Psychological analysis of the viewed classes (at least 4 hours).

Report on the implementation of educational work.

Reflective diary of practice.

Characteristics (review) of a student-trainee with the recommended assessment of the teacher, certified by the signature of the teacher of the Department of Psychology and the head of the department. The assessment of the work of students is given by the head of practice at the Department of Psychology of the PSPU.

When assigning an overall mark for practice, the following is taken into account:

Evaluations of the lessons.

Activity in the analysis of the work of fellow students.

Discipline of the student, his attitude to the activity.

Availability, quality and timeliness of documentation.

For late submission of documentation, the score is reduced by 1 point. The deadline for submitting the report is set by the dean's office of the Faculty of Preschool Pedagogy and Psychology.

In the educational process, the main form of education has been and remains the class-lesson system. With the advent of computers and computer information technologies this system can be made more efficient, interesting and practical.

Having created an educational and methodological complex, the work of the teacher is facilitated. The developed educational and methodological complex will help the teacher in presenting material on the topic, and students can use this educational and methodological complex to self-study, because in it, the material is presented in detail, systematically and consistently, precisely on the foundations of logic. Also, the educational and methodological complex contains exercises, practical tasks to test the knowledge gained during the training.

The educational and methodological complex contains thematic planning, computer presentations, diagrams, outline plans, which are included in the mandatory minimum content of education in secondary vocational educational institution.

Theoretical training creates a certain foundation of knowledge, which constitutes the professional horizons of a specialist. Practical training provides training in professional knowledge and skills covering all professional activities of a specialist. The educational institution should provide the future specialist with this practical training in the course of performing laboratory and practical work, conducting business games, analyzing and solving production situations, tasks, performing term papers(projects), passing all types of training production practices.

Students must master all the actions (operations) that they have to perform in their professional activities. However, the range of functions of a specialist with a secondary vocational education is wider and more varied than the range of functions of a worker, and in their nature they are more diverse than those of a worker. Therefore, a specialist can work in different positions. Along with the functions of a manipulative nature, performed in strict accordance with the instructions (the use of computers, counting equipment, measuring instruments, calculation and graphic skills, manipulation procedures in the work of nurses, etc.), in the performance of which students must achieve a certain automatism, mid-level specialists one has to solve intellectual problems (analytical, design, constructive, organizational) that require a reasonable choice of the decision to be made from possible options based on the analysis of the initial data and the tasks facing the specialist. Such tasks are often of a complex interdisciplinary nature and require considerable time to solve them. Practically during the training, students are not able to solve (test solutions) all the problems that they may face in their professional activities, working in different positions. But the selection of the main types of them and teaching their solution on the example of specially designed training and production tasks that can be performed by students both in industrial practice and in specially created conditions (analysis of industrial situations, solving situational problems, business games) are mandatory requirements. for the training of mid-level specialists.

We have to approach the formation of the content of practical training in higher education in a somewhat different way. The range of tasks solved by a specialist with a higher education, their complexity, the novelty of setting in each case require, first of all, the development of problem thinking: the ability to see, understand the problem and find non-standard solutions, using a wide range of knowledge gained in the learning process, and also be able to independently find, acquire, extract the necessary information and use it in practical professional activities. Undoubtedly, a specialist with a higher education must also possess the skills of computational, measuring, computational and graphical activities, be able to use the algorithms of intellectual activity, but both of them are in this case a tool for solving problematic problems.

The next indicator of the level of education is the ratio between general scientific, general professional and special training within the framework of theoretical training. General scientific disciplines in the system of higher education occupy a significant place: they are not only the basis for general professional training, but also have independent significance, providing a high level of erudition of specialists, contributing to the mastery of the logic of scientific thinking, historical perspective on the development of science, technology, society, and man. It is the high level of general education that ensures the ability of specialists with higher education to solve creative problems in the creation of new technologies and new equipment, new methods and new economic plans, contributes to a deeper understanding of the links between facts, phenomena, and events. General scientific training in higher education is at least 40%.

In the system of secondary vocational education, students receive some general scientific knowledge, but, as a rule, these are only the basics of sciences that are of applied importance and integrated with special disciplines, for example: "Fundamentals of geodesy and their application in forestry", "Geodesy in construction", “Hydraulics and pumps”, “Designs of tasks and structures with static elements”, “Fundamentals of electrical engineering and the use of electrical energy in agriculture”.

However, in contrast to primary vocational education, the structure of specialized knowledge in secondary specialized educational institutions is given in expanded form; academic disciplines characterize different components of labor: the purpose of labor, the subject and material of labor, means of labor, methods of activity, labor organization and management. A significant proportion of this knowledge is of general professional importance and can be transferred within a professional group from one specialty to another.

The type of organization of the educational process implies the ratio of the volumes of compulsory and elective courses, compulsory classroom and independent extracurricular work, the inclusion of students in educational research and research work, its volume and content; preferable attitude to such organizational forms of education as lectures, seminars, business games. It depends on the attitudes towards the upcoming professional activity, on the degree of independence of students and their readiness to participate in those organizational forms of education that require a higher level of intellectual development, initiative, activity, personal responsibility in the performance of collective work.

Let's consider the organizational forms of training aimed at the practical training of students.

Laboratory lesson - a form of organization of training, when students, on assignment and under the guidance of a teacher, perform one or more laboratory work.

The main didactic goals of laboratory work are experimental confirmation of the studied theoretical positions; experimental verification of formulas, calculations; familiarization with the methodology of conducting experiments, research. In the course of work, students develop the ability to observe, compare, contrast, analyze, draw conclusions and generalizations, independently conduct research, use various measurement methods, and arrange results in the form of tables, diagrams, graphs. At the same time, students develop professional skills and abilities in handling various instruments, equipment, installations and other technical means for conducting experiments. However, the leading didactic goal of laboratory work is to master the technique of experiment, the ability to solve practical problems by setting up an experiment.

In accordance with didactic goals, the content of laboratory work is also determined:

establishing and studying the properties of a substance, its qualitative characteristics, quantitative dependencies;

• - observation and study of phenomena and processes, search for patterns;
• - study of the device and operation of instruments, apparatus and other equipment, their testing,
• - removal of characteristics;
• - experimental verification of calculations, formulas;
• - obtaining new substances, materials, samples, the study of their properties.

A practical lesson is a form of organization of the educational process, which involves the implementation by students on assignment and under the guidance of a teacher of one or more practical work.

The didactic goal of practical work is the formation of professional skills in students, as well as practical skills necessary for studying subsequent academic disciplines.

So, in practical classes in mathematics, physics, technical mechanics students develop the ability to solve problems, which in the future should be used to solve professional problems in special disciplines. In practical classes in engineering graphics, students master the skills of making drawings, which are necessary when performing various graphic works in special disciplines.

Practical exercises are especially important when studying special disciplines, the content of which is aimed at the formation of professional skills. In the course of practical work, students master the ability to use measuring instruments, equipment, tools, work with regulatory documents and instructional materials, reference books, compose technical documentation; perform drawings, diagrams, tables, solve various kinds of problems, make calculations, determine the characteristics of various substances, objects, phenomena. To prepare students for the upcoming work activity, it is important to develop their intellectual skills - analytical, design, constructive, so the nature of the tasks in the classroom should be such that students are faced with the need to analyze processes, states, phenomena, design their activities based on the analysis, outline specific ways to solve a particular practical problem. As methods of practical training of professional activity, analysis and solution of production situational problems, business games are widely used. When developing their content, the level of complexity of the middle-level specialist should be taken into account.

When selecting the content of practical work in a discipline, they are guided by a list of professional skills that should be formed by a specialist in the process of studying this discipline. The basis for determining the full list of works are the qualification requirements for a specialist. An analysis of the State requirements and the content of the academic discipline makes it possible to identify the skills that can be mastered in the course of studying the educational material.

Thus, the content of practical work is:

• - the study normative documents and reference materials, analysis of production documentation, performance of tasks with their use;
• - analysis of production situations, solving specific production, economic, pedagogical and other tasks, making managerial decisions;
• - solving problems of various kinds, calculating and analyzing various indicators, compiling and analyzing formulas, equations, reactions, processing the results of multiple measurements;
• - study of the structure of machines, devices, tools, apparatus, measuring mechanisms, functional diagrams;
• - familiarization with the technological process, development of technological documentation;
• - work on various machines, devices, devices, with measuring instruments; preparation for work, maintenance of equipment;
• - design according to a given scheme; assembly and dismantling of mechanisms, production of models of blanks;
• - Diagnostics of the quality of various substances, products. The methodology for teaching students to solve practical problems requires following a certain sequence: complete and clear clarification of the conditions; clarification of knowledge and practical experience, on the basis of which the problem can be solved; drawing up a solution plan.

The effectiveness of laboratory and practical classes depends to a large extent on how students are instructed to perform practical and laboratory work. Experienced teachers use instruction cards for students to independently carry out such work. Maps allow not to describe in detail the entire course of the work performed, but to pay attention to the most significant points: updating knowledge on the topic, practical actions, theoretical justification of the tasks performed. In preparation for work on the map, students get the opportunity to plan their activities.

Course design is an organizational form of training used at the final stage of studying the academic discipline. It allows you to apply the acquired knowledge in solving complex production and technical or other problems related to the field of activity of future specialists.

Production (professional) practice is an integral part and a peculiar form of organization of the educational process. According to the Regulations on the industrial (professional) practice of students of secondary specialized educational institutions, the practice is carried out in stages and consists of practice for obtaining primary professional skills and abilities (training), practice in the specialty profile (technological), pre-diploma practice (qualification or internship).

Educational practice is usually carried out in educational or training workshops of the university, technological and pre-diploma - directly at the enterprise, organization, institution.

The purpose of the internship is to prepare students for the upcoming independent professional activity. Practice links theoretical teaching at the university and independent work in production. In practice, students acquire the initial experience of professional activity in their specialty.

