Goal setting in pedagogy, types, stages and conditions for its success. Diagnostics and forecasting of the educational process

Meaning and logic of goal-setting in pedagogical activity.

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

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

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

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

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

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

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

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

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

1. Essence, meaning of purpose and goal setting

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

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

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

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

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

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

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

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

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

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

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

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

Table 3

Types of pedagogical goals

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

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

2. Features of the goal-setting process

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Goal-setting technique

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Conclusion

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

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

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

Setting the right goal is not an easy task. Goal setting is a whole section in science that should be carefully studied before embarking on the process itself. Incorrectly approaching the setting of tasks, in any kind of activity, you can doom yourself to failure in advance.

In the article, we will focus on such a section as pedagogical goal setting. After all, it is the teacher who most often encounters setting goals in the classroom, and the success of the educational process as a whole depends on how he does this.

General concept of goal setting

Goal-setting is the basis not only of pedagogy, but also of any activity. This is a process when a certain task is selected, and a path and a method of following to its implementation are thought out. Be sure to take into account all the necessary factors that accompany a person while he is moving in the right direction.

In pedagogical activity, goal-setting is the same process, only, unlike business, for example, the task is educational. Speaking of goals, you need to understand that they can be of a different nature, that is, they can be based on a scale. Depending on this, we know the following goals:

• state scale;
• a separate structure or a separate stage in education;
• education for different age categories;
• when studying different disciplines;
• arising in the course of training and placed immediately before the study of the topic, etc.

As we can see, tasks can be different not only in wording, but also in approach.

Goal setting functions

We have already understood that setting goals is an important step in achieving success in any field. So, the named approach in management is no less important than goal-setting in pedagogy.

Finding an exact definition of the functions of this process is difficult, as there are many different formulations. But everyone agrees in one opinion - the basis of the work of any company is goal setting. But by itself, it cannot work independently without clarifying smaller managerial tasks.

Therefore, the next one can be called a planning function. And according to the role the goal plays in management, we can distinguish managerial. The latter accompanies the leader throughout the activity and leads to success.

There are different views on the definition of whether goal-setting has a founding or organizational function. Here we can say that both are partly true. After all, tasks are defined both at the beginning of the activity and throughout it up to their implementation as a whole. So it is impossible to divide this process into different functional areas. They intertwine and follow us at all stages of work or study.

Purpose and goal setting

But let's get back to pedagogy. It is this area that interests us the most today. It is important for a teacher to know that when setting a task, he must take into account the following stages of goal setting:

1. The teacher carefully analyzes the results of the activities that were performed earlier.
2. Diagnostics of the whole process of education and training is carried out.
3. The tasks that the teacher considers appropriate for this activity are modeled.
4. A comprehensive goal-setting is carried out, taking into account all the requirements of the team and the institution.
5. Depending on all factors, corrections are made to the original version, more precise formulations are derived.
6. A program of concrete actions is drawn up.

Having endured all these stages, the teacher can safely proceed to activities, expecting positive results.

Global Goals

When setting a task, the teacher must take into account not only personal, but also global circumstances. Planning and goal setting are inseparable processes, and when we determine our intentions, we simultaneously plan the path to achieve them.

The global goal in the educational process is to create a personality with all-round development. Even in ancient times, scientists deduced this ideal formulation. Such a person must be able to develop all his virtues and positive qualities in order to survive in a world that is rapidly changing and requiring more and more skills and abilities from a person. As the world changed, so did the formulation of the global goal. At this stage, the emphasis is on the creative abilities of the individual and the benefits that it can bring to society.

Historical goals

This goal scale is narrower and refers to a specific stage in the development of society. It takes into account the features of historical events at the moment, the importance of certain qualities at a particular stage in the development of the state. It is here that such factors of education are taken into account:

• spiritual aspect;
• development of a sense of responsibility to the state;
• legal aspect;
• cultural development,
• tolerant attitude towards others;
• the ability to adapt both within any society and in the labor field.

All these aspects are expressed in goal-setting, but this is already done taking into account the specific situation and activities.

Individual Goals

Goal-setting in the classroom is already a narrower consideration of the process. The individual approach expresses those needs that are peculiar to individuals and different disciplines and topics. Taking into account all factors (including family circumstances of children), as well as analyzing the capabilities of all participants in the activity, the teacher already sets specific goals. The approach here can also be different:

• free style - goals are set jointly, after discussion and approval by everyone;
• hard style - the goal is set specifically by the teacher in front of the students, predetermined and planned;
• integrated style - the goal is determined by the teacher independently, and the ways of implementation and methods of solution are discussed together with the students.

Which style to choose depends on the situation, the age category of students and their capabilities, as well as on the specifics of the discipline.

Important Factors

The goal-setting process is influenced by many factors that are important to consider. If one of them is left unattended, then there is a chance that you will not get the desired results. So, when setting tasks, the teacher must:

• take into account the individual requirements of the child, teacher, school or other educational institution, the surrounding society and the society in which the participants in the process live;
• study the features of economic development at the moment, as well as all the circumstances that exist within the institution;
• analyze the age factor of students, their capabilities, as well as the atmosphere within the team.

You always need to remember the main thing: you need to proceed from the smallest to the largest. That is, the main thing in the process is the individual, the personality.

Goal setting components

Having made an analysis of everything related to setting goals, one can draw a certain conclusion about the components of this process. The main and main components of goal setting are the following:

1. The initial justification, and then the subsequent direct statement of the problem.
2. Determination of the methods by which it will be achieved and carried out.
3. Premature prediction of the results that the teacher expects to receive.

Whatever one may say, but these three components must be fulfilled, since a person must clearly see not only the goal, but also how he achieves the result, and what he will get when he reaches it. This is very important and is considered fundamental in this field of activity. This is a kind of motivation for both the teacher and the students.

Goal setting requirements

As you already understood, the action of goal setting includes many different factors. The whole learning process consists of constant setting of tasks. One task is achieved, another is set, and this happens all the time while the learning process lasts. And all this happens in a close relationship between the student team, teachers and the school. And for it to be successful, you need to know that goal setting should be carried out taking into account certain requirements:

1. Diagnostics of opportunities, this means that the teacher should set goals only after a thorough study of all the components and necessary factors.
2. Real goals, that is, the setting of such tasks that can be realistically achieved in specific activities with specific people. Recently, much attention has been paid to this, an individual approach to learning plays exactly this role - to take into account the capabilities of each participant. You can set a task for one group of students that is real for them, but at the same time it will be too difficult for other children, that is, you need to approach this differently.
3. The goals must be successive, which means the constant interconnection of different paths and tasks in the process of training and education. You can not put conflicting options at the same stage, this will not lead to success. Also, if a big goal is set, then you need to divide it into subgoals and each time motivate students to overcome the next stage.
4. Tasks should be clear and articulated to each participant in the process, they need to be identified every time they change.
5. It is obligatory to analyze the result (positive or negative), but this must be done in order to properly plan activities in the future.

All of these requirements are not something special or new and are well known to every teacher. It is important that they are not only remembered, but also taken into account when staging.

Goal setting schematically

In order to correctly understand and remember that goal setting is a multifactorial process, we will present you with a diagram in which we have tried to summarize all the needs, as well as the factors and conditions that influence them in education and training.

Conclusion

In the end, we will summarize everything that we have discussed in the article. So, goal setting is an integral part of the educational process. In order for it to become successful, the teacher needs not only to blindly set tasks and fulfill them, no matter what. It is necessary to take into account all the components, conditions, factors, as well as the individual characteristics of students.

Depending on historical events, the stage of development of society, economic conditions, a chain of large, small and intermediate goals is built. In order to always correctly set goals, the teacher needs to regularly engage in introspection, improve his teaching skills, and also work closely with both the student team and the educational structure as a whole.

And finally, for success in this whole process, an exceptionally integrated approach is needed, and in the diagnosis it is necessary to take into account not only the actions of students, but also their own capabilities.

