Among the listed types of pedagogical. Basic principles of education. The principle of choosing an educational trajectory

Pedagogy Test

for specialists in the field of education(social teachers, senior counselors, GPA educators, dormitory educators; teachers and heads of structural divisions of the MOU and GOU DOD),

applicants for the highest and first qualification categories

Choose the correct answer

The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is

1. Educational program.

2. Curriculum.

3. State educational standard.

4. Law "On Education".

The source of educational information that reveals the content provided for by educational standards in an accessible form for students is:

1. Textbook.

2. Curriculum.

3. Curriculum.

4. Workbook.

The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:

1. Law "On Education".

2. National doctrine of education in the Russian Federation

3. Basic curriculum.

4. State educational standard.

The process of internal change of a person, ensuring the realization of his life potential and purpose, is:

1.Education

2. Training

3. Upbringing

4. Development

Stable, objective, significant links between the sides of the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, pedagogical practice are built - this is

1. Pedagogical technologies

2. Pedagogical rules

3. Pedagogical patterns

4. Pedagogical principles.

The fundamental basis of pedagogical activity, based on a certain concept, is:

1. Strategy

3. Technology

4. Methodology

The priority development of the education sector against the background of other socio-economic structures implies the principle:

1 Principle of fundamentalization

The idea of the "with children to the subject" movement refers to:

1. Nature-friendly education system

2. Creative learning system

3. Student-centered learning system

4. Culturally appropriate system of education

The process of adapting an individual to life in society, the process of assimilation and reproduction by a person of social experience, norms, values - this is

1. Education

2. Education

3. Socialization

4. Development

A document that fixes and reasonably presents the purpose of the educational process, thematic and curricula, ways and methods of their implementation, criteria for evaluating results in a particular educational institution is:

1. Educational standard.

2. Basic curriculum.

3. Calendar-thematic planning.

4. Educational program

A purposeful and organized process of interaction between teachers and children, aimed at mastering schoolchildren with knowledge, skills and abilities is:

1. Education.

2. Education.

3. Education.

4. Development.

The process of purposeful, systematic formation of a personality in order to prepare it for active participation in social, industrial and cultural life - this is:

1. Education

2. Training

3. Development

4. Upbringing

The judgment “They determine the tactics of pedagogical activity, have applied, practical significance, are aimed at solving particular pedagogical problems, reflect a particular pedagogical pattern or a separate causal relationship” characterizes

1. Pedagogical principles

2. Pedagogical techniques

3. Pedagogical rules

4. Pedagogical methods

The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:

1. Methodical reception

2. Rule

4. Technology

The principle that ensures the unity of general, special and additional education in all types of educational institutions is:

1. The principle of openness

2. The principle of variability in education

3. The principle of advanced education

4. The principle of completeness of education

The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results is

1. The effectiveness of pedagogical technology

2. Reproducibility of pedagogical technology

3. Manageability of pedagogical technology

4. Conceptuality of pedagogical technology

Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is

2. Methodology

3. Technology

The principle indicating the objective need to bring any pedagogical activity in line with human nature is:

1. The principle of cultural conformity

2. The principle of individualization

3. The principle of naturalness

4. The principle of personal orientation

Methodological orientation in cognitive and practical activities, involving the use of a set of ideas, concepts and methods in the study and management of open nonlinear self-organizing systems is:

1. Synergistic approach

2. Paradigm approach

3. Technological approach

4. Activity approach

In domestic pedagogy, the developer of the method of parallel pedagogical action, when in the educational process the interaction "teacher-student" is supplemented by the interaction "team-student" is;

A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:

1. Innovation

2. Innovation

3. Innovation

4. Technology

The lesson type is easiest to determine:

1. For didactic purposes;

2. By the sequence of the elements of the lesson;

3. By the amount of time allotted to achieve the main goal of the lesson;

4. According to the activities of the teacher

In the classification of teaching methods, verbal, visual and practical methods are distinguished by:

1. Leading source of knowledge.

2. The nature of the mental activity of students.

3. Leading didactic goal.

4. Logic of reasoning.

The program-methodical complex "Information Culture" as an element of the content of general secondary education refers to:

1. The level of general theoretical representation

2. Subject level

3. The level of educational material

4. The level of the learning process

A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another - this is:

1. Innovation

2. Innovation

3. Technology

4. Experiment

Match the pedagogical discovery with the name of the scientist-teacher who made it

		Principles of natural and cultural conformity of education and upbringing
		Progressive didactic concept of "learning by doing"
		The principle of nurturing education
F.A.V. Diesterweg		The first fundamental work on the theory of learning "Great Didactics"

Match the group of competencies and personality traits of a school graduate

	Communicative competencies.		Ability to set a goal and organize its achievement
	Sociocultural competencies.		Knowledge and application of the rules of conduct in an emergency situation
	Natural science and health-saving competencies.		Ability to act in everyday situations in the family sphere
			Ownership various types speech activity

Matchthe name of the approach to the design of educational programs and its essence

