Analysis and improvement of definition and classification groups of pedagogical conditions

Author(s):  Ch.I. Nizamova, no, no, Kazan Federal University, Kazan, Russia, chulpannizamedin@gmail.com

S.G. Dobrotvorskaya, Dr., Prof., Kazan Federal University, Kazan, Russia, sveta_dobro@mail.ru

Issue:  Volume 38, № 4

Rubric:  Pedagogics

Annotation:  The relevance of the article is due to the different interpretation in the scientific literature of the concept and content of the concept of “pedagogical conditions”, which introduces researchers in the field of pedagogy to difficulties in the formation of pedagogical conditions in a formative experiment. In this connection, the authors examined pedagogical conditions from the perspectives of a wide range of social sciences and humanities: philosophy, psychology, pedagogy, etc. Attempts have been made to classify and clarify the concept of pedagogical conditions, which, according to the authors, will help minimize the difficulties encountered by research teachers . The characteristic features of the analyzed concept are highlighted: the creation of comprehensive relations, relations between objects and subjects, as well as surrounding phenomena; the influence of conditions on the development and formation of personality, whether it is physical, psychological, mental or moral development.. The article derives the author’s definition of the definition of pedagogical conditions, representing the environment in which the formation, development, learning and upbringing of the individual takes place. In connection with the discrepancy of the existing classifications of pedagogical conditions, the article provides its own vision regarding the problem under discussion. Despite the apparent diversity of classifications of pedagogical conditions: objective and subjective, general and specific, external and internal, most of the existing and analyzed groups had similar content. In connection with the identification of common characteristics, a number of classifications of the authors were combined. The article first expressed the idea of static, unable to be transformed, and dynamic, which can be influenced by modeling, based on educational goals and objectives, pedagogical conditions. The group of dynamic conditions includes organizational-pedagogical, psychological-pedagogical and didactic conditions, each of which has its own content and functions. The article emphasizes the possibility of a favorable and unfavorable influence of both internal and external pedagogical conditions on the formation, development, training and education of the student's personality.

Keywords:  Pedagogical conditions, static conditions, dynamic conditions, procedural aspect, personal aspect, meaningful aspect

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