Meaning and logic of goal-setting in pedagogical activity. The purpose of pedagogical interaction is a backbone element of educational technology. Other elements depend on it: content, methods, techniques and means of achieving the educational effect. The goal as a scientific concept is the anticipation in the mind of the subject of the result, the achievement of which is directed by his activity. As a result, in the pedagogical literature, the goal of education is considered as a mental, predetermined idea of ​​the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed. Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of ​​the goal, it is impossible to achieve the effectiveness of the applied pedagogical technology. All this predetermined the essence of the concept of goal-setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities. In educational technology, goals can be of different scale and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values ​​that reflect the idea of ​​society about a person and a citizen of the country. They are developed by specialists, adopted by the government, fixed in laws and other documents. The next step is goals-standards, the goals of individual educational systems and stages of education, which are reflected in educational programs and standards. A lower level is the goal of educating people of a certain age. At the last two levels, goals in educational technology are usually formulated in terms of behavior, describing the planned actions of the educated. In this regard, there are proper pedagogical tasks and functional pedagogical tasks. The first of them are tasks for changing a person - transferring him from one state of upbringing to another, as a rule, of a higher level. The latter are considered as tasks for the development of specific personality traits. In the history of human society, the global goals of education have changed and are changing in accordance with philosophical concepts, psychological and pedagogical theories, and with the requirements of society for education. For example, in the USA in the 20s of the XX century, the concept of adapting the individual to life was developed and, with minor changes, continues to be implemented, according to which the school should educate an effective worker, a responsible citizen, a reasonable consumer and a kind family man. The humanistic, liberal pedagogy of Western Europe proclaims the goal of education to be the formation of an autonomous personality with critical thinking and independent behavior, which realizes its needs, including the highest need for self-actualization, the development of the inner "I". At the same time, various areas of foreign pedagogy are rather distrustful of the presence of education that is mandatory for all purposes. The extreme expression of this position is the view that the school should not set the goals of personality formation at all. Its task is to provide information and ensure the right to choose the direction of self-development (existentialism) of a person, his social and personal self-determination. In domestic pedagogy from the 20s to the 90s of the last century, the goal of education was the formation of a comprehensively and harmoniously developed personality. It proceeded from the pedagogical traditions of ancient Greece, Renaissance Europe, Western and Russian utopians, French enlighteners. The doctrine of the comprehensive development of the individual as the goal of education was developed by the founders of Marxism, who believed that it was the comprehensively developed personality that was the goal of the historical process. The comprehensive development of the individual as the goal of education is now directly or indirectly approved by many countries and the international community, as evidenced by UNESCO documents. All of the above factors determine the relevance and significance of the topic of work at the present stage, aimed at a deep and comprehensive study of the essence and features of the goal-setting of the educational process. The topic of the essence and features of the goal-setting of the educational process is poorly studied by domestic teachers, therefore it is advisable to devote the work to systematization, accumulation and consolidation of knowledge about the essence and features of the goal-setting of the educational process. The purpose of this work is to highlight the issues of methodology, essence and features of the goal-setting of the educational process. 1. Essence, meaning of goal and goal-setting Solving the problems of goal-setting, as it were, completes the formation of the methodological base of educational technology. However, this does not provide grounds for a preliminary assessment of its effectiveness. This problem is largely removed as a result of modeling certain educational technologies at the stage of their theoretical development and justification. When analyzing the essence of pedagogical goals, various researchers adhere to a single position that pedagogical goals are the expected and possible results of pedagogical activity, which consist in changes in pupils. These changes may relate to the type of personality, the person as a whole or his individual properties. N.K. Sergeev (1997, pp. 71 - 74) comes to the conclusion that by organizing the activity of the educatee, the teacher, as it were, “builds up” (Yu.N. Kulyutkin) over it: the goals that he sets for himself are a forecast of the possible and desired progress of the child in his development; achievement by the teacher of his goals is possible only through the organization and achievement of the goals of adequate activity of the student; assessment and correction of the course of the pedagogical process are carried out on the basis of how successful the planned movement of the child is. In connection with the above reasoning, it seems at least doubtful that when developing the goals of education, “the goal is formed as the teacher’s idea of ​​the type of experience that the child must acquire in order for his “personal adaptation” to the world around him to take place” (Safronova , 2000, p. 139). The limitation of the category "personal experience" in pedagogical goal-setting, in our opinion, is explained by the initial assumption about the programmability of the educational process, the situations of the pupil's future life, from the predictability, predestination of his life. Thus, these ideas are based on the understanding of the pupil’s “standing” before culture, which is characteristic of the learning situation, and the understanding of the pupil’s changes as quantitative accumulations, which is clearly not enough in education (from the standpoint of “independence”, the formation of human quality). Experience cannot be the goal of education, because experience is a conclusion from the past. It can only be the basis for the formation of one's own position as a conceptually meaningful look into the future. The formation of a position requires a theoretical approach, in this we see a contradiction with the empirical essence of experience. “Personal experience”, as shown in the study by N.K. Sergeeva (1998, pp. 30 - 31), however, can be an essential component of the content of education. In this understanding, a logical chain of the educational process "situation - activity - experience - position" is built. The situation here is the main means, activity is a procedural characteristic, experience is the content, and the subjective position is the goal of education. Although this scheme is rather conditional. Pedagogical thought comes to the denial of the idea of ​​arbitrary formation of personality in accordance with a given standard, this denial comes from the idea of ​​becoming a person. O.E. Lebedev (1992, p. 43) identifies the following methodological requirements for determining the goals of education: - the goals of education should reflect the real possibilities of the education system in the development of the individual; - they cannot act as a concretization of the social functions of the education system; - these goals cannot be a concretization of the ideal of a personality, because the potential of the education system will always be insufficient for the formation of an ideal personality; - the social functions of the education system and the ideal of the individual can act as criteria for selecting the goals of education; - it is necessary to distinguish between the goals of upbringing, the goals of education, the goals of training, the goals of the development of the education system. Next, Lebedev makes an attempt to highlight the specifics of the educational goals presented in Table. 3. Table 3 Types of pedagogical goals Educational goals Educational goals Learning goals Model delayed pedagogical results Model immediate pedagogical results Model predictable results Model planned and predicted results Model a personality type Model the quality (qualities) of a personality Model the development of individual personality structures Infinite goals Finite (FOOTNOTE: Yes meaning: "finite, associated with a finite number" (from Latin finites - finite) (See: Dictionary of Foreign Words, 1989, p. 524.)) goals The table shows that the goals of education should be understood as predictable, realistic achievable results of pedagogical activity in the formation and development of the basic personality type (Lebedev, 1992, p. 46). 2. Features of the goal-setting process impact on the process of personality formation and corresponding changes in this process. The famous writer S. Soloveichik states: “The educator, like the artist, does not act according to a plan, not according to an abstract idea, not according to a given list of some qualities and not according to a model, but according to an image. Each of us, even if we don’t know about it, has an image of the Ideal Child in our head, and we imperceptibly try to bring our real child under this ideal image” (Soloveichik, 1989, p. 122). The peculiarity of such a goal is non-differentiation, wholeness. At the same time, the personality is considered as a whole, and not reduced, it is not “pulled apart”, it is divided into separate qualities. But pedagogical activity in this case is built spontaneously, by trial and error: "it worked out - it didn't work out." In various studies, the “goal of the process” and “goal of the result” (3.I. Vasilyeva), “goal-result” and “goal-expectation” (N.K. Sergeev), as well as “goal-ideal” (V. N. Sagatovsky), which sets the direction for the entire movement of the pedagogical process. “In special pedagogical contexts,” A.S. Makarenko, - it is unacceptable to talk only about the ideal of education, as is appropriate in philosophical statements. The teacher is required not to solve the problem of the ideal, but to solve the problem of ways to this ideal. This means that pedagogy must develop the most complex question about the goal of education and the method of approaching this goal” (1977, p. 30). Thus, the ideal is not yet a pedagogical goal. We consider it fundamental to note that setting a pedagogical goal means determining those changes in the personality of the educated person that the teacher wants to achieve. The meaning of goal-setting in the educational process is to direct it to the individual goals of the teacher of pupils, which are always there, even if these goals are not realized. A.V. Petrovsky (see: Psychology of a Developing Personality, 1987, p. 155) revealed that “for teachers of a creative type, the nature of interaction with a student has a subject-object-subject structure, i.e. the transformation of the student's personal-semantic sphere is the goal of the pedagogical process, and not a means of solving situational educational problems. The personal orientation of education suggests that “the most perfect values ​​of the human race must, as it were, be reborn in its [personality] experience, otherwise they simply cannot be adequately appropriated, i.e. gain personal meaning” (Serikov, 1994, p. 18). Based on this position, we consider it necessary to clarify our previous thesis: the educational goal formulates the desired changes in the human quality of the pupil, his views, attitudes, and position. The real sources of pedagogical goal-setting are 1) the pedagogical demand of society as its need for a certain nature of education, expressed in objective trends in the development of society and in consciously expressed educational demands of citizens; 2) a child, the subject of childhood as a special social reality that has an independent value not only as a period of preparation for something, and 3) a teacher as a bearer of human essence, as a special social subject, most effectively realizing the “essential ability to create another” (And .A. Kolesnikov). The specific weight of these source factors at different stages of the development of the process of education and the specification of its goal may change, but none of them disappears. It is known that teachers, as a rule, quite deeply understand the general educational tasks, but find it difficult (and sometimes consider it optional) to concretize them into tasks of joint activity with pupils. Often they underestimate the special work with students to comprehend and "appropriate" the goals of the activity. Such appropriation of goals is possible under the condition of unity of meanings. The category of meaning helps to distinguish between the goals of teachers and pupils. “It can be argued,” E.V. Titova (1995, p. 97) - that the meaning of the teacher's activity is not to directly and directly influence the child's personality, trying to "transform" it, but precisely to organize the child's activity, in which his personality will be manifested and transformed. personality." A rather controversial statement in terms of the possibilities of activity turns out to be impeccable in a statement about meaning, even if we put a pupil in the place of a teacher. And such a check is necessary when it comes to education as an activity, an event, a state. Thus, the meaning of activity in the upbringing of the child and the teacher can be common, but the goals, as a rule, are different. It is known that pedagogical patterns (in contrast to the laws of nature) are statistical in nature, i.e. their chances are not 100%. The pedagogical law cannot inevitably predetermine the achievement of the intended result. Therefore, even a pedagogical goal based on scientific knowledge will not be real if it does not take into account the individual's own activity, its selectivity, self-development, and integrity. According to the ideas of the activity approach, it can be considered legitimate to single out positing as a necessary link in any activity (A.V. Brushlinsky, A.N. Leontiev, O.K. Tikhomirov, etc.) and to single out an independent type of activity, the product of which is the goal (N.N. Trubnikov, A.I. Yatsenko and others). At the same time, goal-setting is most often understood as an ideal process of goal formation deployed in time. Its result is the formulation of the goal. Being a special kind of goal-producing activity, belief cannot be only a mental process. V.N. Zuev (1986, p. 262) considers the process of goal-setting as an inseparable unity of two moments: the ideal setting of the goal by theoretical activity - goal-forming and its real setting outside, into objective-objective reality - goal-realization. V.V. Serikov (1999, pp. 48 - 49) distinguishes two stages in the process of goal setting: emergence and concretization. The logic of goal-setting cannot be reduced to an ideological component, it has its own pedagogical patterns, and the basis for determining the content of education is, as a rule, in-depth studies of the educational needs of various strata of society and social forecasts. S.A. Calculina (1988, pp. 31-33) among the features of goal-setting within the framework of subject-subject relations highlights the awareness and evaluation of: - the subject of joint activity from the position of another person; - the inner world of another person as an equal subject of positing and realization of the goal; - their own inner world, their actions to set and achieve goals from the position of another person. This or that way of understanding a person, determining one's own value attitude towards him is a condition for self-determination of a person. In this sense, the moment of concrete contact with another consciousness helps “to develop and change the attitude towards oneself, to overestimate and modify one’s inner experience, to look at oneself, as it were, with “different eyes”” (Rodionova, 1981, p. 183). Thus, S.A. Raschitina (1988) defines goal-setting from the side of one's subject-subject characteristics as the awareness and assessment of personal qualities and relationships necessary to achieve the goal of an activity based on their correlation with the qualities and relationships of other goal-setting subjects. The act of goal-setting, therefore, conceals the possibility of deploying reflexive processes that play an important role in the processes of self-education of subjects of activity. This provision is also true for the subjects of the educational process, who believe and realize the goals of self-education. 3. Goal-setting methodology Traditionally, the goal of education was presented as an order from society, expressed in a personality model, in a standard of education and behavior. As O.E. Lebedev (1992, p. 40), "the thesis of the social determination of goals cannot be in doubt, but the concept of" order "requires critical analysis." More Yu.K. Babansky (1977, p. 12) drew attention to the fact that when setting goals, one should take into account not only social requirements, but also the capabilities of the educational system itself and the conditions in which the learning process takes place. The practice of education has shown the reality and the danger of turning the idea of ​​"social order" into the idea of ​​"government order". With the renewal of society, the need to overcome the idea of ​​"social order", to identify new approaches to the definition of pedagogical goals, became more and more acute. A.S. Arseniev, relying on the analysis of the basic principles of the Marxian concept of the goals of human activity, came to two fundamental conclusions: a) the main goal of education should be a person as an end in itself; the ends of things, while they still remain, must be regarded as subordinate to this main end; b) there is an antinomy of the goals of scientific education and the upbringing of the individual. The resolution of this antinomy is possible on the basis of the hierarchization of goals, in which the highest goal is the formation of a moral personality (see: Philosophical and psychological problems ... 1981). The teacher himself, as a rule, is not mentioned among the sources of educational goals. He is traditionally assigned the role of the executor of "projects" and "technologies". “In every professional activity,” says V.P. Bespalko (1989, p. 11), - the technology of work is mediated by personality properties, but it is only mediated, not determined. “Maybe pedagogical activity is just one of the few unique realities in which a person not only mediates, but determines the purpose and content of the process?” - notes V.V. Serikov (1999, p. 52). The pedagogical process, among other things, is also the self-realization of the teacher, who, with a certain independence, sets his own goals, content, and means. And any “project”, “order”, etc., before it reaches the student, must be accepted by him. Even if he is offered another, more “scientifically” set goal, in which he does not see the possibility of realizing himself, he still will not achieve it. No matter how technologized education is, first of all, the communication of souls, and then the functioning of “programs”, “systems”, etc. The transformation of a teacher into a performer, i.e. depriving him of his own subjectivity automatically deprives him of the opportunity to perform educational functions. The appearance in the state of a monopoly on the development of the ideal of the individual is a sure sign of authoritarianism, dictatorship in the country. In the process of research, we have developed and proved to be effective the following recommendations for goal-setting teachers: growing man for his future. Therefore, it is important to stop at the time in detailing the ideal image of your pupil. 2. In the process of goal-setting, as we see, our mastery of the methods of psychological and pedagogical diagnostics plays an important role. The teacher needs not only to have a sufficient number of mastered methods, but also to design a program for studying the child and groups of students from them. Moreover, the study should be woven into the educational process, and not be a separate activity, additional to the main one. 3. You should protect yourself from pettiness, from the desire to "fit" each individual child to the formulated ideal. First, one can never be completely sure that this ideal is formulated correctly. Secondly, it is always difficult to carry out a sufficiently complete diagnosis of the identified qualities and properties. Thirdly, a person is constantly changing and “yesterday's” knowledge about him may not be applicable today. Finally, the issue of taking into account the self-development of the pupil's personality is problematic. To what extent should the teacher follow the prospects for self-development of the pupil? And if it is the identity of the offender, the criminal? In the practice of educational work, collective forms of discussion help to answer many questions: a pedagogical council, a small teachers' council. Here, based on the knowledge, experience and results of studying pupils by many teachers, it is possible to optimally solve problems related to the development of the goal of education, the selection of pedagogical tools and the analysis of the results achieved. 4. Only this step will allow us to formulate the educational goal. At the same time, it is important to take into account not only the time, but also the means that the teacher has to achieve the educational result. It turns out that goal setting is the central moment in the design of the pedagogical process (as, indeed, in any activity). But here is the goal. Before proceeding with its implementation, let's stop and evaluate how correctly it is set. After all, an erroneously chosen goal almost guarantees us fruitless efforts to achieve it. Solving the problem of competently setting the goal of educational work, one should answer the following questions: 1) can the formulated phrase be called a goal, i.e. whether it determines the result of the activity to be achieved, or outlines only the direction of movement; 2) whether this is an educational goal, i.e. whether it determines educational activities aimed at qualitative changes in the child, and not organizational, environmental, etc.; 3) whether this goal takes into account the integral character of a person, i.e. the presence in it of a system of various interrelated properties, among which there are leading ones (for example, citizenship, readiness for work, morality); 4) is it real, i.e. whether the goal setting provides for a certain period of time and means to achieve it. The goal setting process described above is quite difficult. How, for example, to determine the educational goal of the lesson? What qualities or properties can be cultivated in 40 - 45 minutes? And it seems to some that expressions like "educate respect for work" or "continue the formation of self-awareness" save the day. But to educate does not mean to educate, to move does not mean to achieve a result. Such “relief” only hides the teacher’s lack of a conscious goal, and therefore reduces its effectiveness and job satisfaction. To excite the forces of self-movement, and not to "sculpt" one's ideal image from the child - this is the main meaning of the educator's activity. It is expressed by ancient wisdom that "a student is not a vessel to be filled, but a torch to be lit." Hence, an additional requirement for setting an educational goal: maximum consideration of the pupil's own activity. Conclusion Thus, the goal itself and the process of goal-setting in the structure of educational activities perform the functions of managing the educational process. The effectiveness of goal-setting increases if it is based on the forecast (identification of intentional characteristics) of the educational process and the conceptual vision of the result of education as obtaining a “human quality in a person”. The choice of educational goals should not be voluntaristic. It is determined by the methodology of pedagogy, philosophical ideas about the goals and values ​​of society, as well as socio-economic, political and other features of the development of society and the state. In the new socio-economic and political conditions of the development of our country, the comprehensive development of the individual as the goal of education is very critically assessed. However, this position is not shared by all experts. This is explained by the fact that until the 1990s, the goals of education were determined by the needs of an authoritarian state and were of an ideological nature, and now, scientists believe, education should be based on the needs of the individual in self-realization, in the development of everyone's abilities. Therefore, the goal of education, to which it is necessary to focus modern educational technologies in the most general form, is formulated as the creation of conditions for the versatile development of the individual. In this regard, in the Law of the Russian Federation “On Education”, the solution of educational tasks in the educational process is aimed at developing a personality of life self-determination, creating conditions for its self-realization, forming a citizen integrated in society and aimed at its improvement. Consequently, the ideological approach to setting the goals of education is replaced by a personal one, which gives the pedagogical technologies developed and implemented in Russian society the features of Western humanistic pedagogy.