	Linear	2. Without losing sight of the original problem, the range of knowledge related to it is expanded and deepened
	Concentric	1. Separate parts (portions) of educational material are built sequentially one after another without duplication of the topics studied in different years of study.
	Spiral	3. It is possible to return to the same material at different periods of study, for example, after several years, providing for the complication and expansion of its content

Match teaching method and corresponding didactic purpose

	cognitive method		Generalization and systematization of knowledge
	Control method		Creative application of skills and abilities
	Converting Method		Identification of the quality of mastering knowledge, skills and abilities, their correction
	Systematizing method		Perception, comprehension, memorization of new material

Assign the evaluation function to its characteristic

	Motivational	4. Identifying the causes of educational outcomes
	Diagnostic	3. Formation of adequate self-esteem of the student
	Educational	2. Determining the degree of success of the student in the development of educational material
	Informational	1. Encouragement and stimulation learning activities

?To match the group of competencies and personality traits of the school graduate?

	Sociocultural competencies	1. Experience in perceiving the picture of the world
	Value-semantic competences.	2. Ability to navigate information flows
	Information competencies	3. Ability to make decisions, take responsibility for their consequences
	Educational and cognitive competencies	4. Possession of cultural norms and traditions

Match the form of training with its characteristics:

	Individual		Organization of joint activities of schoolchildren on various grounds
	Frontal		The interaction of the teacher with the class based on the division of labor and the principle of individual responsibility of each for the overall result
	Collective		The work of the teacher with the whole class at the same pace with common tasks
	group		Interaction between a teacher and a student

Match the aspect of the content of the pedagogical idea and its essence:

	Socio-practical aspect		The correlation of an idea with certain attitudes, individuals, groups of people (communities) or society as a whole, compliance with sociocultural norms
	Value-semantic aspect		Generalized characteristics of the subjects of pedagogical activity, regional and cultural-historical characteristics, temporal and spatial possibilities for implementing the idea, social, pedagogical, material and other conditions for training and education
	Activity aspect		The mechanism for managing the functioning and development of the idea
	Prognostic aspect		The way to implement the idea in practice

To harmonize the educational approach and the features of its application in the educational process

	activity		Formation of personal qualities of students in activities adequate to the nature of this quality
	Learner-Centered		Using the ability of socio-pedagogical systems to adapt to the environment based on self-organization
	Synergistic		Modeling the pedagogical conditions for the actualization and development of personal experience
	hermeneutical		Creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning

Match the teaching method and the features of its implementation

	Explanatory-illustrative		Independent search activity of students (practical or theoretical)
	reproductive		The teacher poses a problem to the children and shows the way to solve it; students follow the logic of solving the problem, receive a model of the deployment of knowledge
	Problem statement		The student follows the example of the teacher
	Research		The teacher communicates the information, the students perceive it

Match the name of the component of the textbook with its essential characteristic

	Informative component		Focuses on general educational, subject-cognitive and practical actions
	reproductive component		Presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge)
	Creative component		Reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations
	Emotional-value component		It is set with the help of a problem statement, problem questions and tasks

Matchtype of pedagogical analysis and its main task:

	Didactic type of lesson analysis		Evaluate the end result of the lesson by comparing what was planned with what was done, taking into account the success and progress of students
	Methodical type of analysis		The study and evaluation of the activities of the teacher and students through the subject content
	Psychological type of analysis.		The study of the teacher's work style, students' well-being at all stages of the lesson, the level of understanding and formation of educational activities
	Introspection		Evaluation of the representation in the lesson of the following categories: purpose, principles, logic of educational materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness

Match the type of pedagogical experience with the characteristics of the appropriate level of professional pedagogical competence:


	Personal experience		Designing new educational norms, pronounced authorship in all components of the pedagogical system
	Mass Experience		Orientation to pedagogical search in the framework of improving individual components of the pedagogical system
	Excellence Excellence		Possession of the highest examples of technologies, methods, techniques known in pedagogical science;
	Best transformative experience		Possession of the basics of the profession

Match the form of control of educational results and the target orientation of control:

	Preliminary control		Comprehensive verification of educational results for all key goals and areas of the educational process
	current control		Determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity
	Periodic control		Diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas
	Final control		Systematic verification and evaluation of the student's educational results on specific topics in individual lessons

Match the group of methods with the basis of their classification

	logical approach		Informing, the formation of skills and abilities, the consolidation of ZUNs, the verification of ZUNs
			Information-generalizing, performing, explanatory and motivating and partially exploratory, motivating and exploratory
	Correlation between the activities of the teacher and students		Explanatory-illustrative, problematic, heuristic, research
	Didactic purpose		Inductive, deductive, analysis, synthesis

Set sequence levels of education content as a pedagogical model of social experience in the logic of transition from theory to practice:

1. The level of the subject.

2. The level of the student's personality structure

3. The level of the learning process

4. The level of general theoretical presentation.

5. Level of teaching material

Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:

1. Partial search method

2. Reproductive method.

3. Research method

4. Method of problem presentation

5. Information-receptive method.

Establish the sequence of stages of the methodology for organizing student reflection in the lesson:

1. Restoration of the sequence of actions of the completed subject activity.

2. Adjustment of the subsequent subject activity

3. Completion or special stop of ongoing subject activity

4. Comparison of the purpose of the subject activity and the sequence of actions performed.

5. Formulation of the results of reflection.

Establish a sequence of levels of representation of the content of education in the order of its external manifestation

2. The concept of the content of education.

Establish the correct sequence of stages in the preparation of a working educational program:

1. Specifying the meaning of the course in terms of goals that represent the expected learning outcome.

2. Determination of the developed skills and abilities of children , priority for each topic of the course.

3. Establishment of forms of control, reflection and evaluation of educational results.

4. Determining the forms and methods of teaching that ensure the implementation of the planned activities of students and the development of appropriate abilities.

5. Identification of the types of activities of students that correspond to the developed skill or ability.

6. Clarification and updating of the meaning of the course being studied.

7. Grouping the thematic content of the program.

Establish the sequence of stages of thematic planning of training sessions:

1. Definition of the main blocks of the thematic plan.

2. Final layout and design of the annual thematic plan

3. Studying the educational program of the training course

4. Planning of training sessions within each block of the training course

5. Distribution of the total number of annual teaching hours by sections and topics of the course

Establish the sequence of stages of the innovation process:

1. Identification of the need for changes in subjects educational process

2. Introduction and dissemination of innovation Identification of the need for changes in the areas of the educational process

3. Transfer of innovation to permanent use

4. Development of ways to solve problems (design innovation)

Set the sequence of stages of the problematic lesson:

1. Reflection of the results and the progress of solving the problem problem

2. Putting forward a hypothesis as a projected result of solving a problematic problem

3. Actualization of knowledge and skills of students necessary for solving a problematic task

4. Introduction of a problem situation

5. Testing the put forward hypothesis

Establish the sequence of elements of the teacher's speech with lesson introspection

2. Identification of the main stage of the lesson and its full analysis, based on the actual learning outcomes in the lesson.

3. Brief description of the class, identification of groups of students with different levels of mastery of the program material

4. Justification of the objectives of the lesson, the choice of its type and structure

5. Assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities

Establish the sequence of stages of generalization of advanced pedagogical experience

1. Theoretical search

2. Accumulation and processing of factual material

3. Organizational stage

4. Propaganda, dissemination, implementation of experience

5. Evaluation of factual material and decision making

Pedagogy Test
for certified teachers

Choose the correct answer

The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is
1. Educational program.
2. Academic plan.
3. State educational standard.
4. Education Act".

2. The source of educational information that discloses the content provided for by educational standards in an accessible form for students is:

Textbook.
Academic plan.
Training program.
Workbook.

3. The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:

Education Act".
National Doctrine of Education in the Russian Federation
Basic curriculum.
State educational standard.

4. The system of value relations of students formed in the educational process is:

Personal Outcomes
Metasubject Results
Subject Results

5. Methods of activity applicable both within the framework of the educational process and in solving problems in real life situations, mastered by students on the basis of one, several or all academic subjects, are:

Personal Outcomes
Metasubject Results
Subject Results

6. Stable, objective, essential links between the parties of the pedagogical process, social and pedagogical phenomena, on the basis of which the theory and methodology of education and training, pedagogical practice are built. - this is

Pedagogical technologies
Pedagogical rules
Pedagogical patterns
Pedagogical principles.

7. The fundamental basis of pedagogical activity, based on a certain concept, is:

Strategy
An approach
Technology
Methodology

8. The priority development of the education sector against the background of other socio-economic structures implies the principle:

Fundamentalization principle
The principle of education variability
The principle of advanced education
The principle of completeness of education.

9. The inclusion in the content of education of the types of activities of students for its development is a reflection of:

The principle of structural unity of the content of education at various levels of generality and at the interdisciplinary level
The principle of unity of the content and procedural-activity aspects of education
The principle of accessibility and natural conformity of the content of education
The principle of taking into account social conditions and the needs of society

The need to exchange cultural experience between generations is the basis for:

Information function of pedagogical activity
Demonstration function of pedagogical activity

The requirement for the standard actions of a teacher who transmits cultural images to other people forms the basis of:

The transformative function of pedagogical activity
Information function of pedagogical activity
The communicative function of pedagogical activity
Demonstration function of pedagogical activity

Pedagogical support refers to the types of pedagogical activities called:
1. Organizational and pedagogical
2. Corrective(psychological)
3. methodical

Pedagogical diagnostics refers to the types of pedagogical activities called:
1. methodical
2. Creative and pedagogical
3. Organizational and pedagogical
4. Direct-pedagogical

The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:

Methodical reception
rule
Method
Technology

15. The principle that ensures the unity of general, special and additional education in all types of educational institutions is:
1. The principle of openness
2. The principle of variability in education
3. The principle of advanced education
4. The principle of completeness of education