Technological and pre-diploma practice are carried out on the basis of contracts between the educational institution and enterprises. Work programs of practices are developed taking into account the specific features of the basic enterprises. Along with various types of practical work in work program Excursions, lectures, talks, seminars, practical training in production are planned. For each topic, specific objects are identified.

Teachers are looking for ways to improve the training of specialists. In a number of specialties, teachers conduct interdisciplinary classes at the expense of additional time spent as part of methodological searches. Some interdisciplinary classes began to be included in the curricula. For example, students of pedagogical colleges, using both psychological and pedagogical knowledge, make up psychological and pedagogical characteristics for an individual student and a class team. With the correct performance of this task, students form important pedagogical skills to analyze psychological features the student and his personal qualities, in accordance with objective data, design the development of the student and the class team, plan their activities aimed at developing the personality of the student; establish proper relationships with children, etc.

The appearance of such classes in the practice of educational institutions is due to a number of circumstances.

One of the important directions in the implementation of the training of specialists is the formation of their professional skills in the process of training, which ensure their readiness for professional activities. The current practice of disciplinary teaching does not provide for the mastery of complex professional skills by students in the process of studying individual disciplines. However, professional activity requires the integration of knowledge gained in different academic disciplines, their combination in a specific work. Consistently organized practical training, carried out in interdisciplinary practical classes, in course design, and in the process of industrial practice, should be directed to this.

Zhirkova Z.S. one

1 Federal State Educational Institution of Higher Professional Education “North-Eastern Federal University named after M.K. Ammosov, Yakutsk

One of the main tasks of pedagogical practice is the formation of the main types of professional activities and professional functions, such as monitoring the quality of teaching, data collection tools that meet the requirements for the quality of measurements. A survey of students and an analysis of the quality of trainee classes were carried out using a questionnaire on the quality of the lesson developed by A.I. Sevruk and E.A. Yunina, as well as comprehensive diagnostics and evaluation of the activities of interns during the teaching practice in order to identify its compliance with the desired result. In the course of teaching practice, students improved the basics of analysis and evaluation of their own teaching activities.

teaching practice

professional activity

monitoring

formation

reflection

result

1. Andreev V.I. Self-development of the manager's competitive personality. - M., 1995.

2. Babansky Yu.K. Methods of teaching in a modern comprehensive school. – M.: Enlightenment, 1985. – 148 p.

3. Sailor D.Sh. Management of the quality of education / D.Sh. Matros, D.M. Polev. - M.: Pedagogical Society of Russia, 2004. - 345 p.

4. Sevruk A.I., Yunina E.A. Monitoring the quality of teaching at school: a textbook - M .: Pedagogical Society of Russia, 2003. - 144 p.

5. Ushinsky K.D. Pedagogical essays. In 6 tons / comp. S.F. Egorov. - M .: Pedagogy 1990. - T. 5. - 528 p.

The changes taking place in the country in connection with the new market relations have significantly affected the education sector. In the context of developing competition in the market of educational services, important aspects of optimizing university training are:

Practice-oriented orientation of education, which is ensured by the integration of educational, research and production activities;

Graduation of an integral type of specialists, in which the goals, content and learning outcomes are formed in a comprehensive manner, taking into account changes in professional activities, which imply not only qualifications, but also personal qualities and competencies.

An important condition for the formation of professional training of students is an internship. The purpose of the practice of students is to prepare for the main types of professional activities, the implementation of acquired professional knowledge, skills, abilities and professional adaptation, i.e. entry into the profession, development of a social role, professional self-determination, formation of positions, integration of personal and professional qualities.

Pedagogical practice is a complex process in which students perform activities determined by their specialization.

K.D. Ushinsky wrote that the method of teaching can be learned from a book or from the words of a teacher, but one can acquire a skill in using this method only by long and long-term practice.

Yu.K. Babansky in his scientific work emphasized that it is in the process of pedagogical practice that one can fully comprehend the laws and principles of training and education, master professional skills and practical experience.

In combination with academic disciplines, the practical activities of students contribute to the determination of directions and prospects professional growth in the future, the strengthening of adequate professional self-esteem, the formation of the personality of the future teacher, profession.

In practice, the pedagogical activity of students is improved on the basis of meaningful factual material, the knowledge and effective development of which is possible only on the basis of live impressions and observations.

In the pedagogical practice of students, the important components are:

The ability of a student to change his social and professional activity, understood as the most important quality of a person, which expresses her creative attitude to various aspects of life, including herself. In pedagogical practice, it will be determined what is the direction of this activity in the professional sphere;

Versatile orientation of the future teacher in all areas of pedagogical activity: subject, learning activities students and its methodological equipment, the actual educational interaction and its organization, mastery of the methodology research work;

Formation under natural conditions pedagogical process reflective culture, when for the teacher the subject of his reflections are the means and methods of his own pedagogical activity, the processes of developing and accepting practical solutions. An analysis of one's own activity helps the trainee to realize the difficulties that arise in his work, and to find competent ways to overcome them.

These components of the pedagogical practice of the future teacher are determined by the following targets:

Development of the teacher's professional competence, personal-humanistic orientation, systemic vision of pedagogical reality;

Formation subject area, reflective culture;

Mastering pedagogical technologies and the ability to integrate with pedagogical experience.

In the course of teaching practice, students develop the foundations for analyzing and evaluating their own pedagogical activities. Pedagogical reflection develops not only in working with a pedagogical diary, but also in every lesson, in every communication with children. During practice, students need to be prepared for real teaching activities, where they will have to perform all the functions of a teacher. Indicators of the level of knowledge, skills, personal development and creative activity of students are closely related to the quality educational process and are more significant for determining the effectiveness of the quality of the educational process.

One of the main tasks of pedagogical practice is the study state of the art educational work in educational institutions, i.е. monitoring as a continuous observation of any process in order to identify its compliance with the desired result.

Before proceeding to the analysis of the quality of performance by students of the main functions of a teacher, teaching activities, consider the interpretation of the concept of "monitoring".

IN AND. Andreev considers monitoring as “a system for diagnosing qualitative and quantitative characteristics of the effectiveness of the functioning and tendencies of self-education of the educational system, including its goals, content, forms, methods, didactic and technical means, conditions and results of training, education and self-development of the individual and the team.

Matros D.Sh., D.M. Polev, N.N. Melnikov define educational monitoring as follows: "it is a system for organizing the collection, processing, storage and dissemination of information about the activities of the pedagogical system, providing continuous monitoring of its state and forecasting its development" .

Thus, monitoring the quality of the educational process is monitoring the state of its development in order to optimal choice tasks and methods of education.

Technologies for monitoring the quality of the educational process include three main stages:

Control of the educational process;

Its assessment on various parameters;

Certification of the educational process as a whole.

To implement monitoring of the quality of teaching, effective data collection tools are needed that meet the requirements for the quality of measurements. A unified means of examining the quality of teaching is a questionnaire. Quality Questionnaire training session should model the main features of a lesson, lecture, seminar. Only by providing the necessary quality of the meter, it is possible to assess the quality of pedagogical activity.

Questionnaire developed by A.I. Sevruk and E.A. Yunina is very accessible and very convenient to use, as it is easily integrated into the existing system, makes it possible to comprehensively diagnose and evaluate the teacher's activities, which makes it possible to plan the provision of assistance to improve professional skills. The questionnaire is characterized by the optimal number of items by which it is quite realistic to assess the quality of the lesson. The specificity of the wording of the items of the questionnaire allows the use of a scoring system. If each completed item of the questionnaire is evaluated by one point, then the total score reflects the integral rating of the quality of the teacher's activity in the lesson. All the identified features of the questionnaire characterize it as an objective and effective means of assessing the quality of teaching not only in general education schools, but also in professional educational institutions.

We conducted a study of the quality of the educational process using the questionnaire of the quality of the lesson, developed by A.I. Sevruk and E.A. Yunina, during the passage of undergraduate practice by students for the additional qualification "Teacher" of the Pedagogical Institute of the North-Eastern Federal University. M.K. Ammosov.

To analyze the quality of interns' classes, a survey of students was conducted on the points of the matrix questionnaire (table).

The table shows the implementation of the items of the lesson quality questionnaire by trainees and the total number of points received for academic years. The diagram was built on the basis of generalized survey data for 36 classes conducted by student interns in different study groups and shows data averaged over all observations on the quality of the educational process by academic year. Data on the quality of the educational process by academic year solve the problem of obtaining information feedback(the problem of control) and correlation of the actual results of the educational process with the planned results, with the goals (the problem of evaluation). The more points implemented, the higher the quality of teaching. Based on the totality of observations, teaching is evaluated. The table shows that the sum of points received by interns is on average half of the maximum number, but affects the most important points of the questionnaire. This indicates the preparedness of student interns for teaching.

Analysis of the results of the survey showed that trainees are able to set goals for the development of personal qualities of students and implement them by means of the subject. Confident in learning material. The trainees used non-violent teaching methods, i.e. there were no negative remarks, they did not interrupt students, they did not impose their point of view, they widely used handout visual statistical materials and dynamic didactic materials. They skillfully used an interactive whiteboard, high-quality presentations and slides. In all classes, interactive learning techniques were effectively used, interesting discussions were held, in which students actively participated. At the end of each lesson, reflections of trainees and students were held.

Using the matrix (see table), you can determine which of the items of the questionnaire were not implemented in the classroom, for example: trainees experienced difficulties in establishing connections with other subjects, with the integration of educational material from different fields of knowledge, human life. In the classroom, stimulation is not used enough: argumentation of answers, encouragement of initiatives and independence, individual educational achievements of students. Methods of pedagogical technology of problem-based learning and forms of collective mental activity have not been implemented.

During the analysis of the study, we revealed the suitability of the questionnaire for the most important generalized assessments of the quality of pedagogical activity.