Key words: pedagogical goal-setting, essence, characteristics, ontological status, object, subject, structure, functions, process, stages, levels, types, conditions, principles, models, levels of development, development models. Modern research suggests that in a real pedagogical process, the goal is the determining factor, the core around which the teacher combines all pedagogical tools into a system, determining the place of each of them.

It has been established that goal-setting is a necessary condition for the productive activity of a teacher; the leading, system-forming component of pedagogical activity, which allows the subject of activity to model the trajectory of his own development, to carry out self-promotion and correction of his own self-development. The idea of ​​goal-setting in the planning and implementation of training is comprehended as fundamental in improving the efficiency and quality of the educational process.

Goal-setting determines the structural basis of the activity programs not only for students, but also for teachers, as well as for the entire university, allowing you to determine an adequate learning technology and a system of criteria for evaluating the results obtained . Pedagogical goal setting is the most important component of a teacher's professional competence in the context of modern approaches to education.

A teacher who knows how to build a goal-setting process, and therefore has a creative style of thinking, the ability to analyze pedagogical phenomena, set pedagogically sound goals, select and timely adjust the means for their implementation, adequately assess the effectiveness of one’s own activity .

The synergetic approach makes it possible to consider goal setting as a personally significant process for the subjects of education. The problem of pedagogical goal-setting attracts the attention of domestic and foreign scientists, who consider it in several aspects: in the system of general education, didactics, and upbringing. The concept of problem-based learning has made a significant contribution to the development of the idea of ​​goal-setting in didactics, based on the general logic of the educational process and the logic of the development of a productive thought process.

The problem of goal-setting in the pedagogical process is studied by L.V. Bayborodova, N.V. Kuzmina, A.K. Markova and others O.E. Lebedev studied the theoretical foundations of pedagogical goal-setting in the education system. V.G. Gladkikh analyzed the problem (theory and practice) of pedagogical goal-setting in education, created the foundations of the theory of pedagogical goal-setting in the activities of a leader. N.Ya. Korostyleva defines the specifics of pedagogical goal-setting as an object of management and methodologically substantiates the possible nature of its management.

Despite the presence of separate works, theoretically the problem of pedagogical goal-setting has not been developed enough. This fact, as well as the need to implement the management of pedagogical goal-setting on a scientific basis, improve its quality, led to an appeal to the analysis of its main (essential) characteristics. First, let's clarify the essence of the category "pedagogical activity". A.K. Markova understands pedagogical activity as the professional activity of a teacher, in which, with the help of various means of influencing students, the tasks of their education and upbringing are solved and identifies the following types of pedagogical activity: teaching, educational, organizational, propaganda, managerial, consulting and diagnostic, self-education activities .

I.A. Zimnyaya, considering pedagogical activity as “the upbringing and teaching influence of the teacher on the student, aimed at his personal, intellectual and activity development, at the same time acting as the basis of his self-development and self-improvement”, defines its result as “personal, intellectual development of the student”. nickname, improving him as a person, as a subject of educational activity. To the functions of pedagogical activity I.A. Winter refers to: orientational, developing, mobilizing, informational, constructive, organizational, communicative, gnostic. An analysis of the definitions of pedagogical goal setting has shown a variety of approaches to understanding its essence.

The concepts of scientists-teachers reflect the specificity of pedagogical goal-setting in the design of education as a public institution, in the design of the pedagogical process, in the practical professional activity of a teacher. Scientists understand pedagogical goal-setting as: - a conscious process of determining and setting the goals of pedagogical activity, which reflects the teacher's ability to plan and transform social goals into the goals of his own and joint activities with pupils, as well as specify goals and choose effective ways to achieve them (N. V. Mezentsev). - the ability of the teacher to develop a fusion of the goals of society and his own and then offer them for acceptance and discussion by students (A.K. Markova) . - the process of transforming the “main” social goals of education, determined by the social order, into specific goals (education, upbringing, development) of the content of education, academic subject, academic topic, lesson (O.A. Bobyleva) . - not only the setting, development and use of learning goals, but also the moment of diagnostics in revealing the goal and its further correction. Diagnostics in this case contributes to the generalization, unification of the teaching actions of the teacher and the learning efforts of the student, the development of a joint strategy for future activities, the “legitimization” of the goal and their integration into the system of personal qualities (T.P. Ilyevich) . - an integral system of guidelines that determine the main directions of pedagogical activity, which includes universal ideals and tactical tasks for the development of the human personality, the tasks of civic formation and the formation of individuality; joint target activity of the teacher and students as subjects of the educational process (O.A. Bobyleva). − the process of designing the transition from possibility (potential of the education system) to reality (realization of potential); the process of the interrelated choice of the goals of education and the goals of the development of the education system (O.E. Lebedev) .

According to N.V. Kuzmina, the goal-setting stage is characterized by the fact that the teacher transforms the state goals facing the education system into pedagogical ones and, by choosing the means of their implementation, turns the student from an object of education into a subject of self-education, self-education, self-development.

Under the skills of didactic goal-setting N.P. Kirilenko understands the system of purposeful and interrelated actions of the teacher, ensuring the effective setting of didactic goals.

Pedagogical goals are the expected and realistically achievable results of pedagogical activity, which are expressed in the personal neoplasms of students - in changing their values, developing abilities, mastering knowledge and skills that ensure the creation of a cognitive base for independent problem solving in various spheres of life. N.G. Kuteeva understands the professional goals of a young teacher as a system of operational (near), tactical (intermediate) and strategic (long-range) goals of a teacher in the process of pedagogical activity aimed at teaching, educating and developing students and self-education, self-education and self-development, involving the achievement of a certain result, acting as the unity of the desired and the possible.