16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is
1. The effectiveness of pedagogical technology
2. Reproducibility of pedagogical technology
3. Controllability of pedagogical technology
4. Conceptuality of pedagogical technology

17. Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, and guaranteed results is
1. Approach
2. Methodology
3. Technology
4. Method

18. The principle indicating the objective need to bring any pedagogical activity in line with human nature is:

The principle of cultural conformity
The principle of individualization
The principle of naturalness
The principle of personal orientation

19. Writing guidelines for organizing and conducting business games belongs to the group of pedagogical tasks called:

Typical
Creative
contingency
improvised

20. Among the listed types of pedagogical activities, service activities include:

Learning
Study
Pedagogical communication
Upbringing

21. Among the listed types of pedagogical activity, the basic ones include:

Design
Study
Organizational and methodological work
Pedagogical communication

22. A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:

Innovation
Innovation
Innovation
Technology

23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:

Leading source of knowledge.
The nature of mental activity of students.
Leading didactic purpose.
The logic of reasoning.

24. The program and methodological complex "Information Culture" as an element of the content of general secondary education refers to:

The level of general theoretical representation
subject level
The level of educational material
The level of the learning process

25. A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another - this is:

Innovation
Innovation
Technology
Experiment

26. Match the essence of the criterion of the correctness of the pedagogical action: 27. Match the type of competence of a teacher with its parameter:

Information - 1	1.	The ability to formulate learning problems in various information and communication ways
Legal - 4	2.	The quality of the employee's actions that ensure the effective construction of direct and feedback with another person
Communicative - 2	3.	Using methodological ideas, new literature and other sources of information in the field of competence and teaching methods to build modern classes with students (pupils, children)
Professional - 3	4.	The quality of the employee's actions that ensure the effective use of legislative and other regulatory legal documents of the authorities in professional activities to solve relevant professional tasks

28. Matchthe name of the approach to the design of educational programs and its essence
29. Match the teaching method with the corresponding didactic goal
30. Match the evaluation function with its characteristics
31. To align with the methodological requirement for pedagogical technology its content:

Reproducibility - 4	1.	Optimal cost, guarantee of achieving a certain level of results
Handling - 3	2.	Philosophical, psychological, didactic and socio-psychological rationale for achieving educational goals
Conceptuality - 2	3.	The possibility of diagnostic goal-setting, planning, designing the educational process, diagnostics, varying means and methods in order to correct the result
Efficiency - 1	4.	The possibility of using pedagogical technology in other institutions, other subjects

32. Match the form of education with its characteristics:

33. Match the aspect of the content of the pedagogical idea and its essence:

Socio-practical aspect - 2	1.	The correlation of an idea with certain attitudes, individuals, groups of people (communities) or society as a whole, compliance with sociocultural norms
Value-semantic aspect - 1	2.	Generalized characteristics of the subjects of pedagogical activity, regional and cultural-historical characteristics, temporal and spatial possibilities for implementing the idea, social, pedagogical, material and other conditions for training and education
Activity aspect - 4	3.	The mechanism for managing the functioning and development of the idea
Prognostic aspect - 3	4.	The way to implement the idea in practice

34. Match the educational approach and the features of its application in the educational process

Activity - 1	1.	Formation of personal qualities of students in activities adequate to the nature of this quality
Person-Centered - 3	2.	Formation of an “active person”, the subject of action, concentration on the basic values of social groups that are most significant for a certain type of society
Sociocultural - 2	3.	Modeling the pedagogical conditions for the actualization and development of personal experience
Hermeneutic - 4	4.	Creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning

35. Match the teaching method and the features of its implementation
36. Match the name of the component of the textbook with its essential characteristic

Informative component - 2	1.	Focuses on general educational, subject-cognitive and practical actions
Reproductive component - 1	2.	Presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge)
Creative component - 4	3.	Reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations
Emotional-value component - 3	4.	It is set with the help of a problem statement, problem questions and tasks

37. Match type of pedagogical analysis and its main task:

Didactic type of lesson analysis - 4	1.	Evaluate the end result of the lesson by comparing what was planned with what was done, taking into account the success and progress of students
Methodical type of analysis - 2	2.	The study and evaluation of the activities of the teacher and students through the subject content
Psychological type of analysis - 3	3.	The study of the teacher's work style, students' well-being at all stages of the lesson, the level of understanding and formation of educational activities
Introspection - 1	4.	Evaluation of the representation in the lesson of the following categories: purpose, principles, logic of educational materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness

38. Match the type of pedagogical experience and the characteristics of the appropriate level of professional pedagogical competence:

Personal experience - 4	1.	Designing new educational norms, pronounced authorship in all components of the pedagogical system
Mass experience - 3	2.	Orientation to pedagogical search in the framework of improving individual components of the pedagogical system
Excellence Excellence - 2	3.	Possession of the highest examples of technologies, methods, techniques known in pedagogical science
Best Transformative Experience - 1	4.	Possession of the basics of the profession