Thus, the pedagogical practice of students is an obligatory component of the educational process, during which the implementation of the methods of activity learned at lectures and seminars, educational technologies, the implementation of the ideals of education take place. Pedagogical practice is a kind of verification of the correctness of the choice made, abilities, interests, values. At the same time, the quality of the student's professional training is checked at a particular workplace, in a real situation. In the course of practice, students are given the opportunity for real pedagogical interaction with students and the development of school reality from the perspective of a teacher.

During the final reflection on pedagogical practice, students noted that they:

Amanbayeva L.I., Doctor of Pedagogical Sciences, Professor Pedagogical Institute North-Eastern Federal University named after M.K. Ammosova, Yakutsk;

Kiryakova A.V., Doctor of Pedagogical Sciences, Professor, Head. Department of Theory and Methodology of Education, Orenburg State University, Orenburg.

The work was received by the editors on April 11, 2012.

Bibliographic link

Theoretically, the characteristics of the student are written by the head of practice from the enterprise. It is he who should characterize the skills and abilities of the student obtained during the internship.

However, in most cases, the characteristics are written by the students themselves, and the head only signs it and puts the seal of the organization (even more often this is done by the secretary of the enterprise).

A sample of the characteristics can be obtained at your department from a methodologist, or requested from undergraduates.

So that you do not have to search for a long time, we have attached at the end of the article. Just insert your details and print the document.

Requirements for the registration of the characteristics of the student

Familiarize yourself with the basic rules for writing a review for an intern from a supervisor

The results of the internship are recorded in the report, which is drawn up by the student. The content of the report is regulated by the university, as well as the documents that are attached to it. Therefore, the characteristic for a student-trainee should be drawn up in accordance with all the rules, indicating the necessary information and appropriate design.

It is preferable to issue a review on the letterhead of the organization where the student was in practice.

Information to be included in the description:

• the name of the organization and its details;
• mailing address;
• e-mail;
• contact number;
• full information about the student-trainee: full name, university, faculty and course of study;
• the position in which the student had an internship;
• terms of production practice;
• duties that were assigned to the trainee;
• signature of the head of practice;
• organization seal.

How to write a testimonial for an internship student

To write a testimonial for a trainee student, you can use our recommendations

When describing the duties that the student performed in practice, one should be guided by the job description. Example: the student's responsibilities included accounting, inventory, analysis of financial statements, etc.

The level of theoretical training of the student and his ability to apply the acquired knowledge in practice should be assessed.

Example: when fulfilling the instructions of the head during the internship of Ivanov I.A. guided by the knowledge gained in higher education. The level of theoretical training of the student allows her to perform official duties at a good professional level.

Then it is necessary to reflect the skills acquired by the student in practice. This may be reporting, contracts, etc.

In addition, one of the mandatory attributes of the review is a characteristic of the student's personal qualities. Such qualities as diligence, punctuality, responsibility, ability to learn, sociability, purposefulness, etc. should be evaluated.

In conclusion, the characteristics from the place of internship should indicate the grade that the student deserves for the internship.

Sample Student Intern Profile

CHARACTERISTIC

This description is given to a student of the Russian State Technological University. K.E. Tsiolkovsky Kovaleva Svetlana Vladimirovna, who underwent undergraduate practice at Segment LLC from May 10, 2012 to May 29, 2012.

During the internship Kovaleva S.V. performed the following duties: got acquainted with the mission and goals of the company, the structure of the enterprise, took part in the work in filling out supply contracts, compiling reports, studied the rules of a trade visit, the basics of merchandising (the concept of laying out goods on shelves).

During the internship at Segment LLC Kovaleva S.V. showed a good level of theoretical training. She approached all assignments conscientiously and responsibly. She showed her desire to acquire new knowledge.

In general, the work of Kovaleva S.V. deserves an "excellent" rating.

Student characteristics template from internship place

When compiling the characteristics of a student from the place of practice, the leader should focus on the level of the student's professional preparation for work, as well as identify the skills and abilities that the trainee received in production. A characteristic, written in accordance with all the rules, will help the head of the university to evaluate the effectiveness of the student's internship and fairly evaluate it.

Characteristics for a student who had an internship - a sample and a template updated: February 15, 2019 by: Scientific Articles.Ru

Dissertation abstract on the topic "The relationship between theoretical and practical training as a factor in the formation of the future teacher's readiness for labor education of younger schoolchildren"

As a manuscript

SPYUKINA VICTORIA;SHONIDOVNA

RELATIONSHIP OF THEORETICAL AND PRACTICAL TRAINING AS A FACTOR OF FORMING THE READINESS OF A FUTURE TEACHER FOR LABOR EDUCATION OF JUNIOR SCHOOLCHILDREN

13.00.08 - Theory and methodology of vocational education

Chelyabinsk-1998

G;SH0 1a performed 11:1 by the Department of Pedagics of the Chelyabinsk Yusudaraveina University

Supervisor: Doctor of Pedagogical Sciences, Professor

Chernetsov Petr Ivanovich

Official opponents: doctorate in pedagogy, professor

Knryakova Aida Vasilievna Candida! I'm pedaling! sciences, dizon! Kuzmin A||,(|kn "Mikhailovich

leading institution - Kurgan Yusudarsk State University

The defense conjoined "..? ?.." November 19U8 in Chisoi at a meeting of di

certification council D. 064.19.01. on the award of the academic degree of candidate of pedagogical sciences (01 of academic sciences, specialty 13.00.08 - theory and methodology of vocational education at the Chelyabinsk State University, address. 454084, Chelyabinsk, Pobedy Ave., 162-v, aul. 215.

The dissertation can be found in the reading room of the library of the Chelyabinsk State University. 454136, Chelyabinsk, street Molodogva deytsev. 70th century

Scientist Secret! ar dissertation council, u-r /

doctor of pedagogical sciences, professor Zh V.L. Cherkasov

GENERAL DESCRIPTION OF WORK

The relevance of the research problem. global change the economic structure of our society, social relations, "technologization" of various types of activity determine the need for modern training of the younger generation for work.

A qualitatively new function is assigned to the system of labor education - the training of a worker oriented towards active participation in the economic transformations of the country, to work in a new economic mechanism, to show initiative, entrepreneurship, effective use science in solving production problems. This implies the ability to consciously and creatively choose the best ways of transformative activity from many alternative approaches, taking into account its consequences for nature, society and man himself: to think systematically, comprehensively; identify needs for information support activities; continuously master the necessary knowledge and apply it as a means of technological transformation of reality. Labor education plays an important role in ensuring the future social security of the younger generation in a competitive labor force, and contributes to self-determination in their future professional career.

Labor training of schoolchildren today is aimed at the formation of a creative attitude to work, it requires updating the content, taking into account best practices; introduction of a flexible construction structure curricula taking into account regional and national characteristics, including elements of management, marketing, design, crafts, farming, housekeeping; strengthening attention to the material and technical base. In elementary school, it is important to ensure two fundamental points: the upbringing of the child in the process of technological activity, making him a "handy person"; development of his labor activity, independence, meaningful desire to participate in various activities.

Many problems of labor education of the younger generation at different times found a certain solution in the theoretical works of K.D. Ushinsky, A.S. Makarenko, V.A. Sukhomlinsky, I.F. Svadkovsky, P.R. , S.Ya.Batysheva, O.S.Bogdanova, Yu.K.Vasileva, A.Ya.Zhurkina, F.I.Ivashchenko, PPKostenkova, A.I.Kochetova, S.E.Matushkina, V.A.Polyakova , A.D.Sazonov, V.V.Serikov, E.A.Faraponova, P.Y.Chernetsova, I.D.Chernyshenko, S.T.Shatsky and others.

An analysis of their work, as well as a study of the experience of schools in labor education, allows us to conclude that in modern conditions many ideas and provisions of this scientific and practical potential serve as a theoretical basis for the further development of the problems we are considering.

Pedagogical universities have accumulated significant experience in the general training of qualified specialists who successfully carry out the upbringing and education of the younger generation. Currently, there are enough works that highlight various aspects of teacher training. The studies of O.A. Abdullina, N.I. Boldyrev, N.F. Gonobolin, N. V. Kuzmina, V. A. Slastenin, L. F. Spirin, N. A. Tomin, A. I. Shcherbakov and others.

In the works of psychologists B.G. Ananiev, L.I. Bozhovich, V.A. Krutetsky, NDLevitov, A.V. Petrovsky, K.K. , including those providing labor education.

A certain theoretical basis for solving the problems of improving the labor education of schoolchildren and preparing teachers to manage this process are the works of A.I. Andaralo, M.A. Vesna, N.A. Gvozdeva, L.A. Gordeeva, V.I. .A.Dmigrieva, V.P.Elfimov, S.T.Zolotukhina, I.S.Kalinovsky, E.I.Malakhova, V.N.Nazarenko, T.I.Romanko, E.T.Rubtsova, V.N. Khudyakov, NZhShadiev, L.M. Shmigirilova, V.G. Shutyak and others, which summarizes many years of research and experience in this direction.

The relevance of the problem we have chosen - ensuring the effective preparation of the future teacher for the labor education of younger students - is determined by the contradictions between:

The need of society for teachers to be ready to carry out labor education at a level determined by the significance and importance of pedagogical activity, and the significant difficulties experienced by teachers in this activity;

Insufficient development of the problem and the need for theoretical substantiation of approaches to the formation of students' readiness for the labor education of schoolchildren.

One of the reasons for this discrepancy, as evidenced by the analysis of the literature and our study, is the insufficient development of such an aspect of the problem as the implementation of the relationship between theoretical and practical training of students /

A great merit in substantiating the regularity and significance of the relationship between theory and practice in the preparation of a teacher, in the teaching of pedagogical disciplines belongs to N.K. Krupskaya, A.V. Lunacharsky, S.T. Shatsky, P.P. Blonsky, A.S. Makarenko. The results of studies by O.A. Abdullina, Yu.K. Babansky, O. Mkharanina, N.V. Evdokimova, S.V. Matushkina, V.N. Nikitenko, N.A. Tomin and others include some fundamental conclusions regarding the essence of the theoretical and practical training of future teachers for the labor education of schoolchildren. The features and functions of academic disciplines in preparation for this type of activity have not been studied.