As guidelines for determining the goals of V.G. Smooth stand out: the state of the institution as a whole as a system; the specifics of the teaching staff; a certain contingent of students (pupils); specific teacher (educator, teacher); individual student (pupil). In an attempt to determine the ontological status of pedagogical goal-setting, we believe that goal-setting is included in the structure of the goal-setting activity of a teacher (an activity in the process of which goals appear, are realized, goals are formed and ways to achieve them are determined (S.G. Dehal)), along with such its types, such as forecasting, planning, design, modeling, programming. The objects of pedagogical goal-setting can be areas of educational activity (cognitive, psychomotor emotional), etc.; as subjects - teachers, heads of educational institutions, teaching staff.

The structure of pedagogical goal-setting includes the following components: goal-setting (goal-setting is aimed at proposing and justifying the goal of the educational process, the process of generating new goals, value-based goal definition and subjective acceptance of a mental image of future activity), design (turning a strategic goal into system of subgoals and tasks in the process of goal achievement), organizational (selection of methods of solving and pedagogical influence on the subjects of goal-setting that are adequate to the goal and tasks), diagnostic (analysis of cause-and-effect relationships between the goal, tasks, methods, conditions, results of activities at the implementation stage).

Thus, goal setting as a leading component of goal setting initially integrates analytical, diagnostic, orienting, designing and evaluative performance characteristics and performs a system-forming function in the educational process. Functions of pedagogical goal-setting: orienting-motivational (reflection about the goal, subjective vision of elections, creative approach), design-executive (independent research and creative activity of the teacher, including the development of a hypothesis, modeling the educational process, search and alignment of information in the logic of selected tasks), organizational and stimulating (creativity in search of original and adequate solutions to the goal and tasks), analytical and diagnostic (analysis of cause-and-effect relationships between the goal, tasks, methods, conditions, results; self-analysis of the teacher) .

The process of pedagogical goal-setting is creative in nature, since all its functions are associated with the search for the most effective, flexible operational and technological ways of training and education. The process of pedagogical goal-setting of the teacher N.Ya. Korostyleva presents as a sequence of certain actions: assessment by the subject of goal-setting information through the prism of his own position; choice of goal, its concretization; evaluation of results; correction of the primary goal.

According to O.A. Bobyleva, the process of goal-setting in the design activity of the teacher acts as a certain procedure for moving towards the phased implementation of the goal, focused on the practical achievement of the optimal result - the goal. The author's research reveals a general approach to understanding the goal-setting process as the transformation of a goal into a task of pedagogical activity.

This approach received theoretical justification in the concept of P.I. Pidkasistoy, which is characterized by a broad interpretation of the goal-setting process at the level of the education system and at the level of the teacher's professional activity. ON THE. Serova divided the process of goal-setting into three components: 1) goal-setting: actualization of needs, assessment of conditions, opportunities, selection of objects to which actions will be directed; 2) goal setting: setting a conscious goal, choosing the means to achieve it; 3) goal realization (goal realization): evaluation and adjustment of the results of goal setting, the possibility of achieving them.

Goal setting is understood as the formulation of a pedagogical goal-ideal (the goal of education) and its interpretation at the theoretical level (in a particular subject area), the creation of a goal-model; under goal formation - the mental process of anticipation, the construction of specific educational goals by the subjects of the educational process on the basis of the goal-ideal, goal-model; under goal realization - the use of a system of goals for organizing, correcting and evaluating educational and learning activities.

At the level of the educational process, goal setting for the teacher and students is the development of a strategy (goal setting) and tactics (goal realization) to achieve the global goal of education. Without goal setting, it is impossible to design a system of learning goals and use it to organize the educational activities of schoolchildren. Structural elements of the goal-setting process according to N.L. Gumerova: goal setting, implementation phase design, goal fulfillment, correction.

Scientists have identified the following stages of pedagogical goal setting: goal setting, goal achievement, goal realization. Levels of pedagogical goal setting. The authors of the article identify and meaningfully reveal the following levels of goal-setting in the activities of a teacher: 1) systemic: the formulation of the general goals of school education; 2) subject: choice of general orientation (profile and level of education); 3) modular: the choice of a didactic system (contribution to the implementation of common goals); 4) lesson: creation of methodological support. M.I. Rozhkov and L.V. Baiborodov distinguishes the following types of goal setting: “free”, “rigid” and “integrated”, combining elements of the first two.

With free goal-setting, the participants in the interaction develop, construct their own goals, draw up an action plan in the process of intellectual communication and joint search; with a hard one, the goals and programs of action for schoolchildren are set from the outside, only the concretization of tasks and their distribution in the process of interaction takes place. Free goal-setting gives a variety of goals in terms of content for the individual and for the group. These goals reflect the individual needs and capabilities of each, are guided by individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others - inaccessible, although outwardly they can unite the participants in joint activities.

With integrated goal setting, the goals of the group can be set from the outside by the teacher, the head of the group, but the ways to achieve them, the distribution of actions are carried out in the process of joint search, taking into account the interests and needs of children. For specific groups and conditions of activity, all types of goal-setting are real. The type of goal-setting depends on the characteristics of the association: the age, quantitative and qualitative composition of the group, the duration of existence, the method of occurrence, the accessibility of the content of the activity, as well as the skill of teachers. Of course, free goal-setting is the most effective.

On the question of the conditions for the productivity of pedagogical goal setting, it can be noted that goal setting is productive to the extent that it takes into account the educational capabilities of the school, teacher, family, and children themselves. Goal-setting when building a system for the formation of any quality within the framework of a holistic approach to teaching and educating students, according to N.K. Sergeev, should be carried out taking into account the fact that: 1) the goals of the system must meet the requirements of society in the development of an individual characterized by certain qualities; 2) the goals of the system must meet modern scientific ideas about the personality, its structure, development; 3) the goals and objectives of the system of lessons, activities, up to a separate lesson and event, should be such that their implementation acts as a “step” on the way to the main goal of the educational process as a whole, raises it to a higher level. level.

At the same time, the achievement of one goal, the solution of one problem should contribute to the solution of other problems. The principles of goal setting (classification of goals): psychological, logical, concretization, hierarchy, integrity, practical orientation were used by O.A. Bobyleva when compiling a methodological model of goal-setting in the construction of educational and cognitive activity of students. Scientists have developed the following models of pedagogical goal-setting: a model of goal-setting in the construction of education (O.A. Bobyleva); a model of staged goal-setting in the design of educational tasks (educational process) (T.P.

Ilyevich); theoretical model of pedagogical goal-setting in the education system (O.E. Lebedev); management model of pedagogical goal-setting in modern school (N.Ya. Korostyleva) .

An important problem is the development of pedagogical goal-setting. N.L. Gumerova identified the following levels of development of pedagogical goal-setting: intuitive (goal-setting actions are performed based on intuition through trial and error, without relying on the scientific foundations of action), reproductive (actions are of a template and formal nature, do not go beyond the regulated instructions and rules, are not analyzed independently), productive (actions are conscious in nature, an assessment of individual actions appears on the basis of analysis), creative (actions are realized at the level of theoretical thinking, are performed independently, consciously in standard and new situations) .

N.P. Kirilenko, intuitive, stereotypically reproductive, variatively reproductive and creative levels of formation of skills of personality-oriented didactic goal-setting were established. Mezentseva, the study identified four groups of teachers with different levels of goal-setting and personal maturity: low, acceptable, sufficient, and optimal. The author notes the general problems of goal-setting development inherent in teachers of different groups: 1) teachers have a low level of awareness about the essence and structure of pedagogical goal-setting; 2) teachers experience difficulties in setting a specific goal in the diagnosable variant and in concretizing the goal with subgoals and tasks; tasks often do not agree with the stated goals, and sometimes do not even reflect it, which, in turn, negatively affects both the work of the teacher and his psychological state; 3) a large gap between the theoretical knowledge obtained as goal-setting algorithms and the application of this knowledge in practice, on the one hand, and the rapidly changing socio-economic situation and requirements for the results of education, on the other hand, create difficulties for clearly expressed value the basics of goal setting; 4) the level of development of goal-setting is not determined by the teaching experience and qualifications of teachers, but has a relationship with the level of personal maturity.

N.L. Gumerova developed a model for the development of pedagogical goal-setting in a future teacher in the process of university training based on an axiological approach. The model includes value, cognitive and activity approaches, a set of principles, forms, methods, means and conditions for the development of pedagogical goal-setting, focused on professional adaptation and positive social activity. The characteristics of pedagogical goal-setting identified and analyzed in the present article are important for managing it on a scientific basis and improving its quality. The available descriptions provide rich material for analysis and application in practice.

References: 1. Gumerova N.L. Development of pedagogical goal-setting among teachers of secondary schools: an axiological approach: dis. ... cand. ped. Sciences. M., 2008. 2. Bobyleva O.A. Development of the idea of ​​goal-setting in the construction of education in Russian didactics: mid-1950s - 1980s XX century: dis. ... cand. ped. Sciences. Khabarovsk, 2008. 3. Gumerova N.L. Decree. op. 4. Bobyleva O.A. Decree. op. 5. Gumerova N.L. Decree. op. 6. Ibid. 7. Ilyevich T.P. Technology of designing educational tasks in the context of personality-oriented goal setting: dis. ... cand. ped. Sciences. Rostov n/D, 2001. 8. Gladkikh V.G. Theoretical foundations of targeted management of an educational institution: dis.

... doc. ped. Sciences. Orenburg, 2001. 9. Bobyleva O.A. Development of the idea of ​​goal-setting in the construction of education in Russian didactics: mid-1950s - 1980s XX century: dis. ... cand. ped. Sciences. Khabarovsk, 2008. 10. Lebedev O.E. Theoretical foundations of pedagogical goal-setting in the education system: dis. ... Dr. ped. Sciences. SPb., 1992. 11. Gladkikh V.G. Theoretical foundations of targeted management of an educational institution: dis. ... doc. ped. Sciences. Orenburg, 2001. 12. Korostyleva N.Ya. Pedagogical goal-setting in modern school as an object of management: dis. ... cand. ped. Sciences. SPb., 2002. 13. Ansimova N.P. Psychology of setting educational goals in the joint activities of the teacher and students: dis. ... Dr. psikhol. Sciences. Yaroslavl, 2008. 14. Ibid. 15. Ibid. 16. Ibid. 17. Bobyleva O.A. Decree. op. 18. Mezentseva N.V. Peculiarities of pedagogical goal-setting among teachers depending on the level of their personal maturity // Theory and practice of social development. 2011. No. 6. S. 95−101. 19. Markova A.K. Psychology of professionalism. M., 1996. 20. Bobyleva O.A. Decree. op. 21. Ilyevich T.P. Decree. op. 22. Bobyleva O.A. Decree. op. 23. Ibid. 24. Lebedev O.E. Theoretical foundations of pedagogical goal-setting in the education system: dis. ... Dr. ped. Sciences. SPb., 1992. 25. Kuzmina N.V. Professionalism of the personality of the teacher and master of industrial training. M., 1990. 26. Kirilenko N.P. Formation of didactic goal-setting skills among university students (based on the study of pedagogy): dis. ... cand. ped. Sciences. Saratov, 1997. 27. Borovkova T.I., Morev I.A. Monitoring the development of the education system. Vladivostok, 2004. Part

I. Introduction

The definition of the goal in general and the goal of education in general is necessary in order to use these ideas consciously and competently in practical educational activities, in the professional work of a teacher, that is, in goal setting and goal setting.