39. Match the form of control of educational results and the target orientation of control:

Preliminary control - 2	1.	Comprehensive verification of educational results for all key goals and areas of the educational process
Current control - 4	2.	Determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity
Periodic control - 3	3.	Diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas
Final control - 1	4.	Systematic verification and evaluation of the student's educational results on specific topics in individual lessons

40. Match the group of methods with the basis of their classification

Logical approach - 4	1.	Informing, the formation of skills and abilities, the consolidation of ZUNs, the verification of ZUNs
The degree of activity of cognitive activity - 3	2.	Information-generalizing, performing, explanatory and motivating and partially exploratory, motivating and exploratory
Correlation between the activities of the teacher and students - 2	3.	Explanatory-illustrative, problematic, heuristic, research
Didactic goal - 1	4.	Inductive, deductive, analysis, synthesis

41. Set sequence levels of education content as a pedagogical model of social experience in the logic of transition from theory to practice:

Level of general theoretical understanding
Subject level
Level of teaching material
Level of learning process
The level of the student's personality structure

42. Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:

Information-receptive method
reproductive method
Problem presentation method
Partial search method
research method

43. Establish a sequence of stages for organizing problem-based learning:

Updating the knowledge and skills of students required to solve a problem situation
Introduction of a problem situation
Putting forward a hypothesis (projected result of solving a problem)
Verification of the above solution
Reflection

44. Establish a sequence of levels of representation of the content of education in the order of its external manifestation

Education content concept
The content of education by levels and branches of education
Content of training courses
Course content
The content of the academic discipline within the course

45. Establish the correct sequence of stages of working with information in the course of the analysis of the educational process:

Formulation of a request for the necessary information
Development, formulation and adoption of general, agreed norms and criteria for assessing the educational process as a whole and its analyzed elements
Organization of collection and processing of information
Summarizing and summarizing the results obtained, their self-assessment, preparation of conclusions for making decisions about changes in the educational process
Self-analysis and self-assessment of the results and course of the analytical survey

46. Establish the sequence of stages of thematic planning of training sessions:

Studying the educational program of the training course
Definition of the main blocks of the thematic plan
Distribution of the total number of annual teaching hours by sections and topics of the course
Planning of training sessions within each block of the training course
Final layout and design of the annual thematic plan

47. Set the sequence of stages of the innovation process:

Identification of the need for changes in the areas of the educational process
Identification of the need for changes in the subjects of the educational process
Developing ways to solve problems (innovation design)
Introduction and dissemination of innovation
Transferring an innovation to permanent use4

48. Set the sequence of elements of the structure of the creative lesson:

Identification of personal experience and attitudes of students regarding the object under study
Creating an educational situation that motivates students to be creative
Performing creative work personally by each student (group of students)
Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical analogues
Reflection of own actions to solve a creative problem

49. Establish the sequence of elements of the teacher's speech with self-analysis of the lesson

Brief description of the class, selection of groups of students with different levels of mastery of program material
Content characteristics of the topic of the lesson
Justification of the objectives of the lesson, the choice of its type and structure
Identification of the main stage of the lesson and its full analysis based on the actual learning outcomes in the lesson
Assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities

50. Establish a sequence of stages of generalization of advanced pedagogical experience

Organizational stage
Theoretical search
Accumulation and processing of factual material
Evaluation of factual material and decision making
Promotion, dissemination, implementation of experience

Pedagogy Test

for certified teachers

Choose the correct answer

The basis for an objective assessment of the level of education and qualifications of graduates of an educational institution is

Educational program.
Academic plan.
State educational standard.
Education Act".

2. The source of educational information that discloses the content provided for by educational standards in an accessible form for students is:

Textbook.
Academic plan.
Training program.
Workbook.

3. The regulatory framework for the creation of working curricula by educational institutions of the Russian Federation, taking into account the specifics and conditions of their functioning, is:

Education Act".
National Doctrine of Education in the Russian Federation
Basic curriculum.
State educational standard.

4. The system of value relations of students formed in the educational process is:

Personal Outcomes
Metasubject Results
Subject Results

Personal Outcomes
Metasubject Results
Subject Results

Pedagogical technologies
Pedagogical rules
Pedagogical patterns
Pedagogical principles.

7. The fundamental basis of pedagogical activity, based on a certain concept, is:

Strategy
An approach
Technology
Methodology

8. The priority development of the education sector against the background of other socio-economic structures implies the principle:

Fundamentalization principle
The principle of education variability
The principle of advanced education
The principle of completeness of education.