The theoretical significance of the problem we are considering, its insufficient development determined the choice of the research topic "The relationship between theoretical and practical training as a factor in shaping the future teacher's readiness for labor education of younger schoolchildren."

The purpose of the study: to identify the relationship between the theoretical and practical training of students for the labor education of younger schoolchildren and to realize this relationship in the process of experimental work.

The object of the research is the preparation of students for the labor education of younger schoolchildren.

Subject of study: the process of ensuring the relationship between the theoretical and practical training of the future teacher for the labor education of younger students in the course of the methodology of teaching labor and in the course of pedagogical practice.

A model of readiness for labor education has been developed and implemented (the main blocks of the model: a block of teacher qualities; a block of knowledge; a block of skills);

Successful implementation of the pedagogical conditions for the relationship between theory and practice is ensured (compensation for the insufficiency of pedagogical practice; intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; updating the content of training).

2. Develop reasonable criteria and determine the levels of readiness of today's teachers and students for the labor education of younger students.

3. To develop a model of the primary school teacher's readiness for the labor education of younger schoolchildren.

The methodological basis of the study is the universal moral ideas about labor as the basis for the development of the individual and society, reflected in the classic works (K. Marx, F. Engels,

A.S. Makarenko, V.A. Sukhomlinsky, S.T. Shatsky). We took into account the peculiarities of the labor education of the younger generation at the present stage of the development of society, Achievements of scientists in the field of "Technology" (P.R. Atutov,

V.M.Kazakevich, O.A.Kozhina, V.M.Raspopov, VDSimonenko, Yu.L.Khotuntsev). We were also guided by the conclusions of philosophers and psychologists about the unity, the relationship between theory and practice in the process of cognition (P.V. Alekseev, V.G. Afanasiev, V.A. Voronovich, G.A. Davydova, R.M. Imamalieva. B. M.Kedrov, P.V.Kopnin, T.I.Oizerman, K.K.Plztonov, M.M.Rozengal, E.A.Snmonyan, V.S.Soloviev, A.G.Spirkin, S.P. Shchavelev); relied on the psychological and pedagogical theory of activity (L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, E.G. Yudin).

The main experimental base of the study was the Shadrinsk State Pedagogical Institute, primary classes of schools No. 29, 40, 54 in Kurgan, No. 1, 10, 20, 32 in Shadrinsk, No. 6 in Pervouralsk * Sverdlovsk region; Sorovskaya and Glubokinskaya schools of the Shadrinskiy district 305 students, 320 schoolchildren, 167 teachers participated in the experiment.

The study of the problem was carried out in several stages, at each of which, depending on the tasks, different research methods were used.

At the first stage (1987 - 1988) a theoretical analysis of the philosophical, psychological, pedagogical, methodological literature on the problem was carried out; studied pedagogical experience the best primary school teachers in the labor education of students. The subject, goal, tasks were defined, a working hypothesis was formulated, and the research apparatus was developed. The following research methods were used: analysis of scientific literature, documents on general education and higher education; pedagogical observation; questioning; conversation; testing.

At the second stage (1989 - 1991) a stating experiment was carried out and its results were analyzed. A model of teacher readiness for labor education was developed, criteria and levels of readiness for this activity were established, on the basis of which typological groups of students and teachers were determined. The technology for the formation of readiness for labor education was determined, the pedagogical conditions for the relationship between theory and practice in this process were identified. The structure and content of the special seminar "Labor education of junior schoolchildren", "Educator's workshop" were developed. Main research methods: pedagogical observation; conversation; modeling; interview; method of expert assessments.

The third stage (1992-1996) was of a formative nature. We tested the effectiveness of the pedagogical conditions we defined for the relationship between theoretical and practical training of students. The developed recommendations on the problem were introduced into practice. Main research methods: pedagogical observation; conversation; pedagogical experiment; method of expert assessments.

At the fourth, control stage (1997-1998), systematization and generalization of the received material, registration of the research results were carried out. Main methods: peer review and self-assessment; comparison method; analysis and generalization personal experience author's works; methods of mathematical statistics.

The scientific novelty of the research is:

In the development and testing in the course of experimental work of the teacher's readiness model for labor education of younger students, including interacting blocks: a block of professional and personal qualities of a teacher; block of knowledge; skill block;

In the identification and experimental verification of the pedagogical conditions for ensuring the relationship between the theoretical and practical training of the future teacher: compensation for the insufficiency of pedagogical practice; inten-

cification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; "updating the content of training.

The theoretical significance of the work is determined by the fact that the theoretical substantiation of the leading criteria for the readiness of a teacher for labor education in primary school "(formation of the qualities of a teacher; special education) allows us to propose a model that can serve as a guideline for pedagogical activity related to the formation of readiness of student students for professional The relationship between theory and practice at each stage of the university educational process is revealed, which is justified by the peculiarities of the empirical and theoretical levels of cognition / 1 - ""

4 "The practical significance of the study lies in the fact that a "content-technological support for the process of forming the readiness of a future teacher for the labor education of younger schoolchildren has been developed, taking into account the relationship between theory and practice. The research materials can be used in the mass practice of training elementary school teachers. The recommendations of the study are used in the educational process of the Shadrinsk and Chelyabinsk pedagogical universities, elementary schools of the Ural-Zauralsky region, in the activities of regional IPKRO practical seminars aimed at increasing the level of teachers' readiness for labor education of younger schoolchildren.

The following will be included in the defense:

1. The model of teacher's readiness for labor education of younger schoolchildren makes it possible to more effectively organize the process of preparing future teachers for this activity. The implementation of the proposed model in the practice of vocational education contributes to the achievement by students of a sufficient level of readiness for labor education.

"2. The pedagogical conditions for ensuring the relationship between the theoretical and practical training of the future teacher are the basis for selecting the content of pedagogical education, reflecting the actual needs and interests of the individual, society and the state.

The reliability of the results obtained and the main conclusions of the dissertation work was ensured by the methodological and theoretical validity of the initial provisions; using a complex of complementary methods that are adequate to the tasks set in the study; sufficient verification and controllability of the conditions of the experiment; significant experimental base; repeated repetition of the training stage of the experiment; using methods of mathematical statistics; quantitative and qualitative analysis of the data obtained during the study.

Approbation and implementation of the research results. The course of the study, its main provisions and results were considered at meetings of the departments of pedagogy of the Chelyabinsk State University and Pedagogy of Primary Education of the Shadrinsk State Pedagogical Institute; methodological and methodical seminars of departments; at scientific conferences of ChelGU (1987, 1991), ShSPI (1987 - 1998); regional scientific and practical conferences teachers of pedagogical schools (Kurgan, 1989; Shadrinsk, 1998); at the advanced training courses for teachers at the Kurgan IPKRO (1990 -1998).

The main results of the study are used in academic work Shadrinsk and Chelyabinsk Pedagogical Universities, in a number of schools. They are reflected in methodological recommendations, speeches to teachers and in the publications of the author.

Work structure. The dissertation consists of an introduction, two chapters and a conclusion. The work ends with a list of used and cited literature from 300 sources that were used in references and in the formation of the main content of the work. The appendix contains materials of experimental work.

The introduction substantiates the relevance of the topic; the object, subject, purpose of the study is determined; a hypothesis and tasks are formulated; substantiates the stages, methods and base of experimental work; scientific novelty, theoretical significance of the research are determined; provides information about the approbation of the work and the implementation of its results in practice. The content of the introduction, taking into account the above structure, is set out in the first part of the abstract.

The first chapter, "Teacher's Training for Labor Education as a Social and Pedagogical Problem," provides an analysis of methodological approaches to research. It is shown that labor education is an integral part of a teacher's pedagogical activity. Its main goal and functional purpose is to nurture the psychological and practical readiness of schoolchildren for work, professional self-determination.

At the same time, the preparation of a teacher for labor education is based on certain principles that reflect real dependencies and connections between pedagogical phenomena. Among them is the principle of the unity of theory and practice, the eternity of which philosophers explain by the presence of two main types of human activity - theoretical and practical. The concept of "unity"

is considered based on the concept of "the world is one and diverse", according to which "cognition of the world and its transformation can occur only taking into account all the connections and interactions between the forms of phenomena available to us." The interconnection of objects presupposes their interaction, and together (this is their certain change, that is, movement.

The connection between theory and practice, the dialectic of their interaction is an endless process of overcoming the lag of one component of unity from another and achieving a new unity at a higher stage of development. Overcoming contradictions leads to the development of both theory and practice. The fundamental relationship between the material and the ideal in activity requires a specific analysis of their relationship in different situations. At first, one or the other of these moments can be put forward. In our study, this necessitated the determination of specific combinations of theory and practice that ensure their close interaction at each stage of learning. The moment of interaction as an organic component the process of interconnection between theory and practice creates a methodological basis for identifying the conditions for increasing the efficiency of theoretical and practical activity as an integral process aimed at achieving the expected result. With regard to the process of preparing students for labor education, the conditions for the relationship between theory and practice are identified on the basis following principles: unity of education and life; interrelations I interdependence of pedagogical theory and practice; interest development! teaching profession; unity of educational, scientific and practical work.

A retrospective analysis of the literature made it possible to highlight the significant role] of the Russian pedagogical journals Yasnaya Polyana, Teacher, Zhurna! "and others in the development of issues of the content of elementary education, labor education of children, as well as the training of a public teacher in the 19th-20th centuries.

N.F. Bunakhov, V.P. Vakhterov N.Kh. Wessel, V.I. Vodovozov, A.M. Kalmykov, P.F.

V.P. Ostrogorsky, I.I. Paulson, M.V. Tikhomirov, L.N. Tolsto1 K.D. Ushinsky, K.Yu.