Goal-setting and goal-setting are an integral part of a teacher's professional activity.

Goal-setting refers to the structure, hierarchy and classification of the goals of pedagogical activity.

Goal setting refers to the formation and development of goals at a specific pedagogical level. It involves programming the goals of educational activities at its various stages.

“Goal setting is the process of setting goals, an ideally presented result,” says G.I. Zhelezovsky.

Goal-setting and its methodology were the subject of a special study by a group of scientists from the Department of Pedagogy of the Russian Pedagogical University (the former Leningrad Pedagogical Institute named after A. Herzen), as well as prof. I.P. Rachenko in connection with the scientific organization of pedagogical work.

There is no consensus in the literature on the issue of goal-setting methodology in the educational process.

II. The content of the method of pedagogical goal-setting.

1. Essence, meaning of purpose and goal setting

The goal is a conscious, verbalized anticipation of the future result of pedagogical activity. The goal is also understood as a formal description of the final state given to any system.

There are various definitions of purpose in the pedagogical literature:

a) the goal is an element of the educational process; system-forming factor;

b) the goal (through goal-setting) is the stage of managerial activity (self-government) of the teacher and pupil;

c) the goal is a criterion for the effectiveness of the system, process and management of education as a whole;

d) the goal is what the teacher and the educational institution as a whole strive for.

Teachers are responsible for the correctness, timeliness and relevance of the goal. An incorrectly set goal is the cause of many failures and mistakes in pedagogical work. The effectiveness of the activity is evaluated primarily in terms of the goal set, so it is very important to determine it correctly.

In the educational process, not only the goal itself is important, but also how it is defined and developed. In this case, it is necessary to talk about goal-setting, goal-setting activities of the teacher. The goal becomes the driving force of the educational process, if it is significant for all participants in this process, appropriated by them. The latter is achieved as a result of pedagogically organized goal-setting.

In pedagogical science, goal-setting is characterized as a three-component education, which includes: a) substantiation and setting goals; b) determining ways to achieve them; c) designing the expected result.

Goal-setting is a system of professional understanding of the objective socio-psychological and cultural necessity of a certain level of development of the personality of a modern person who is able to live in the context of modern culture and create life; it is a search for the most accurate formulation of the general ideal image of such a person; this is an analytical assessment of the nature of childhood, the essence of personality development and the nature of individuality as conditions that allow the adoption of the goal of education; it is a system of analyzing the specific circumstances in which a particular child is located, and correlating them with the content and the goal of education.

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

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

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

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

Needs and factors influencing the development of educational goals

NEEDS		The purpose of education		FACTORS, CONDITIONS
child				Social economic conditions
parents
teachers				Conditions of an educational institution
educational institution				Individual and age characteristics of students
Social sphere				Team development level
Society

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

3) Continuity, which means: a) the implementation of links between all goals and objectives in the educational process (private and general, individual and group, etc.).
b) Nomination and justification of goals at each stage of pedagogical activity.

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

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

The study shows that if goal-setting activity is organized and permeates the entire pedagogical process, then children develop a need for independent goal-setting at the level of group and individual activity. Schoolchildren acquire such important qualities as purposefulness, responsibility, efficiency, they develop predictive skills.

1. Features of the goal setting process

In the educational process, the teacher has to participate in goal-setting at different levels. There is a wide variety of goals and approaches to their classification.

First of all, there are general, group and individual goals of education. The goal of education appears as a general one when it expresses the qualities that should be formed in all people; as a group - for people who participate in a joint group; as an individual, when the upbringing of an individual person is supposed. It is important that teachers and students participate in determining the goals of education, and that parents have the opportunity to express their order.

A common goal can be given to the group from the outside, it can be developed by the group itself, or it is formed in the unity of the external task and the internal initiative of the group. The definition of ways to achieve goals can also go differently. Based on the materials of the conducted research, we conditionally distinguish the following types of goal-setting: “free”, “rigid” and “integrated”, combining elements of the first two.

Let's briefly characterize these types.

With free goal-setting, the participants in the interaction develop, construct their own goals, draw up an action plan in the process of intellectual communication and joint search; under hard conditions, the goals and programs of action for schoolchildren are set from the outside, only the concretization of tasks and their distribution in the process of interaction takes place. Free goal-setting gives a variety of content goals for the individual and for the group. These goals reflect the individual needs and capabilities of each, are guided by individual self-development. With strict goal setting, the goals are of the same type, but for some they may turn out to be underestimated, for others - inaccessible, although outwardly they can unite the participants in joint activities. With integrated goal setting, the goals of the group can be set from the outside by the teacher, the head of the group, but the ways to achieve them, the distribution of actions are carried out in the process of joint search, taking into account the interests and needs of children.

Characteristics of the types of goal setting in the group

No. p / p	Free goal setting	Integrated goal setting	Rigid goal setting
1.	Search for common goals in the process of joint intellectual communication.	Determination of goals by teachers, group leaders.	Determination of goals by teachers, group leaders.
2.	Accounting for the results achieved.		Accounting for planned results.
3.	Orientation to personal needs.	Orientation to the motives of duty and consideration of personal interests.	Orientation to the motives of duty.
4.	Collective development of a program of action to achieve the goal.	Collective development of actions to achieve the goal	The action program is set by teachers.

For specific groups and the conditions of their activity, all types of goal-setting are real. The type of goal-setting depends on the characteristics of the association: the age, quantitative and qualitative composition of the group, the duration of existence, the method of occurrence, the accessibility of the content of the activity, as well as the skill of teachers. Undoubtedly, free goal-setting is the most effective.

In all organized groups, at the first stage, the common goal, as a rule, is set from the outside by teachers, organizers of work. It is the basis for uniting schoolchildren in this group. Thus, a socially significant goal is set before the class: the organization of school duty. But in this case, it is also possible to move from rigid to integrated, and then to free goal-setting.

Based on the research of V.V. Gorshkova, it is possible to present the process of goal-setting as an intersubject, partnership interaction using two models.

First model: one partner introduces to his way of thinking, the experience of relationships, the values ​​of the other at his request, looks for in his personality a “foothold” to establish contact with him and develop in himself a readiness to understand and accept from him and in him something unfamiliar to himself.

Second model: the individual tries to join the way of thinking, values, attitudes of another individual, expresses confidence that the partner has established personal attitudes, seeks to adequately understand them and make the process of familiarization with the values ​​of his partner a way of his own movement, change.

The implementation of these models, the coordination of the activities of subjects in the process of goal-setting is possible if the participants are oriented towards universal human values ​​and have a high culture of communication.

1. System of goals and objectives

In practice, the teacher most often has to solve the problem of an organic combination of group and individual goals, as well as their interaction in organizing group activities of children and parents at each stage of work.

A variety of goals, many of their types determine the multidimensionality, multilevel nature of the goal-setting process. Organizing goal-setting in a particular situation, the teacher must take into account the already achieved and promising, more general and particular, group and individual goals, establish the relationship between them, carry out the composition and decomposition of goals and objectives at different levels.

Composition refers to the process of logical construction and compilation, arrangement and correlation of subgoals into a common goal. Decomposition is the dismemberment, separation of the goal into its constituent parts, subgoals. However, in the process of decomposition, the integrity of the goal should not be violated; all parts of the overall goal should represent a hierarchical structure. Harmony, consistency of goals is an indicator of successful goal-setting of the joint activities of the participants in the pedagogical process.

The two processes, composition and decomposition of goals, are closely interrelated and can be carried out simultaneously towards each other, for example, along the following main lines:

1) the goal of the individual - the goal of the microgroup - the goal of a small group (primary team) - the goal of the school community is the goal of society;

2) the long-term goal of the group - the goal of the next stage in the work - the goal of the case - the goal of a specific action.

These are just some of the "cuts" in the group's goal-setting system. They do not exhaust all the complexity and diversity of the process under consideration, they are closely interconnected and intersect in a particular situation. So, for example, the definition of the goals of a particular case is associated with the decomposition of the long-term goals of the group. In turn, the general goals of the group business are then specified by private, personal goals.

One of the real practical problems facing the teacher is the definition of not only the goals, but also the tasks of education. The goal and objectives are related as a whole and a part. Objectives can be defined as a particular expression of a goal. The goal of education is also considered as a system of educational tasks to be solved. Tasks arise and are set in the course of achieving goals.

The relationship of goals in goal-setting a specific action of the teacher

Tasks in relation to the goal can also be considered as the main ways to achieve the goal. For example, the goal - “education of independence in a child” is achieved through the formation of self-organization skills in him, the development of the need and skills to set goals and objectives in specific work, the skills to plan work and exercise self-control, etc.

From the whole variety of typologies of goals and the organization of the corresponding levels of goal setting, we will focus on defining the following: common goals and objectives of teachers and students; goals and objectives of students; goals and objectives of teachers.

Common goals, tasks of teachers and students are developed at the stage of planning the joint activities of teachers and children and are conditionally called life-practical. Although they express the common needs and interests of the participants in the interaction, the interests and needs of the children are decisive. In terms of content and formulation, life-practical goals and objectives can be very different, oriented towards the transformation of the surrounding reality, relations in the team, and the improvement of oneself. The main thing is that they should be understandable, conscious and accepted by schoolchildren.

Common goals, tasks developed in the process of interaction between teachers and schoolchildren become the basis for combining their efforts in further joint work. Given this, teachers define goals and objectives that are focused on the development of students and their relationships, that is, vital practical tasks play the role of the main means in solving specific problems. At the same time, teachers decompose educational tasks into professional ones related to the organization of the educational process (organizational and pedagogical tasks) and the growth of their pedagogical skills.

Thus, having determined the general goal of joint activity, each party specifies its role, individual goals, reflecting the general position, and capabilities of the goal-setting participants. The purpose of the joint activity of teachers and students may be to create the final material product, to solve organizational issues, and often it is decomposed into educational goals and pedagogical tasks, the solution of which creates conditions for the formation of moral qualities in schoolchildren, attitudes towards each other and the world around them.

Educational tasks are focused on the development of students, their relationship with the people around them and the world, uniting the team of children and improving relations in it.

Organizational and pedagogical tasks are aimed at organizing the educational process. Let's give an example showing the relationship of tasks.

Vital and practical tasks	Organize interesting and useful free time, leisure of students
Educational tasks	Develop the need for cultural spending free time, creativity, communication skills
Organizational and pedagogical tasks	To study the interests and needs of children; to form interest groups and, taking this into account, build the planning and organization of extracurricular work; identify the possibilities of parents in organizing the free time of children and involve them in extracurricular educational work, etc.

Note that educational - tasks can be the same for teams, groups of children and individual students. Organizational and pedagogical tasks are determined and concretized depending on the conditions, opportunities, needs of children and therefore will differ in each specific case.