9. The inclusion in the content of education of the types of activities of students for its development is a reflection of:

The principle of structural unity of the content of education at various levels of generality and at the interdisciplinary level
The principle of unity of the content and procedural-activity aspects of education
The principle of accessibility and natural conformity of the content of education
The principle of taking into account social conditions and the needs of society

The need to exchange cultural experience between generations is the basis for:

The requirement for the standard actions of a teacher who transmits cultural images to other people forms the basis of:

The transformative function of pedagogical activity
Information function of pedagogical activity
The communicative function of pedagogical activity
Demonstration function of pedagogical activity

Pedagogical support refers to the types of pedagogical activities called:

Corrective (psychological)
methodical

Pedagogical diagnostics refers to the types of pedagogical activities called:

methodical
Creative and pedagogical
Organizational and pedagogical
Direct-pedagogical

The method of ordered interconnected activities of the teacher and students, aimed at solving the problems of education, is:

Methodical reception
rule
Method
Technology

15. The principle that ensures the unity of general, special and additional education in all types of educational institutions is:

1. The principle of openness

2. The principle of variability in education

3. The principle of advanced education

4. The principle of completeness of education

16. The possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct results is

1. The effectiveness of pedagogical technology

2. Reproducibility of pedagogical technology

3. Controllability of pedagogical technology

4. Conceptuality of pedagogical technology

17. Legislative pedagogical activity that implements a scientifically based project of the didactic process and has a high degree of efficiency, reliability, guaranteed result is

1. Approach

2. Methodology

3. Technology

4. Method

18. The principle indicating the objective need to bring any pedagogical activity in line with human nature is:

The principle of cultural conformity
The principle of individualization
The principle of naturalness
The principle of personal orientation

Typical
Creative
contingency
improvised

20. Among the listed types of pedagogical activities, service activities include:

Learning
Study
Pedagogical communication
Upbringing

21. Among the listed types of pedagogical activity, the basic ones include:

Design
Study
Organizational and methodological work
Pedagogical communication

22. A tool that has the potential to improve the outcomes of the educational system, if used appropriately, is:

Innovation
Innovation
Innovation
Technology

23. In the classification of teaching methods, verbal, visual and practical methods are distinguished by:

Leading source of knowledge.
The nature of mental activity of students.
Leading didactic purpose.
The logic of reasoning.

24. The program and methodological complex "Information Culture" as an element of the content of general secondary education refers to:

The level of general theoretical representation
subject level
The level of educational material
The level of the learning process

25. A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another - this is:

Innovation
Innovation
Technology
Experiment

26. Match the essence of the criterion of the correctness of the pedagogical action:

Success - 3		Thanks to this action, the achievement of the goal is facilitated or becomes possible.
Manufacturability - 2		The ability, as a result of an action, to produce a planned change with a high degree of probability
Utility - 1		Achievement of all specified goals in the most optimal way
Efficiency - 4		The desired results are achieved at the lowest cost

27. Match the type of competence of a teacher with its parameter:

Information - 1		The ability to formulate learning problems in various information and communication ways
Legal - 4		The quality of the employee's actions that ensure the effective construction of direct and feedback with another person
Communicative - 2		Using methodological ideas, new literature and other sources of information in the field of competence and teaching methods to build modern classes with students (pupils, children)
Professional - 3		The quality of the employee's actions that ensure the effective use of legislative and other regulatory legal documents of the authorities in professional activities to solve relevant professional tasks

28. Match the name of the approach to the design of educational programs and its essence

Linear - 2		Without losing sight of the original problem, the range of knowledge related to it is being expanded and deepened.
Concentric - 1		Separate parts (portions) of educational material are built sequentially one after another without duplication of the topics studied in different years of study.
Spiral - 3		It is possible to return to the same material at different periods of study, for example, after several years, providing for the complication and expansion of its content.

29. Match the teaching method with the corresponding didactic goal

cognitive method - 4		Generalization and systematization of knowledge
Control method - 3		Creative application of skills and abilities
Converting Method - 2		Identification of the quality of mastering knowledge, skills and abilities, their correction
Systematizing method - 1		Perception, comprehension, memorization of new material

30. Match the evaluation function with its characteristics

31. To align with the methodological requirement for pedagogical technology its content:

Reproducibility - 4		Optimal cost, guarantee of achieving a certain level of results
Handling - 3		Philosophical, psychological, didactic and socio-psychological rationale for achieving educational goals
Conceptuality - 2		The possibility of diagnostic goal-setting, planning, designing the educational process, diagnostics, varying means and methods in order to correct the result
Efficiency - 1		The possibility of using pedagogical technology in other institutions, other subjects

32. Match the form of education with its characteristics:

Individual - 4		Organization of joint activities of schoolchildren on various grounds
Front - 3		The interaction of the teacher with the class based on the division of labor and the principle of individual responsibility of each for the overall result
Collective - 2		The work of the teacher with the whole class at the same pace with common tasks
Group - 1		Interaction between a teacher and a student

33. Match the aspect of the content of the pedagogical idea and its essence:

Socio-practical aspect - 2		The correlation of an idea with certain attitudes, individuals, groups of people (communities) or society as a whole, compliance with sociocultural norms
Value-semantic aspect - 1		Generalized characteristics of the subjects of pedagogical activity, regional and cultural-historical characteristics, temporal and spatial possibilities for implementing the idea, social, pedagogical, material and other conditions for training and education
Activity aspect - 4		The mechanism for managing the functioning and development of the idea
Prognostic aspect - 3		The way to implement the idea in practice