At the present stage, the problem is being studied by scientists (among other problems of both higher and secondary schools) (A.I. Andaralo, M.A. Vssn,

S.E. Matushkin, A.D. Sazonov, N.A. Tomin, P.I. Chernetsov, I.D. Chernyshenko V.G. psychological and sociological.

V.G. Shutyak and others) in the following aspects: scientific and pedagogical, scientific and methodological, socio-psychological and sociological.

Analysis of the scientific literature allowed us to characterize the essence and structure of a number of concepts. By theoretical training, we understand the process of mastering by students the special knowledge necessary to solve problems related to the activity of labor education of younger schoolchildren. Practical training is the process of mastering the methods of educational activities that form the skills of labor education of younger students.

In our study, the relationship between theoretical and practical training is understood as the interaction of these processes at each stage of university education, which ensures a sufficient level of readiness for independent activity.

Readiness for labor education is a complex socio-psychological education, characterized by well-formed personality traits and special education of the teacher, which makes it possible to successfully solve the urgent tasks of labor education of younger schoolchildren. The first component of the composition of this readiness reflects the measure of the internal readiness of future teachers to carry out labor education at school and is represented by a set of teacher qualities that significantly affect the motives for labor education activities, allowing the formation of a child's personality in labor. The second component reflects the "measure of the external procedural and activity form" (G.N. Serikov) and is "a certain property acquired by a person in the process of education, which expresses a certain measure of mastery of some (specially organized) part of social experience ". In our work, special education is understood as a property acquired by a future teacher in the process of education, characterized by the necessary minimum of knowledge and skills in the labor education of younger schoolchildren.

Readiness for labor education at the personal-functional level can be represented by the unity of theoretical and practical equipment. Theoretical equipment characterizes the level of education of a person in terms of mastering knowledge, interest in pedagogical theory, and the need for self-education. Practical equipment is determined by the teacher's formation of constructive, organizational, communicative, gnostic, technological skills necessary for the labor education of schoolchildren.

The paper presents the results of a study of primary school teachers and students of pedagogical universities, which indicate that their readiness does not meet the requirements of the time. Under the existing conditions of the educational process at the university, it is generally at a critical level.

botku requirements for a specialist. In our case, this necessitated the creation of a teacher's readiness model for labor education. The model includes three interacting blocks:

1. A block of teacher qualities (universal, socially significant, professional, personal-individual)

2. Block of knowledge (allowing to carry out the process of labor education).

3. A block of skills (constructive, organizational, communicative, gnostic, technological).

This model serves as a guideline in the process of professional training of students.

The second chapter "Preparing students for the labor education of younger schoolchildren in the relationship of their theoretical and practical activities" describes the tasks and organization of experimental work, as well as its results.

In accordance with the stages of formation of students' readiness for labor education, four variants of the relationship between theory and practice were identified, differing in the degree of independence of students, the nature of leadership from the university and the school. According to these options, types of classes were developed with a different ratio of theory and practice: I course - T: 2P; II course - T: P; III course - 2T.P; IV course - 2T:2P (we took one hour of time containing a specific activity per unit). Such a relationship between theory and practice provided for the definition and analysis of the conditions - the prerequisites for its emergence, existence and development. Under pedagogical conditions the relationship between theory and practice in the process of forming students' readiness for labor education, we understand the totality of factors that contribute to the effective organization of the educational process at the university and aimed at the formation of the required readiness.

The theoretical analysis of the literature on the problem, a long-term experiment, expert assessments, the study of modern pedagogical practice made it possible to identify the following pedagogical conditions:

1. Compensation for the lack of teaching practice.

2. Intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities.

3. Actualization of the content of preparing students for the labor education of younger students.

The implementation of the first condition provided for compensation for the insufficiency of pedagogical practice by introducing special practice from the third month of study at the university, as well as expanding the content of compulsory pedagogical practice and changing the nature of leadership from the university and school. Mastering the information of the empirical level took place at the initial stage

iki and change in the nature of leadership from the outside, the university and the school. Master the information. The empirical level took place at the initial stage - the special practice "Introduction to professional activity", which was aimed at psychological preparation for pedagogical activity, the formation of stable interests and desire to get the profession of a teacher, "the development of ideas about the activities of a teacher in the labor education of aunts. Students were divided into subgroups and consolidated for a year for one class and teacher. . - ;

Carrying out the circle "Merry craftsmen" with the children already in the first semester allowed students to put into practice the technologically available knowledge and skills. Thematic planning The work of the circle provided for the development of interest and curiosity of children of primary school age in various types of applied activities. A total of 45 classes were held over three years.

In the process of systematic observation, students studied the real relationship between the teacher and students, which allowed them to gradually master the secrets of mastery of communication with the children's team and individual children.

During the period of compulsory educational pedagogical practice, an instructive-methodical seminar was held weekly for the students of the experimental group " Actual problems labor education of younger schoolchildren". The workshop was attended by teachers participating in the experiment, if possible. practical advice for the implementation of labor education in modern school, new results were highlighted pedagogical research and the achievement of best practices, methods for collecting reliable information were considered. A system of variable tasks, discussions, role-playing games with case studies, brainstorming results practical work studied literature.

The effectiveness of the students' work was determined by the changes that have taken place in the knowledge, methods of activity, personality traits of individual students and in the nature of the life of the entire class team; on the skills acquired by the student during the practice, and on the methods of their approach to solving pedagogical problems. The control sections carried out at each stage of pedagogical practice made it possible to identify and determine additional individual ways of forming students' knowledge, skills and abilities. For this purpose, "Individual maps of classes" were developed.

The intensification of the process of preparation for labor education (the second condition) was due to the consistent expansion and deepening

knowledge and skills with a significant effort of students based on the rational organization of the educational process, which provides for the relationship between theory and practice. This condition reflects the need to synthesize knowledge of various disciplines and use effective organizational forms and teaching methods.

Much attention was paid to the introduction of non-traditional collective, group and individual forms of education, among them - games like popular TV shows, exhibitions of works on arts and crafts, student circle "Craftswomen", quizzes, design of labor offices in rural primary schools, such forms of control as self-control "Check yourself", mutual control, "You - to me, I - to you", crossword puzzles.

The intensification of knowledge in the field of labor education took place in the process of getting acquainted with the customs and traditions of folk pedagogy, studying the ideas of labor pedagogy expressed in different genres of folklore.

One of the means of establishing a connection between theory and practice was considered tasks that model typical situations of a teacher's real professional practice. The sequence of work was as follows: 1) leading students to realize the importance of the ability to solve pedagogical problems - meetings with teachers were organized for this purpose; 2) analysis of manuals on pedagogy in order to identify and solve problems in the labor education of schoolchildren; 3) selection from periodic pedagogical or fiction situations that reveal the content, forms and methods of labor education of primary school students; 4) independent development of a pedagogical task using facts from observations when visiting a school.

The connection between theory and practice was carried out in the process of business games that rationally complement traditional teaching methods, these are "Parents' Meeting", "Problems and Arguments", "Meeting", "Intellectual Auction".

Technological preparation implied the development of students' creative abilities. They solved three types of problems: design, technological and organizational and technical. Career orientation of technological training of students was determined by the priority in the activities of the school of professional development, personality development, associated with professional self-determination, finding and realizing one's "I".

In the process of practical work, the technological methods of processing materials inherent in a number of professions were mastered, albums, folders about professions, technological maps were drawn up.

Technological training of future teachers was carried out in the process of project, productive activity, which made it possible to form their creative abilities, to link together theory and practice. Design documentation was drawn up, which included a description project situation, rationale for economic, environmental and social feasibility, ways to solve the problem, necessary resources, drawings of the proposed product, description of the manufacturing sequence, including self-assessment and test results.

Ecological ideas of saving materials and energy, recycling of materials and waste were implemented. As such materials, various packages were used that had already fulfilled their purpose, scraps of fabrics, leather, wire, plastic capsules from Kinder Surprise.

The intensification of the process of preparing students on the basis of the relationship between theory and practice involved the introduction of a special seminar on Labor Education of Primary School Students. It made it possible to introduce a number of topical topics into training due to modern economic relations, technologies, forms of management, and the revival of traditional crafts.

The factor of intensification was considered the scientific work of students, carried out in the following areas: the formation of industriousness among younger students; games in labor education of junior schoolchildren; summarizing the experience of innovative teachers; organization of labor education in elementary school.

The third condition - actualization - was determined by the importance of ensuring a close relationship between the general pedagogical theory and the specific practice of education in the field, which contributes to the adaptation of the teacher to the social and professional environment in the modern conditions of the reformed educational system. Actualization of the content of the training of future teachers for the labor education of younger schoolchildren was considered by us as an introduction to the topics and methods of teaching various genres of Ural folklore about labor; study of regional materials processing technologies; mastering the experience of the best local teachers in labor education, carried out taking into account the folk traditions of the Trans-Urals.

Students received an integral set of knowledge about the cultural and historical significance of regional crafts; about artistic merits, originality of products and their technology; about the connection of folk art culture with modernity through excursions to the Center of Russian Folk Culture, the Museum of Local Lore, the Kanashinsky Carpet Weaving Factory, during meetings with local craftsmen, through the study of literature on regional crafts.

Technological methods of processing local natural materials were practiced in the classes of the student circle "Craftswomen".

The "Teacher's Workshop", which works at the university and at Skoda, helped to realize the relationship between theory and practice, where students got acquainted with the experience of the best teachers and performed practical tasks. When this "school" was closed, self-reports were made that showed the dynamics of the growth of readiness for labor education.

Comparison of the data of periodically obtained sections showed that the students of the experimental group, who underwent special training, achieved more significant results. Correlation analysis of the quality of theoretical and practical training made it possible to establish a connection between the system of knowledge and skills. The quantitative expression of the relationship between them was carried out using the Pearson correlation coefficient. Received numerical value r = 0.96 indicates a close relationship between the knowledge and skills of students in the labor education of younger students.