From the foregoing, it is obvious that goal setting is a multi-level mental process that includes the most complex operations (analysis, synthesis, forecasting) and takes place explicitly or hidden at every stage, in every link of the educational process. The goal appears as a result of the conclusion expressed in oral or written form.

1. Goal setting technique

Pedagogical goal-setting can be conditionally represented in a general way by the following stages:

a) diagnostics of the educational process, analysis of the results of previous joint activities of the participants in the work;

b) modeling by teachers of educational goals and objectives, possible results;

c) organization of collective goal-setting, joint goal-setting activities of teachers, students, parents;

d) clarifying educational goals and objectives by teachers, making adjustments to the initial plans, drawing up a program of pedagogical actions for their implementation, taking into account the proposals of children, parents and predicted results.

In order for the goals and objectives, plans for their implementation to be relevant, real and accessible, it is necessary to carry out a diagnosis of the initial situation in which the participants in the joint activity are located. It is advisable to study the state of the educational process, the individual and age characteristics of children, the results of their activities at the previous stage, the experience of organizing joint work, relying primarily on the assessment and information of the students themselves. The participation of children in understanding their previous experience allows them to consciously approach the definition of common and individual goals, to achieve their harmony.

The stage of diagnostics in goal-setting is especially important, as it allows teachers to identify the most significant pedagogical tools, effective moments in previous experience, correlate assessments of the effectiveness of work by adults and children, and therefore better understand the needs and needs of schoolchildren, evaluate the joint activities of teachers and students from the position of themselves. children"

On the basis of materials, information obtained in the course of diagnostics, joint analysis, the first version of educational, organizational and pedagogical tasks is determined. At this stage, goal-setting is carried out as an individual mental activity of the teacher in developing goals and objectives, determining the main ways to achieve them. To design relevant and realistic goals, tasks at the school level, it is necessary to collect information on the following issues:

a) what are the general goals of education;

b) what are the features of the goals of education in the region, this institution, the team;

c) what tasks the school faced this year and what are the successes in their solution;

d) what tasks the team approached to solve at the next stage;

e) what opportunities a school, microdistrict, district, city, etc. can provide for the implementation of goals;

f) to what extent the student team is ready to solve immediate problems.

At the third stage, the essence of the interaction between teachers and schoolchildren is to transform the educational tasks facing teachers into the tasks and plans of schoolchildren, and the problems expressing the interests of children and updated at the first stage of goal-setting (at the stage of diagnosis) are specifically and consciously formulated into common goals of joint activities of teachers and children. In this case, various techniques are used: together with the children, they recall the problems, difficulties that arose in the previous period of the life of the team, help formulate questions that will prompt these problems to schoolchildren.

Students perceive the goal faster and more consciously, assign it if what the teachers offer: a) is connected with their specific life, with the need to become adults as soon as possible; b) expressed seriously, meaningfully, confidentially; c) will lead to tempting results; d) accessible and understandable; e) brightly and emotionally3.

The fourth stage of goal-setting to a certain extent repeats the second, but in terms of content and scope of work it can differ significantly. Here it is advisable for the teacher to analyze to what extent it was possible: a) to organize the interaction of students in the process of goal-setting; b) identify the general and personal goals of children, pedagogical and life-practical tasks; c) predict, provide for the interests, needs of children; d) implement their pedagogical ideas.

The allocation of goal-setting stages is very conditional, since they are all interconnected, in real practice they permeate each other.

The description of the stages of goal setting is generalized and can be applied to various types of goal setting.

At the same time, the goal-setting methodology will differ in terms of time frames, a set of pedagogical techniques and actions of children. Let's show it on a number of examples.

In practice, perspective goal-setting has become widespread, organized as a modeling of the personality of a school graduate.

The graduate model is considered as a common goal of an educational institution, in the development of which all class groups, students and parents can participate under the guidance of teachers. Representatives of these teams at the general meeting defend their version. Materials are processed by the creative team. The generalized version of the graduate is submitted for discussion by the teaching staff, the asset of parents and students. In any case, the very process of comprehending one's perspective by each child, parent is important, especially if it is based on diagnostics, assessment, self-assessment, self-testing by children of their own qualities. Questions and tasks can be formulated in different ways to understand their perspective and the school as a whole, depending on the age of the children, the psychological and pedagogical training of the goal-setting participants. For example, in one of the schools, at the gathering of the asset of students, parents and teachers, the following questions were proposed for discussion:

- what qualities are necessary for a modern person?

- What qualities should a graduate of our school have in order to find a place in life?

- what qualities does our school successfully form?

- what qualities are missing or poorly developed in today's schoolchild?

- What needs to be changed at school in order to bring up the desired qualities in students?

Determining the overall goal of education in an educational institution leads children and parents to the need to develop individual properties, personality traits, taking into account the graduate model they have created, which determines the growth program for the near future and the future.

Goal setting in the class team for the academic year can be aimed at defining and justifying both group and individual goals, objectives, and ways to solve them. Diagnostics of the level of development of the team, the level of relations and self-government in it is carried out. Students get acquainted with the results of this study, and they are invited to characterize their team, determine the level of its development, using the methodology “Who are we? What are we? based on the stages of development of the team according to A.N. Lutoshkin. Students are offered the characteristics of each stage ("Sand Placer", "Soft Clay", "Flickering Lighthouse", "Scarlet Sail", "Burning Torch"). Then the children answer individually or in small groups discuss the following questions:

What stage of development is our class at? Justify your point of view using specific examples and facts.

— What prevents our class from being at a higher level of development?

- What prevents the creation of a real friendly team in our class?

— What needs to be done, undertaken so that our team advances in its development, rises to a higher level?

As a result of the discussion of these issues, vital practical tasks, problems and the main ways to solve them in the class team are determined. The materials of collective goal-setting become the basis for the class teacher to clarify educational tasks, plans, and ideas for the academic year.

The steps and methodological recommendations proposed above can be used when setting goals at the level of an educational institution, a primary team, a specific person, for the future, a year, a period, for a specific case. In any case, the effectiveness of goal-setting is determined by the degree of assignment of a common goal, finding and understanding personal meaning in it, as well as the correspondence between goals and the achieved result.

III. Conclusion

The professional activity of a teacher, like any human activity, is preceded by the realization of the goal. The absence of a goal does not allow classifying the work of a teacher with children as the activity of a professional; this work can only be classified as some kind of activity, as a set of actions, but in no case as an educational process.

A conscious goal sets the impulse for activity. Awareness of a lofty and noble goal mobilizes all the creative forces of a person. Achieving the goal gives rise to deep satisfaction, which is the basis of human happiness, including professional happiness.

The goal of educating the younger generations is the prerogative of the state, which, with the broad participation of science and the public, formulates it as the main component of its pedagogical policy. The state is obliged to constitute, legitimize the provision of economic, legal and organizational conditions for achieving the declared educational goals. In other words, all the necessary resources of society should be directed to achieve the goals of education, which are fixed by law, with appropriate control.

The general nature of the goal allows it to be realized under the most diverse variations of circumstances.

The goal as an ideal (non-material) product is very mobile, dynamic, as it is generated by the consciousness of an active person, constantly interacting with the changing world and constantly changing himself. Experience, knowledge, events, analysis, experiment enrich a person, and therefore he is the bearer of a dynamic consciousness, and his goal, in the course of an active movement towards it, is constantly and imperceptibly transformed by the subject himself.

The dynamism of the goal in the educational process can be seen especially clearly, since the development of the child is rapid and from class to class at school, from age to age, the specific goal of education should be rejected and replaced by another in order to take into account the socio-psychological new formations of the growing personality. The general nature of the goal as the final result allows you to maintain the continuity of age-related achievements and vary the individual image of a "educated person".

So, the goal of education must be of a general nature in order to fulfill its target functions. And then the place of the goal of education in relation to the entire process of education is obvious: the goal is the starting point, the first element of the teacher's professional activity. In a schematic picture, we will display this place:

The purpose of education The process of education The result of education

Let's think about this simplest scheme: the goal determines the content of the educational process, the goal determines the educational result; the goal serves as a criterion for evaluating the professional activity of a teacher; and the goal is a constant object of reflection, to which the consciousness of the teacher invariably returns. Let's add the following (this can be seen from the diagram): the goal will completely determine the system of education, it is this goal, comprehended by teachers, that sets the outlines of the system.

The goal of modern education is "A person capable of building a life worthy of a Human." Having such a general character, the goal of education acquires its humanistic purpose, preventing masterful pedagogical management, violence against the individual, and the suppression of individuality. But it is precisely the general nature of the goal of upbringing that requires the teacher to have the highest professional and subtle pedagogical skills in working with children in a variety of conditions, circumstances, and situations, because the teacher independently projects this common goal into concrete reality in practice.