34. Match the educational approach and the features of its application in the educational process

Activity - 1		Formation of personal qualities of students in activities adequate to the nature of this quality
Learner-Centered - 3		Formation of an “active person”, the subject of action, concentration on the basic values of social groups that are most significant for a certain type of society
sociocultural - 2		Modeling the pedagogical conditions for the actualization and development of personal experience
hermeneutical - 4		Creating conditions for entering the world of feelings of another person, into a text, into a situation in order to understand their original meaning

35. Match the teaching method and the features of its implementation

Explanatory-illustrative - 4		Independent search activity of students (practical or theoretical)
Reproductive - 3		The teacher poses a problem to the children and shows the way to solve it; students follow the logic of solving the problem, receive a model of the deployment of knowledge
Problem statement - 2		The student follows the example of the teacher
Research - 1		The teacher communicates the information, the students perceive it

36. Match the name of the component of the textbook with its essential characteristic

Informative component - 2		Focuses on general educational, subject-cognitive and practical actions
reproductive component - 1		Presented with the help of verbal and symbolic presentation, as well as illustrations (vocabulary, facts, laws, methodological and evaluative knowledge)
Creative component - 4		Reflects ideological, moral, practical, labor, ideological, aesthetic and other orientations
Emotional-value component - 3		It is set with the help of a problem statement, problem questions and tasks

37. Matchtype of pedagogical analysis and its main task:

Didactic type of lesson analysis - 4		Evaluate the end result of the lesson by comparing what was planned with what was done, taking into account the success and progress of students
Methodical type of analysis - 2		The study and evaluation of the activities of the teacher and students through the subject content
Psychological type of analysis - 3		The study of the teacher's work style, students' well-being at all stages of the lesson, the level of understanding and formation of educational activities
Introspection - 1		Evaluation of the representation in the lesson of the following categories: purpose, principles, logic of educational materials, logic of the learning process, the appropriateness of using teaching aids, student activity and effectiveness

38. Match the type of pedagogical experience and the characteristics of the appropriate level of professional pedagogical competence:

Personal experience - 4		Designing new educational norms, pronounced authorship in all components of the pedagogical system
Mass experience - 3		Orientation to pedagogical search in the framework of improving individual components of the pedagogical system
Excellence Excellence - 2		Possession of the highest examples of technologies, methods, techniques known in pedagogical science
Best transformative experience - 1		Possession of the basics of the profession

39. Match the form of control of educational results and the target orientation of control:

Preliminary control - 2		Comprehensive verification of educational results for all key goals and areas of the educational process
current control - 4		Determination and fixation of the initial level of training of the student, his knowledge, skills and abilities related to the upcoming activity
Periodic control - 3		Diagnosing the quality of the student's assimilation of the basics and relationships of the studied section, his personal educational increments in the previously identified areas
Final control - 1		Systematic verification and evaluation of the student's educational results on specific topics in individual lessons

40. Match the group of methods with the basis of their classification

logical approach - 4		Informing, the formation of skills and abilities, the consolidation of ZUNs, the verification of ZUNs
The degree of activity of cognitive activity - 3		Information-generalizing, performing, explanatory and motivating and partially exploratory, motivating and exploratory
Correlation between the activities of the teacher and students - 2		Explanatory-illustrative, problematic, heuristic, research
Didactic purpose - 1		Inductive, deductive, analysis, synthesis

41. Establish a sequence of levels of the content of education as a pedagogical model of social experience in the logic of the transition from theory to practice:

Level of general theoretical understanding
Subject level
Level of teaching material
Level of learning process
The level of the student's personality structure

42. Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:

Information-receptive method
reproductive method
Problem presentation method
Partial search method
research method

43. Establish a sequence of stages for organizing problem-based learning:

Updating the knowledge and skills of students required to solve a problem situation
Introduction of a problem situation
Putting forward a hypothesis (projected result of solving a problem)
Verification of the above solution
Reflection

44. Establish a sequence of levels of representation of the content of education in the order of its external manifestation

Education content concept
The content of education by levels and branches of education
Content of training courses
Course content
The content of the academic discipline within the course

45. Establish the correct sequence of stages of working with information in the course of the analysis of the educational process:

Formulation of a request for the necessary information
Development, formulation and adoption of general, agreed norms and criteria for assessing the educational process as a whole and its analyzed elements
Organization of collection and processing of information
Summarizing and summarizing the results obtained, their self-assessment, preparation of conclusions for making decisions about changes in the educational process
Self-analysis and self-assessment of the results and course of the analytical survey

46. Establish the sequence of stages of thematic planning of training sessions:

Studying the educational program of the training course
Definition of the main blocks of the thematic plan
Distribution of the total number of annual teaching hours by sections and topics of the course
Planning of training sessions within each block of the training course
Final layout and design of the annual thematic plan