There was a dynamics of changes in individual indicators of readiness after the inclusion of students in a certain type of activity; Thus, an expert assessment of readiness levels before and after working in the "Educator's Workshop" showed that an average of 7.5% of students acquired a high level of skills. The presence and significance of the relationship between the data on the formation of skills of the I "Workshop" was checked using the Pearson's test of agreement x2. It was found that %g actually. "¿¡xr is critical, and a conclusion is made about the significance of the observed values. This indicates that these classes had an impact on the formation of labor education skills.

Statistical processing of control sections made it possible to compare the initial and final level of readiness of students.

Table 1

Dynamics of changes in the level of readiness of the future teacher for labor education of younger schoolchildren

Levels Number of students (in %)

readiness Ascertaining section I course II course III course IV chickens<

Optimal - L 10.4 47.9 77.1

Sufficient ■ - 31.2 4 Mi ■ 37.5 16.6

Critical 72.9 62.5 45.8 14.6 6.3

Invalid 27.1 6.3 2.1 - -

Graphical interpretation of quantitative results, control measurement of readiness levels is presented as follows:

OptiklmyA Sufficient Krmtmchkkhk / 1 Nmolusshy *

Levels of readiness for labor education

£3 Experimental group ■ Control group

Histogram 1. Comparative data on the readiness levels of students in the experimental and control groups.

The theoretical and experimental study carried out allowed us to draw the following conclusions:

1. Preparing students for the labor education of younger schoolchildren is an important direction of the university educational process. A significant influence on the formation of readiness for this activity is exerted by such a factor as the relationship between theoretical and practical training, which interacts these processes at each stage of education.

2. The successful solution by the teacher of the urgent tasks of labor education presupposes that he has a sufficient level of readiness for activity. Readiness for labor education is a complex socio-psychological education, the components of which are personality traits and special education. Special education includes theoretical and practical equipment. The first criterion characterizes the level of education of a person in terms of mastering knowledge, interest in pedagogical theory, and the need for self-education. The second one determines

with the formation of the teacher's constructive, organizational, communicative, gnostic, technological skills.

3. The model of a teacher's readiness for the labor education of younger schoolchildren serves as a guideline in the process of professional training, and makes it possible to present in an ideal form the structure of readiness components and their interdependence. Taking into account the main functions of the teacher, we (defined the content of the three blocks of the model: the block of qualities; the block of knowledge; the block of skills.

The study does not claim to be an exhaustive analysis of the identified problem, but can become the starting material for studying a number of areas: conditions and ways to improve the preparation of primary school teachers for labor education in all disciplines of the faculty, as well as in the process of independent work; the influence of folk traditions on the labor education of younger schoolchildren; preparation of the teacher for the implementation of the main directions of technological activity of younger students.

The main provisions of the dissertation research are reflected in the following publications:

1. Readiness of children for school: Guidelines to help the school and the family. - Shadrinsk, 1990. -19 p.

2. The unity of theory and practice in preparing students for the labor education of younger students, Shadrinsk, 1992. - 22 p. - Dep. at the Research Institute of Higher School of Medicine on 13.08.92. No. 287-92.

3. Labor training and education of primary school students: Guidelines to help students of the head of the faculty for organizing independent study of materials for term papers, - Shadrinsk: SHGPI, 1993.- 14 p.

4. Individualization of the process of preparing students for the labor and moral education of junior schoolchildren // Development of the teacher's individuality in the system of higher pedagogical education: issues of system

dark approach / Responsible. ed. A.E. Mosin. - Shadrinsk: SHGPI, 1993. - S. 134148. - Dep. in OCNI "School and Pedagogy" 22.02.93 No. 23-93.

5. Labor education of younger schoolchildren: Scientific and methodological recommendations for the study of a special seminar, - Shadrinsk: ShGPI, 1993. - 84 p.

6. To the question of the formation of the skills of the students of the pedagogical university for the implementation of labor education of younger schoolchildren // The concept of pedagogical education and modern technologies for teacher training: experience and problems (collection of abstracts) / Ed. ed. N.R.Devrishbekov, V.V.Ivanikhin. -Shadrinsk: ShGPI, 1994. - S. 17-18.

7. Theoretical and practical training of students for the labor education of younger schoolchildren in the process of pedagogical practice // The concept of pedagogical education and modern technologies for teacher training: experience and problems (collection of abstracts) / Ed. ed. N.R.Devrishbekov, V.V.Ivanikhin. - Shadrinsk: ShGPI, 1994. - S.52-54.

8. Model of teacher's readiness for labor education of schoolchildren //Problems of formation of professional orientation of youth. Part 1 / Ed. A.Ya.Naina, - Chelyabinsk: ChGIFK, 1995. - P.57-59.

9. Correlation of theoretical and practical training of students for labor education of junior schoolchildren //Professional creativity of the teacher: Collection of scientific articles. - Shadrinsk: Publishing House of Shadrinskiy PO "Iset", 1997. - P.50-62.

10. Actualization of the course "Methods of teaching labor" in a market economy (on the basis of regional crafts) // Education and upbringing in a modern school (problems, trends, technologies): Collection of scientific articles / Ed. ed. G.N. Kotelnikova. - Shadrinsk: Publishing House of the Shadrinsk Pedagogical Institute, 1998: - S.37-41.

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Dissertation content author of the scientific article: candidate of pedagogical sciences, Strokina, Victoria Leonidovna, 1998

INTRODUCTION

CHAPTER I. PREPARATION OF THE TEACHER FOR LABOR

EDUCATION OF SCHOOLCHILDREN AS A SOCIAL

PEDAGOGICAL PROBLEM.

1.1. Methodology for studying the problems of preparing a future teacher for the labor education of schoolchildren

1.2. Analysis and generalization of theoretical conclusions and experience of training teachers for the labor education of schoolchildren in domestic pedagogy of the 19th - 20th centuries

1.3. Studying the state of theoretical and practical readiness of teachers and students of a pedagogical university for the labor education of younger schoolchildren.

1.4. A model of primary school teacher readiness for labor education of schoolchildren.

Conclusions on the first chapter.

CHAPTER II. PREPARATION OF STUDENTS FOR LABOR

EDUCATION OF JUNIOR SCHOOLCHILDREN IN

RELATIONSHIP OF THEIR THEORETICAL AND

PRACTICAL ACTIVITIES.

2.1. Tasks and organization of the formative experiment.

2.2. Pedagogical conditions for the relationship between theoretical and practical training of students for the labor education of younger schoolchildren.

2.3. Analysis of the results of experimental work.

Conclusions on the second chapter.

Dissertation Introduction in pedagogy, on the topic "The relationship between theoretical and practical training as a factor in shaping the readiness of a future teacher for labor education of younger schoolchildren"

The relevance of research. The global change in the economic structure of our society, social relations, the "technologicalization" of various types of activities necessitate modern training of the younger generation for work

A qualitatively new function is assigned to the system of labor education - the preparation of a worker focused on active participation in the economic transformations of the country, on work in a new economic mechanism, on the manifestation of initiative, enterprise, and the effective use of science in solving production problems. This implies the ability to consciously and creatively choose the best ways of transformative activity from many alternative approaches, taking into account its consequences for nature, society and the person himself: to think systematically, comprehensively; independently identify the needs for information support of activities; continuously acquire knowledge and apply it as a means of technological transformation of reality. Labor education plays an important role in ensuring the future social security of the younger generation in a competitive labor force, and contributes to self-determination in their future professional career.

Labor training of schoolchildren today is aimed at the formation of a creative attitude to work, it requires updating the content, taking into account best practices; the introduction of a flexible structure for the construction of curricula, taking into account regional and national characteristics, the inclusion in them of elements of management, marketing, design, crafts, farming, housekeeping; strengthening attention to the material and technical base. In elementary school, it is important to ensure two fundamental points: educating a child in the process of technological activity that makes him a “handy person”; development of his labor activity, independence, meaningful desire to participate in various activities.

Many problems of labor education of the younger generation have now found a certain solution in the theoretical works of K.D. Ushinsky (254), V.A. Sukhomlinsky (243), A.S. Makarenko (132), I.F. 217), P.R. Atutov (12; 13; 14), K.Sh. (42; 43), A.Ya. Zhurkina (79; 80), P.P. Kostenkova (106), A.I. Kochetova (108; 109), S.E. Polyakova (179; 180), A.D. Sazonova (211), V.V. Serikov (220), E.A. Faraponova (255), P.I. Chernetsova (274), I.D. Chernyshenko (276 ), S.T. Shatsky (286) and others. An analysis of their work, as well as a study of the experience of schools in labor education, allows us to conclude that in modern conditions, many ideas and provisions of this scientific and practical potential serve as a theoretical basis for the further development of the problems we are considering.

The tasks of improving the labor education of schoolchildren determine the need to improve the preparation of the teacher to lead this process.

Effective training of teachers ensures the improvement of knowledge and good practical equipment of a teacher who owns the modern concept of education, knows how to creatively apply theory in practice, find the most optimal forms and methods of labor education based on the psychological and pedagogical characteristics of children. Able to form in the child a keen interest in the people of labor, in the process and result of labor.

Pedagogical universities have accumulated significant experience in the general training of qualified specialists who successfully carry out the upbringing and education of the younger generation. Currently, there are enough works that highlight various aspects of teacher training. O.A. Abdullina (1; 2; 3), N.I. Boldyrev (37 ), N.F. Bunakov (41), F.N. Gonobolin (59; 60), N.V. Kuzmina (117), V.A. Slastenina (226; 227; 232), L.F. 238; 239), N.A. Tomin (248), A.I. Shcherbakov (292; 293) and others.

In the works of psychologists B.G. Ananiev (7), L.I. Bozhovich (33; 34; 35), V.A. Krutetsky (113), N.D.