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Topic 10. Design and research activities using ICT in the system of additional education.
Currently, project activities with students, which are implemented both by subject teachers and teachers of additional education, have become very popular. Many specialists note the great role of project activities as a means of implementing interdisciplinary communications. Often, within the framework of the lessons that are in the schedule grid, it is quite difficult to allocate time to work with a project, especially with an individual one. Therefore, often project activities are transferred to the system of additional education.
If we talk about the nature of the projects, then most often the work of students is of an abstract, descriptive nature. They lack a research component. We will not argue that organizing a study on a chosen topic is a simple matter. A teacher needs a lot of effort and knowledge. If we talk about the basic and high school, then with the presence of a competent scientific supervisor, it is quite possible to give the project the features of a research work. The teacher has something to build on: the student to some extent owns the methods of collecting information, analyzing it, selecting the necessary material, can draw a conclusion based on the data studied, and much more. It is good if the project is undertaken by a motivated student who clearly understands the purpose for which he is investigating this problem, what he wants to show with his work, what result he expects. Conducting project research work with primary school students is much more difficult. There are many difficulties: starting with the choice of the topic and ending with the design of the results. This article describes the experience of organizing and conducting project work with elementary school students and some of the difficulties encountered. In our Progymnasium there is a circle "Society of young scientists-researchers", which is attended by students of grades 3-4. In our work, we are not trying to get the child to complete a full-fledged research project, our goal is to teach them to perform those operations that will be in demand in the future when performing serious work: we learn to search, select material from various sources, ask questions and look for answers to them , make comparisons, etc. Along with this, students learn to work with the word processor Word, with the Internet Explorer web browser. The result of this work is a project folder, which may contain the text of the study, drawings, a dictionary of new words, a crossword puzzle, crafts, layouts, etc. Basically, project activity includes the following stages and forms of work: Stage 1: Choice of the theme of design and research work. Most often, the topic of the student's individual project is associated with the topic of the class project, or is associated with the study of the exhibits of our school museum of peasant life "Grandma's Chest", or is chosen by the child on his initiative. It is important that parents and the class teacher are aware that the child is starting serious work, and be ready to continue to help him in this. Many teachers express the idea that it is at primary school age that it is important to identify and develop cognitive interest. The existing cognitive need, as A.K. Dusavitsky, should be satisfied, filled with some kind of content. According to S.L. Rubinshtein, "... it is possible to identify the interests of children in certain types of mental activity from primary school age." In my opinion, the design-research form of work itself makes it possible to identify cognitive interests, activate mental activity, and satisfy the need for knowledge. Stage 2: Formulation of the purpose of the study. After choosing the topic of work, it would be good to discuss with the child the main idea, a summary of his future work, what questions can be revealed. This will help to approach the formulation of the purpose of the study (Why are we starting the study?) It is important that the child catches the main idea, and the leader will help to formulate it. Stage 3: Overview of possible sources of information. It is necessary to show the student possible sources of information: encyclopedias, dictionaries, reference books, thematic publications, journalistic magazines, the Internet, diagrams, drawings, layouts, etc. At this stage, the children learn to search for articles on the Internet, copy suitable fragments into a text document, save Pictures. To master this operation, it is enough to prepare a number of tasks and analyze them together with the children. For example, launch Internet Explorer, open a search engine page, enter a search query (this can be any query), view the pages found, open Microsoft Word, select a piece of text on a page on the Internet, copy and paste into a text document. Here you can also show how to remove an unnecessary piece of text. Similarly, you can work with searching and copying, saving pictures. This job can take 2-3 sessions. These are rather difficult operations, but they must be mastered. And students in grades 3-4 at their level quickly master them. Stage 4: Collection of materials on the topic of the project. The work of collecting materials should not be completely left to the guys. For them, this is still quite a difficult task. Together with the child, we make a list of questions that need to be answered in order to reveal the topic and achieve the goal of the study. Thus, a research plan is outlined, the logic of the disclosure of the topic. It is difficult for a child to independently see the structure of his research, and to demand that he draw up a work plan is, in my opinion, reckless and pointless. Further, the material on the topic of the project is jointly selected, printed, copied from the Internet, if necessary, photocopied or issued separately, i.e. we collect a bank of materials. In this work, we consolidate those operations of working with a text document and Internet materials that were mastered at the previous stage, although the help of a teacher is still required quite often. Stage 5: Study, analysis of the material. Search for answers to questions. The student reads, examines drawings, diagrams, studies the typed material for several lessons. After that, we begin to “sort” the material depending on which question of the plan it contains the answer to. Further, we work with each issue in detail. We highlight the necessary sentences in the text, deal with incomprehensible words, reformulate them, write out answers, select illustrations. We try to retell some parts of the texts so that the meaning of what is told is well understood. Sometimes it is necessary to choose only the main thing from a large amount of selected material, in this case it is necessary to allow the child to independently write 10-15 conscious sentences based on what he has read. The value of such work is not in its volume and beauty of presentation, but in the fact that the child will learn to see the main idea, select the necessary material that will lead him to answer the research question. Stage 6: Formulation of the research problem. In the course of studying the materials, one way or another, one can come to any research problem. You can see the difference in how it was before and how it is now, and make a comparison, see the presence of an environmental, social problem and offer options for solving it, study how the legacy of the past has influenced the current situation, etc. For example, when working with the topic “ Protected areas of the Moscow region. Zavidovo, the child drew attention to the fact that there are a lot of ads on the Internet for the sale of land in the reserve. We decided in our work to voice this fact and propose measures to save the inhabitants of Zavidovo. This has become a research problem. Stage 7: Formulation of results. Next, we proceed to create the final text document. So

The main ideas of the theme: Diagnostics, its essence, structure and varieties. Diagnostic functions: feedback function, educational and motivating, predictive, constructive, evaluative, corrective, informational, communicative. The value of pedagogical diagnostics in setting goals, specifying tasks, in choosing the means and methods of education, in assessing the effectiveness of pedagogical actions at each stage of the educational process. Classification of diagnostic methods. Methods for studying the level of upbringing of the individual, the team, the pedagogical process. Methods of pedagogical research.

Forecasting pedagogical phenomena and processes. Methods of pedagogical forecasting. Forecasting the development of the personality of the child and the team. Diagnostics and forecasting are the basis of goal-setting and planning of educational work.

Students must learn the essence of diagnostics and forecasting in educational work, master the ability to assume the possible results of the development of the pedagogical process, develop targeted programs and diagnostic research methods in the field of education. It is important for a student to master the algorithm for analyzing the educational situation (educational task) as a unit of the pedagogical process.

Questions for self-examination:

CPC.

NIRS.

Read and draw your own conclusions regarding ten English pedagogical sayings:

• 
  if a child is constantly criticized, he learns to hate;
• 
  if a child constantly lives in enmity, he learns aggressiveness;
• 
  if the child is constantly ridiculed, he becomes withdrawn;
• 
  if a child constantly lives in reproaches, he learns to live with guilt;
• 
  if a child is constantly encouraged, he learns to believe in himself;
• 
  if a child is constantly praised, he learns to be grateful;
• 
  if a child constantly grows in honesty, he learns to be fair;
• 
  if a child constantly lives in safety, he learns to trust people;
• 
  if a child is constantly supported, he learns to value himself;
• 
  if a child constantly lives in understanding and friendliness, he learns to find love in this world.

SUMMARY OF THE LECTURE

Diagnostics and forecasting of the educational process
Essence and structure of diagnostics. Diagnostics (Greek "recognition") in the philosophical sense is a special kind of knowledge of the essence of the individual in comparison with the general.

Pedagogical diagnostics is understood by us as a special type of pedagogical activity that allows us to identify the features of the development of the object under study, predict the future and determine the ways of their development or correction.

Pedagogical diagnostics performs diverse functions: educational and motivating, communicative, constructive, informative, prognostic functions, feedback function, the function of evaluating the effectiveness of pedagogical activity.

Thus, in the process of diagnosis, the teacher, studying the development of an object or phenomenon, looks into the past, predicts the future based on cause-and-effect relationships, determines (diagnoses) the present, and, finally, determines the ways of development or possible correction of the present.

Stages of pedagogical diagnostics. Pedagogical diagnostics involves the following steps:

Analysis - consideration of the components of the structure of the studied pedagogical phenomenon, object, process and the establishment of links between their individual components;

Diagnostics - assessment of the general state of the studied pedagogical phenomenon, object, process (LOP) or their components at one time or another of functioning;

Prognostics - the process of obtaining advanced information about the studied NOP;

Correction - correction of deviations in the development of the IOP;

Modeling - the development of the goal (general idea) of the creation or further development of the studied LOP and the main ways to achieve it (the mental attitude prevails);

Design - further development (detailing) of the created model and bringing it to practical use (converter installation prevails);

Design - further detailing of the created project, bringing it closer to specific conditions and real participants in educational interaction;

Planning is a concrete display of the construct in its general strategic directions and in the smallest details.

Typology of diagnostics. An analysis of the typology of pedagogical diagnostics makes it possible to distinguish three leading types: diagnostics of the child's personality (its intellectual-cognitive, emotional-moral, practical-effective spheres); diagnostics of the team and collective relations; diagnostics of the educational process (goals and content of education, ways to implement the goals and content of education, pedagogical interaction, the effectiveness of the educational process).

Each of these types includes appropriate diagnostic methods, for example, sociometry can be a characteristic method for diagnosing a team and collective relations, personality diagnostics - testing the level of formation of moral values.

In general, the most common methods for diagnosing education include an unfinished thesis, a spherogram, an unfinished dialogue, a test drawing, a fantastic choice, graphic tests, ranking, an act of volunteers, an unfinished story, sociometry, a test of moral preferences, etc.

Requirements for pedagogical diagnostics. Pedagogical diagnostics is characterized by certain requirements:

• 
  secrecy (secrecy) of the purpose of diagnosis;
• 
  lack of pressure on respondents;
• 
  natural conditions of conduct;
• 
  anonymity of diagnostic results;
• 
  diversity and complementarity of diagnostic methods;
• 
  representativeness of diagnostic data;
• 
  unified statistical data processing;
• 
  pre-diagnostic planning.

Pedagogical forecasting as a key stage in diagnosing. The success of diagnostic activity largely depends on how objectively the forecast of the development of the studied pedagogical phenomenon, object or process is presented.

In pedagogy, the following types of forecasting are distinguished: search (determining the future state of the LOP) and normative (determining ways to achieve a given state of the LOP). The forecasting methods include modeling, hypothesizing, thought experiment, extrapolation, etc.

Pedagogical forecasting of the teacher-educator makes it possible to anticipate the results of pedagogical activity due to well-formed design and constructive skills. In fact forecasting - design - construction- these are the key links of diagnostic activity, the purpose of which is a simulated result of an activity that has not yet been carried out, presented in the mind as a project of real changes in the educational process. Based on the statement that the educational process is a set of interactions between pupils and educators in specific educational situations, we can conclude that any pedagogically meaningful, constructed, controlled educational situation (interaction) can rightly be called an educational task. Consequently, the educational process can be represented as an interconnected sequence of solving a variety of educational tasks (situations) aimed at the development and self-development of the child's personality.

Ultimately, it can be legitimately argued that the success of the educational process largely depends on the design activities of the teacher. The educational task, as a result of the design activity of the educator, anticipates the practical result. In this case, the teacher formulates the educational task first for himself and only then "puzzles" the pupils and includes them in its solution.

Consequently, the success of educational activities as a whole depends on the effectiveness of solving individual educational problems, on the learned algorithm for solving them. In this regard, it becomes important for us to master the algorithm for analyzing the educational task.

The solution of the educational problem precedes analysis the educational situation interpreted or constructed by the teacher.

Algorithm analysis educational situations includes the following stages:

• 
  characteristics of the state of the pedagogical system in the period under review (time period);
• 
  identification of the state of objects and subjects of the educational process (situations);
• 
  characteristics of the relationship between the subjects of education;
• 
  diagnosis of the general state of the educational process (situation);
• 
  identification and formulation of a pedagogical problem;
• 
  designing educational tasks.

Algorithm solutions The educational task as a construct of the educational situation includes the following series of stages:

• 
  putting forward a hypothesis;
• 
  choosing the best option for the teacher;
• 
  detailing (planning): thinking through the operational structure of the teacher's actions;
• 
  analysis of the expected results: a description of the changes that should occur in the educational system due to the solution of the educational problem.

In pedagogy, depending on the principles of classification, there are various classifications of educational situations and tasks: according to the factors of socialization and education of the child's personality (situations and tasks for organizing educational activities, humane communication and social environment); in the leading areas of pedagogical interaction (situations and tasks for organizing joint activities and interpersonal communication of subjects of education). The system of expediently designed and constructed educational tasks (situations) is an indicator of the success of prognostic, and, consequently, diagnostic activities. The following is a coordinate diagram that reflects the entire system of diagnosing the educational process (Fig. 8).
Rice. 8. Diagnostics of education

Diagnostics, due to its versatility, precedes each stage of the educational process, starting with goal setting and planning, and ending with its implementation and evaluation. Therefore, pedagogical diagnostics can rightly be considered the basis of the interrelated stages of the educational process - goal-setting and planning, to which the next topic of lectures is devoted.

TOPIC 3. GOAL-SETTING AND PLANNING OF THE EDUCATIONAL PROCESS
The main ideas of the theme: The concept of the purpose of education. The goal as an ideal and planned level of achievement. Goal setting is the process of setting goals. Methodology and technology of goal setting.

The goal in pedagogical activity and in education. Goal functions in education (mobilizing, orienting, programming, modeling, prognostic, organizing, criterial).

A comprehensively harmoniously developed personality is the global goal of education. Implementation of the goals of education in the work of the teacher. Taxonomy of educational goals.

Planning in the educational process. Basic requirements for planning educational work. Features of planning educational work. Types of plans, their structure, drawing up technique. Methodology for drawing up a plan of educational work.

Methodical instructions on the topic. Students need to learn the essence of the concepts of "goal" and "goal setting", ideal (global) and strategic goals, tactical tasks. Students should have an understanding of the taxonomy of goals, the technology of goal setting and planning. It is important for them not only to know the types and structures of plans, but also to be able to make plans, to master the criteria basis of planning.

Questions for self-examination:

1. Expand the essence of diagnostics as an integral part of educational activities.

2. Name the diagnostic functions.

3. Present the classification of methods of pedagogical diagnostics.

4. Describe the methods for diagnosing the level of upbringing of the child's personality (team).

5. Prove that diagnostics and forecasting form the basis for planning the educational process.

CPC. Students are encouraged to compile a list (system) of methods for studying the class team, the personality of a student of a certain age. In order to form professionally significant skills, future teachers are invited to conduct various diagnostics and self-diagnostics of the level of readiness to work with children, the results of which can serve as a starting point in compiling a program (pedagogical diary) for professional self-development and self-improvement of the future teacher.

NIRS. In order to further study the chosen problem at this stage, students need to conduct a system-structural analysis of the phenomenon, object or process of education being studied. At consultations with the teacher, the developed plans, schemes and structures on the topic of independent research are discussed, the list of studied literature is specified. The teacher checks and evaluates in points the Introduction to the abstract, which is added to the student's intermediate rating score after studying the block of topics "Education as a social phenomenon and the pedagogical process".

Afterword to the lecture: "An invitation to reflection." Read the rules from K.D.'s life diary. Ushinsky:

1. 
   Peace is perfect, at least outwardly.
2. 
   Directness in words and deeds.
3. 
   Thoughtfulness of action.
4. 
   Determination.
5. 
   Do not say a single word about yourself unnecessarily.
6. 
   Don't spend time unconsciously; do what you want, not what happens.
7. 
   To spend only on what is necessary or pleasant, not to spend according to passion.
8. 
   Every evening, conscientiously give an account of your actions.
9. 
   Never boast of what was, nor of what is, nor of what will be.
10. 
    Do not show this journal (diary) to anyone.

Try to come up with ten life principles for yourself that will help you achieve your life goals.
SUMMARY OF THE LECTURE

Goal setting and educational planning

process

Essence, characteristics and functions of the goal. The goal in education is considered as a pedagogical category, a backbone component of the educational system, a leading stage (goal-setting) and the main regularity (purposefulness) of the educational process.

In a categorical aspect, philosophers mean by the goal “anticipation of the upcoming result”, psychologists tend to define the goal as a “model of the expected result”, teachers, relying on the etymology of the word “education” (sculpting a person in the image of God, the image of a God-man, the best examples of humanity), interpret the goal as a conscious image of the upcoming result, the achievement of which is aimed at education. Given the key meaning of education (educate, nurture, create special conditions), the goal of a modern school is defined as the creation of favorable conditions for the versatile and harmonious development of a child's personality, capable of freely and creatively building a life worthy of a person.

The goal of education, as well as the category of "education" itself, has a social (socially determined), historical (due to the peculiarities of the historical development of society), specific historical (due to specific regional conditions for the development of society) and individual personal (due to a system of needs and values person) characteristics. Consequently, two levels of the goal of education can be distinguished: socially significant and personally significant. In a civilized society, these two levels are closely interconnected and enrich each other. Harmoniously combined with such components of the educational system as content, methods and forms, the goal plays a decisive role in it and performs various tasks. functions educational process: (mobilizing, orienting, programming, modeling, prognostic, organizing, criterial).

Taxonomy of educational goals . Taxonomy they call a system of interrelated, progressively more complex goals and objectives of education. The following hierarchy of goals has developed in education: ideal(a certain ideal, practically unattainable due to society and man constantly improving in their development), global(general goals-standards of education), strategic(main directions of education), tactical(educational tasks for the formation of the personality of a child or a team) and organizational and practical tasks associated with the definition of specific ways and means to achieve educational results.

The ideal goals can rightly be attributed to the all-round development of the individual. It is enough to analyze the ancient Greek understanding of the all-round development of the personality - "kalos kai agatos", limited only by physical, mental and moral perfection; further, the interpretation of the same goal during the Renaissance, enriched by the spiritual, moral and labor perfection of man; and, finally, the Marxist interpretation of the comprehensive development of a person’s personality, supplemented by the ideological, moral and technological parameters of a person’s upbringing, in order to conclude that the ideal goal is practically unattainable, it is like a “horizon” constantly becoming more complicated and advancing as society and man develop and improve.

The global goals include the versatile and harmonious development of the child's personality. Modern pedagogy distinguishes three spheres of a person's personality that are subject to purposeful development: intellectual and mental, spiritual and moral, and practical and effective. Diverse types of activity are aimed at their development: intellectual-cognitive, value-oriented, labor, socially useful, artistic, physical culture and sports, gaming, communicative, etc.

The harmonious development of the child's personality involves the harmonious development of consciousness, feelings and habits of behavior in the personal development of a person, the trinity of "soul, mind and body" in the process of forming a healthy lifestyle, the harmony of the individual with himself and society ("selfhood" and "sociality"), the harmony of all educational influences on the personality of the child, the combination in the organized pedagogical activity of universal, national and personal values.

Goal setting in the educational process. The success of socialization and education of children largely depends on the right goals.

The process of setting strategic goals and tactical tasks of educational work is usually called goal setting.

Pedagogical reality is characterized by a variety of goals, which are determined by the orientation of the strategic and tactical tasks of education at school. Under with strategic objectives It is customary to understand the tasks associated with the main directions of development and education of children at school. Depending on them, the goals are of a diverse nature: knowledge-centric (focus on the formation of children's knowledge, skills and abilities of intellectual and cognitive activity to the detriment of other areas of the child's development), sociocentric (focus on the formation of a team and collective relations of children, detracting from the individual-personal value of the child ), egocentric (focus on the development of individually significant characteristics of the child to the detriment of his socially significant manifestations), personality-oriented (focus on the development of the individual needs and abilities of the child, his subjective and social positions), etc. One of the current strategies of modern pedagogy is the focus on the development of a free, self-actualizing personality of the child in the process of his self-affirmation, self-determination and self-improvement.

Goal setting technology . To set the task correctly is to solve the problem halfway. The success of educational work largely depends on the scientifically developed goal-setting technology, which includes the following interrelated stages:

Study and acceptance of the global goal of society, reflected in the program, policy and guidance documents on education;

Participation in the promotion of strategic (perspective) tasks of the school;

Specification of the general target settings, taking into account the age characteristics of the pupils of the class, group;

Preliminary nomination of educational tasks in the areas of the content of education (moral, mental, labor, aesthetic, physical), taking into account the individual and collective characteristics of the pupils and the conditions in which the educational process takes place. Putting forward specific educational tasks, such as, for example, the formation of cognitive interests, independence, organization, education of a humane attitude towards people, etc.;

Setting specific organizational and practical tasks that answer the questions of what to provide, how to use, where to organize, how to stimulate, etc.;

Thinking through the techniques and ways of transforming pedagogical tasks into the tasks of the practical activities of pupils and their self-education;

Putting together with pupils the tasks of practical activity and self-education.

Further concretization of strategic tasks necessitates the selection and development of tactical, organizational and practical tasks of education.

Planning and technology of drawing up a plan of educational work at school. The detailed development of the strategy and tactics of education is called planning. It involves concretization in spatio-temporal forms (place and time), in quantitative terms (number of participants, groups, teams), in legal norms (rules of the game, conditions of the competition).

Of no small importance in goal-setting and planning is the correct design of the plan of educational work. Under plan of educational work we understand the specific mapping of the overall strategic objectives in the smallest detail.

The technology of drawing up a plan of educational work with the class team begins with the study of the school-wide plan and the selection of those cases and activities in which the class should take part.

Plan Structure includes the following items:

1. 
   Brief description and analysis of the state of educational work.
2. 
   educational tasks.
3. 
   The main directions and forms of activity of the class teacher.
4. 
   Coordination of educational activities of teachers working in the classroom.
5. 
   Working with parents and the public.

The structure of the plan of educational work may be different depending on the approach to the selection of the content of educational work.

An integrated approach to the selection of the content of education allows you to determine the structure of the plan of educational work, which may include the following sections: the main areas of education (tasks), the content of educational work in the areas of education, forms and methods, deadlines, performers and a mark of completion.

The activity approach to the selection of the content of education predetermines the sections of the plan of educational work according to the types of organized activities: social, cognitive, labor, artistic, sports, value-oriented, communicative.

The value approach to education determines the sections of planning depending on the system of leading personal relationships: to society, to nature, to people, to society and to oneself.

The collective and creative nature of planning educational work is reflected in the following sections of the plan: for whom we conduct, what we conduct, who conducts, with whom we conduct, when and where we conduct (I.P. Ivanov). Such a form of planning certainly emphasizes the independent nature of the planning of educational work by the children's team.

Considering the variety of forms of planning, it must be emphasized that there is no need for their unification. The structure of the plan of educational work depends on the specifics of educational institutions, the factors of socialization and development of children, the conceptual foundations of education, the professional and personal capabilities of the educator, etc.

Much more important to highlight goal setting criteria. These include: concreteness, reality, achievability and diagnostics.

One of the leading criteria for goal-setting is legitimately considered diagnostic. We can talk about diagnostic goal setting if:

An accurate description of the expected result is given (for example, the personality trait being formed);

The ways of its objective detection are determined;

It is possible to measure the intensity of the diagnosed result based on control data;

A scale for assessing the expected result (for example, the quality being formed) is defined.

T

requirements for the design of plans for the educational work of the class teacher. A number of essential requirements are imposed on the plans of educational work: purposefulness, reality, achievability, relevance, specificity, brevity, diversity, continuity, systematic, consistency, unity of pedagogical guidance and activity of children, taking into account age and individual characteristics, flexibility, variability (Fig. 9) .
Rice. 9. Goal-setting in the educational process.
Summarizing the above, we emphasize once again that the educational goal should be personally oriented. Only in this case, the goal, being in fact a system-forming element of the educational system, will determine the humanistic content of education at school.