A.V. Petrovsky (171; 172), K.K. Platonov (174), E.A. upbringing. *

A certain theoretical basis for solving the problems of improving the labor education of schoolchildren and preparing teachers to manage this process are the works of A.I. Andaralo (8), M.A. Vesna (47), N.A. Gvozdeva (57), L.A. Gordeeva (62),

V.I. Denderina (68), Yu.A. Dmitrieva (71), V.P. Elfimova (78),

S.T.Zolotukhina (83), I.S.Kalinovsky (91), E.I.Malakhova (133), V.N.Nazarenko (152), T.I.Romanko (199), E.T.Rubtsova (205), V.N. Khudyakov (271), N.Sh. Shadiev (279), L.M. Shmigirilova (288), V.G. the specified aspect.

At the same time, the study (questionnaires, conversations with teachers, observation of lessons, their analysis) and analysis of the practice of teachers, primarily young professionals) indicate a discrepancy between the requirements for labor education activities and the actual level of its implementation. The data of our long-term surveys show that teachers are not able to create educational situations in which children would develop a need for work (41%). They do not know how to determine the effectiveness of labor education of students (72%). They do not know how to correct their educational influences (66%). They consider theoretical (58%) and practical (68% of teachers) training insufficient for solving the problems of labor education. The pedagogical literature also points to the poor preparedness of young teachers for the labor education of schoolchildren (46; 80; 143; 152; 175).

So, we can state a contradiction between the need of pedagogical practice for teachers to be ready to carry out labor education at a level determined by the significance and importance of pedagogical activity, and the significant difficulties experienced by teachers in this activity. One of the reasons for this discrepancy, as evidenced by analysis of psychological and pedagogical literature and our study, is insufficient theoretical and practical training of students in an optimal relationship.

A great merit in substantiating the regularity and significance of the relationship between theory and practice in teacher training, in teaching pedagogical disciplines belongs to N.K. Krupskaya, A.V. Lunacharsky, S.T. Shatsky, P.P. Blonsky, A.S. Makarenko.

Results of modern studies by O.A. Abdullina (1; 2), Yu.K. Babansky (19; 20), O.M. Garanina (56), N.V. Evdokimova (76), S.V. ), N.N. Kuzmina (116), V.N. Nikitenko (156), S.E. Matushkina (141), N.A. Tomin (248) and others include some fundamental conclusions regarding the essence of theoretical and practical training of students of pedagogical universities, ways of their implementation in educational activities.

At the same time, our study of the scientific and methodological literature testifies to the insufficiently studied issues of ensuring the relationship between theory and practice in the process of preparing students for the labor education of schoolchildren, especially the primary level. The features and functions of academic disciplines in preparing students for this type of activity have not been studied. The need for a theoretical substantiation of the approach to the formation of students' readiness for labor education causes the existence of another contradiction.

The needs of modern pedagogical practice, the lack of development in the pedagogical literature of the issue of the relationship between theoretical and practical training of the future elementary school teacher determine the choice of the research topic "The relationship between theoretical and practical training as a factor in shaping the future teacher's readiness for labor education of younger schoolchildren" ^

The purpose of the study: to identify the conditions for the relationship between the theoretical and practical training of students for the labor education of younger schoolchildren and implement them in the process of experimental work.

The object of the research is the preparation of students for the labor education of younger schoolchildren.

Subject of study: the process of ensuring the relationship between the theoretical and practical training of the future teacher for the labor education of younger schoolchildren in the course of the methodology of teaching labor and in the course of pedagogical practice.

Research hypothesis. The relationship between theoretical and practical training makes it possible to increase the level of readiness of the future teacher for the labor education of younger students if:

The structure and content of readiness for labor education are determined;

A model of readiness for labor education has been developed and implemented (the main blocks of which are: a block of teacher qualities; a block of knowledge; a block of skills);

Successful implementation of pedagogical conditions is ensured (compensation for the insufficiency of pedagogical practice; intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; updating the content of training).

Based on the purpose and hypothesis of the study, the following tasks were put forward:

1. To study the problem of preparing teachers for labor education in the theory and practice of pedagogy.

2. To develop reasonable criteria and determine the levels of readiness of today's teachers and students for the type of activity we are studying.

3. To develop a model of the primary school teacher's readiness for the labor education of schoolchildren.

4. Determine the pedagogical conditions for the relationship between theory and practice, which contribute to the formation of a sufficient level of readiness among students for the labor education of younger schoolchildren.

The methodological basis of the study is the universal moral ideas about labor as the basis for the development of the individual and society, reflected in classical works (K. Marx, F. Engels, A.S. Makarenko, V.A. Sukhomlinsky, S.T. Shatsky). We took into account the peculiarities of the labor education of the younger generation at the present stage of the development of society, the achievements of scientists in educational field"Technology" (P.R.Atutov, V.M.Kazakevich, O.A.Kozhina, V.M.Raspopov, V.D.Simonenko, Yu.L.Khotuntsev). We were also guided by the conclusions of philosophers and psychologists about the unity, the relationship between theory and practice in the process of cognition (P.V. Alekseev, V.G. Afanasiev, V.A. Voronovich, R.M. Imamalieva, B.M. Kedrov, P. V.Kopnin, T.I.Oizerman, K.K.Platonov, M.M.Rozental, E.A.Simonyan, V.S.Soloviev, A.G.Spirkin, S.P.Schavelev); relied on the psychological and pedagogical theory of activity (L.S. Vygotsky, P.Ya. Galperin, A.N. Leontiev, S.L. Rubinshtein, E.G. Yudin).

In accordance with the hypothesis and objectives of the study, an experimental program was developed. The main experimental base of the study was the Shadrinsk State Pedagogical Institute, primary classes of schools Nos. 29, 40, 54 in Kurgan, Nos. 1,9, 10, 32 in Shadrinsk, No. 6 in Pervouralsk, Sorovskaya and Glubokinskaya school of Shadrinsk district. The experiment involved 305 students, 320 schoolchildren, 167 teachers.

The study of the problem continued from 1987 to 1998.

At the first stage (1987 - 1988) the choice and understanding of the topic was carried out; philosophical, psychological-pedagogical, methodological literature, dissertations on the problem (in order to identify the degree of development of the issue under study), the pedagogical experience of the best primary school teachers in Shadrinsk and the Kurgan region in labor education of students were studied and analyzed. The subject, goal, tasks were defined, a working hypothesis was formulated, and the research apparatus was developed. The following research methods were used: analysis of scientific literature, documents on general education and higher education; pedagogical observation; questioning; conversation; testing.

At the second stage (1989 - 1991) a stating experiment was carried out and its results were analyzed. A model of teacher readiness for labor education was developed, criteria and levels of readiness for this type of activity were established, on the basis of which typological groups of students and teachers were determined, and a technology for forming readiness for labor education was determined. Pedagogical conditions for the relationship between theory and practice in this process were identified. * The structure and content of the special seminar "Labor education of younger schoolchildren", "Educator's workshop" were developed. Main research methods: pedagogical observation; conversation; modeling^ survey; method of expert assessments.

The third stage (1992 - 1996) was of a formative nature. We tested the effectiveness of the pedagogical conditions we defined for the relationship between theoretical and practical training of students. The developed recommendations on the problem were introduced into mass practice. Main research methods: pedagogical observation; conversation; method of expert assessments; pedagogical experiment.

At the fourth, control, stage (1997 - 1998) systematization and generalization of the received material, registration of research results were carried out. Main research methods: peer review and self-assessment; comparison method; analysis and generalization of the author's personal experience; methods of mathematical statistics.

The scientific novelty of the research consists of: and

1. In the development and testing in the course of experimental work of the teacher's readiness model for the labor education of younger students, including interacting blocks: a block of professional and personal qualities of a teacher; block of knowledge; skill block.

2. In the identification and experimental verification of the pedagogical conditions for ensuring the relationship between the theoretical and practical training of the future teacher: compensation for the insufficiency of pedagogical practice; intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; updating the content of training.

The theoretical significance of the work is determined by the fact that the theoretical substantiation of the leading criteria of a teacher's readiness for labor education in elementary school (formation of the qualities of a teacher; special education) allows us to propose a model that can serve as a guide for pedagogical activity related to the formation of the readiness of students of pedagogical universities for professional activities. The relationship between theory and practice at each stage of the university educational process is revealed, which is justified by the peculiarities of the empirical and theoretical levels of knowledge.

The practical significance of the study lies in the fact that the content-technological support for the process of forming the readiness of the future teacher for the labor education of younger schoolchildren has been developed, taking into account the relationship between theory and practice. The research materials can be used in the mass practice of training elementary school teachers. The recommendations of the study are used in the educational process of the Shadrinsk and Chelyabinsk pedagogical universities, elementary schools of the Ural-Zauralsky region, in the activities of practical seminars of the regional IP-KRO, focused on increasing the level of readiness of teachers for the labor education of younger schoolchildren.

The following provisions are put forward for defense:

1. The model of a teacher's readiness for labor education of younger students makes it possible to more effectively organize the process of preparing future teachers for this activity. The implementation of the proposed model in the practice of vocational education will help students achieve a sufficient level of readiness for the labor education of schoolchildren.

2. The pedagogical conditions for ensuring the relationship between the theoretical and practical training of the future teacher are the basis for selecting the content of pedagogical education, reflecting the actual needs and interests of the individual, society and the state.

The reliability of the results obtained and the main conclusions of the dissertation work was ensured by the methodological and theoretical validity of the initial provisions; the use of a complex of complementary methods that are adequate to the tasks set in the study; sufficient verification and controllability of the conditions of the experiment; a significant experimental base; repeated repetition of the training stage of the experiment; the use of methods of mathematical statistics, quantitative and qualitative analysis of the data obtained during the study.

Testing and implementation of research results. The course of the research, its main provisions and results were considered at meetings of the departments of pedagogy and psychology of the Chelyabinsk State University and pedagogy of primary education of the Shadrinsk Pedagogical Institute; methodological and methodical seminars of departments; at scientific conferences of ChelGU (1987, 1991), SHPI (1987-1998); regional scientific and practical conferences of teachers of pedagogical schools (Kurgan, 1989; Shadrinsk, 1998); at the advanced training courses for teachers at the Kurgan IPKRO (1990 - 1998).

The main results of the study are used in the educational work of the Shadrinsk and Chelyabinsk Pedagogical Universities and in a number of schools. They are reflected in methodological recommendations, speeches to teachers and in the author's publications.

The structure of the dissertation was determined in accordance with the tasks set and the course of the study, conducted in collaboration with Honored School Teachers of the Russian Federation G.N. Antropov, V.G. Pospelova, N.I. Ulasevich. It includes an introduction, two chapters, a conclusion, and appendices. The total volume of the dissertation is 193 pages, including 2 diagrams, 2 figures, 13 tables, the list of references is 300 titles.

Dissertation conclusion scientific article on the topic "Theory and methods of vocational education"

Conclusions on the second chapter

1. Based on the methodological base outlined in Chapter I, we developed an experiment program, defined the typology of student groups, the methodology of the experiment at all its stages, including the forms and types of relationships between theory and practice.

2. It has been experimentally verified that the structure of the readiness of a future teacher for labor education, which contains two psychological and pedagogical personal components - professional and personal qualities (real behavior in various situations) and special education (a manifestation of the ratio of theoretical and practical equipment), is adequate to the developed model.

3. During the experiment, the pedagogical conditions for the relationship between theory and practice were determined and tested: compensation for the insufficiency of pedagogical practice; intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; updating the content of training.

The first condition provided for the introduction of special practice from the first course and the expansion of compulsory pedagogical practice. For this purpose, changes were introduced into the system of measures to guide the pedagogical activities of students on the part of the university and the school. The second condition assumed an increase in the intensity of the training process, which was achieved by expanding the volume of knowledge and practical skills of all groups. Strengthened formation of readiness was carried out with the design and technological approach to learning in the course of solving various types of problems, performing creative tasks, and research work. The third condition was to ensure a close unity of general pedagogical theory with the specific practice of education in the field to meet regional needs for qualified personnel. Local labor traditions were taken into account, regional technologies for processing materials were mastered, and the experience of the best teachers in the region in labor education of younger schoolchildren was studied.

4. In the process of searching for methods for processing experimental material, we opted for correlation analysis, which made it possible to establish a real connection between the system of theoretical knowledge and practical skills and confirm the reliability of the results obtained.

The results of experimental work testify to the effectiveness of the developed methodology. A significant increase in the level of all components of readiness among students of the experimental group significantly exceeded similar indicators in the control group. Optimal and sufficient level of readiness in 77.1% and 16.6% of students in the experimental group, in the control group at these levels, respectively, 39.6% and 29.2% of students. In the experimental group, students with a critical level of readiness for labor education are 23.9% less than in the control group.

5. The experimental study fully confirmed the validity of the hypothesis put forward that the relationship between theoretical and practical training is a factor that significantly affects the level of readiness of the future teacher for the labor education of younger students in the implementation of the developed model of readiness and the pedagogical conditions we have determined.

CONCLUSION

The theoretical and practical significance of studying the problems of preparing a future teacher for the labor education of schoolchildren is determined by the tasks of increasing the level of preparation of the younger generation for active and effective work in the conditions of market relations in Russia and at the world level.

The sphere of education, focused on the personal development of students, needs work, the pedagogical purpose of which is to be a means of socio-cultural integration and education of a self-regulating personality with a pronounced individuality. The content and meaning of such work is associated with various types of technological and socio-pedagogically useful activities (production of services, restoration and spiritualization of nature, ennoblement of living conditions, care for the small, the sick, the elderly). Technological activity as a creative way of connecting a person with the world on the basis of the direct and expedient implementation of one's own ideas, projects contributes to professional self-determination in the process of solving a number of tasks: creating optimal conditions for the development of the personality of each student in various types of labor activity (in different technologies) in accordance with its abilities , interests and opportunities, as well as the needs of society; preparation for labor activity in conditions of different forms of ownership, competition in the labor market and professions; the development of such personality traits as enterprise, efficiency, responsibility, initiative, the desire for reasonable risk, honesty, decency; formation of professional competence in the chosen field of labor activity in combination with professional mobility; the inclusion of students in real production and economic relations, their knowledge of the basics of entrepreneurship; education of personality culture in all its manifestations related to labor activity (technological culture, NOT, economic culture, ecological culture).

The study of the current state of the problem of forming the readiness of the future teacher for the labor education of schoolchildren, the analysis of psychological and pedagogical literature, the experience of working in a teacher training university convince of the relevance and insufficient development of the chosen problem.

The preparation of a teacher for the labor education of younger schoolchildren is based on certain principles that reflect real dependencies and connections between pedagogical phenomena. Among them is the principle of connection between theory and practice. Logically, the relationship between theory and practice is directly due to the fact that both are types of human activity: a system of action and a system of phenomena of consciousness. The unity of theory and practice is the general pattern of the progress of society, in which more and more important aspects of their relationship are constantly being revealed.

The study of the literature helped to reveal that in the practice of a modern pedagogical university, separate areas of training a future teacher for the management of labor education have developed: scientific-pedagogical, scientific-methodical, socio-psychological, sociological.

At the same time, the analysis of curricula and other documents showed that the preparation of students of the chief faculty for this type of activity is carried out traditionally, without taking into account the new conditions for the development of the labor process and the economy, which does not allow students to achieve a high level of readiness for independent activity.

This conclusion led to the need to clarify the content of some concepts, including "theoretical", "practical training", "the relationship between theoretical and practical training", "readiness for labor education".

Taking into account a number of general pedagogical principles (the unity of education and life; the relationship and interdependence of pedagogical theory and pedagogical practice; the development of interest in the teaching profession; the unity of educational, scientific and practical work), the pedagogical conditions for the relationship of theoretical and practical training of students for the labor education of younger students were identified. The completed dissertation research, which considers these conditions, testifies to their effectiveness in preparing the future teacher in the aspect mentioned above.

In the process of empirical and theoretical activity, the content-technological support of the process of formation of readiness was developed, including the content of special training of students, forms, methods, means of formation of readiness.

Based on the hypothesis, goals and objectives of the study, we relied on the criteria for the levels of professional readiness of an elementary school teacher developed in modern psychology and pedagogy, and correlated them in relation to the process of preparing for labor education. The selected criteria formed the basis for determining the levels of readiness both before and after special classes.

In the course of the 4-stage experimental work, we were convinced that the necessary characteristic of the connection between theory and practice is largely determined by the pre-university training of the student, his experience in the field of labor activity within the school and university, general pedagogical training and a number of other components. The possibilities of the course of methods of teaching labor and pedagogical practice as the most significant in the preparation of primary school teachers for labor education were realized. Topical topics were singled out, their additional list was worked out, types of interconnection between theoretical and practical material, and all this was verified experimentally. The work was carried out in close contact with the best school teachers in Shadrinsk and the region.

The work carried out revealed that in the process of classes, students acquired the necessary minimum knowledge about the specifics of labor in the modern world, as evidenced by creative tests and projects. Students have mastered a number of concepts: labor training, technological process, labor education, technological culture, labor self-education and others. The completed tasks showed that the students mastered the technological methods of processing materials, working with tools, devices; acquired the skills of organizing child labor, various forms of labor education, analysis of the work done. As the inclusion of special topics and types of classes, the interest of students in labor education increased and the level of their readiness for this activity increased, which is confirmed by the data obtained by the years of study.

The correlation of students to a certain level of their readiness formation was carried out with the help of specially developed diagnostic procedures, in our opinion, to a sufficient extent reflecting the results of the process under study.

During the experiment, a real connection was recorded between theoretical and practical training, which made it possible to increase the level of students' readiness for the labor education of schoolchildren. The presence of this connection and its influence on the result of training proves that it is essential and necessary.

The data of the forming and control stages of the experiment confirmed the correctness of our assumptions, proved the effectiveness of the applied methodology and the validity of the hypothesis put forward, as evidenced by the solution of all the tasks posed in the study.

The theoretical and experimental research carried out allows us to draw the following conclusions:

1. Preparing students for the labor education of younger schoolchildren is an important area of ​​the university educational process. A significant influence on the formation of readiness for this activity is exerted by such a factor as the relationship between theoretical and practical training, which ensures the interaction of these processes at each stage of training.

2. The successful solution by the teacher of the urgent tasks of labor education presupposes that he has an optimal level of readiness for activity. Readiness for labor education is a complex socio-psychological education, the components of which are personality traits and special education. Special education includes theoretical and practical equipment. The first criterion characterizes the erudition of a person in terms of mastering knowledge, interest in pedagogical theory, and the need for self-education; the second is determined by the formation of the teacher's constructive, organizational, communicative, gnostic, technological skills

3. The model of a teacher's readiness for the labor education of younger schoolchildren serves as a guideline in the process of professional training, and makes it possible to present in an ideal form the structure of readiness components and their interdependence. Taking into account the main functions of the teacher, we determined the content of the three blocks of the model: the block of qualities; knowledge block; skill block.

4. The set of pedagogical conditions for the relationship between theoretical and practical training (compensation for the insufficiency of pedagogical practice; intensification of the process of mastering knowledge and skills in labor education in educational, cognitive and practical activities; updating the content of training) is necessary and sufficient for the successful formation of the readiness of the future teacher, which was confirmed in the course of experimental work.

The study does not claim to be an exhaustive analysis of the identified problem, but can become a starting point for studying a number of areas: conditions and ways to improve the training of primary school teachers for labor education in all disciplines of the faculty, as well as in the process of independent work; the influence of folk traditions on the labor education of younger schoolchildren; preparation of the teacher for the implementation of the main directions of technological activity of younger students.

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