47. Set the sequence of stages of the innovation process:

Identification of the need for changes in the areas of the educational process
Identification of the need for changes in the subjects of the educational process
Developing ways to solve problems (innovation design)
Introduction and dissemination of innovation
Transferring an innovation to permanent use4

48. Set the sequence of elements of the structure of the creative lesson:

Identification of personal experience and attitudes of students regarding the object under study
Creating an educational situation that motivates students to be creative
Performing creative work personally by each student (group of students)
Demonstration of the results of creative activity, systematization of educational products of students, their comparison with cultural and historical analogues
Reflection of own actions to solve a creative problem

49. Establish the sequence of elements of the teacher's speech with self-analysis of the lesson

Brief description of the class, selection of groups of students with different levels of mastery of program material
Content characteristics of the topic of the lesson
Justification of the objectives of the lesson, the choice of its type and structure
Identification of the main stage of the lesson and its full analysis based on the actual learning outcomes in the lesson
Assessing the success of achieving the objectives of the lesson, substantiating the indicators of the real result and determining the prospects for improving one's activities

50. Establish a sequence of stages of generalization of advanced pedagogical experience

Organizational stage
Theoretical search
Accumulation and processing of factual material
Evaluation of factual material and decision making
Promotion, dissemination, implementation of experience

Choose the correct answer:

1) Regulatory document, which ensures the implementation of the state educational
standard taking into account regional (national) characteristics, type n type of educational
institutions, educational needs and requests of students (pupils) are:

1. Program for the development of an educational institution

2. The main educational program of the educational institution

3. Basic curriculum

4. Additional educational program

2) The system of value relations of students formed in the educational process -
this is:

1. Personal results

3. Subject results

3) The ability to plan one's own activities in accordance with the task and the conditions for its implementation refers to:

1. Regulatory action

2. Communicative actions

3. Cognitive actions

4. Personal actions

4) The ability to correlate actions and events with accepted ethical principles, to act within the framework of moral norms refers to:

1. Regulatory action

2. Communicative actions

3. Cognitive actions

4. Personal actions

5) The ability to carry out an extended search for information using the resources of libraries and the Internet, to exchange information in the educational process refers to:

1. Regulatory action

2. Communicative actions

3. General educational activities

4. Personal actions

6) The basis for identifying the following types of training sessions: a lesson in setting a learning task, a lesson in transforming a learning task, a modeling lesson, a lesson in transforming a model, a lesson in building a system of specific practical tasks, a lesson in control, a lesson in assessment is:

1. The structure of learning activities

2. Techniques for activating cognitive interest

3. Ways to organize communication

4 Techniques for the formation of learning skills

7) The principle that ensures the transition from an adaptive and reproductive model of education to an active and transformative one is the principle:

1 The principle of complete education

2. The principle of variable education

3. The principle of advanced education

4. The principle of developing education

8) Activities for the transformation of educational practice, through the creation, dissemination and development of new educational systems or their components, are:

1. Pedagogical activity

2. Innovative activity

3. Design and research activities

4. Expert and analytical activities

9) The construction of developing educational processes within a certain age interval, creating conditions for the development of the child as a subject of activity, is:

1. Socio-pedagogical design

2. Educational design

3. Psychological and pedagogical design

4. Didactic design

10) A tool that has the potential to improve the results of the educational system, if used appropriately, is:

1. Innovation

2. Innovation

3. Innovation

4. Technology

11) A purposeful change that introduces new stable elements into the implementation environment, as a result of which the system transitions from one state to another, is:

1. Innovation

2. Innovation

3. Technology

4. Experiment

Match up:

12) Match the type of innovation activity (project, research, educational) with its characteristic -

design - is aimed at developing special, instrumental and technological knowledge about that.
how, on the basis of scientific knowledge, it is necessary to act in given conditions in order to achieve that. what
can or should be ("innovation project")

research - aimed at obtaining new knowledge about how something can be
(“discovery”) and about that. how something can be made ("invention")

educational - is aimed at the professional development of subjects of a certain practice, at
the formation of each personal knowledge (experience) about that. what and how should they do to
innovative project embodied in practice (“implementation”)

13) Put in line with the backbone principle of modern education (principle
advanced education, the principle of completeness of education, the principle of variability, the principle
fundamentalization) its content:

The principle of completeness of education is the unity of general, special and additional education in
all types of educational institutions

The principle of advanced education is the priority development of the education sector against the background of others
socio-economic structures

The principle of variability is the unity of diversity, allowing each person to choose and
develop their own position, their own educational trajectory

The principle of fundamentalization is the formation of a holistic picture of the world, adequate to the idea
interdisciplinarity of knowledge systems

14) Put in line with the educational approach (system-activity; personal-oriented: project: socio-cultural) feature of its application in educational process:

System-activity - involves the development of the student's personality on the basis of the system
universal modes of activity

Design - involves the ideal design and practical implementation, as well as
reflexive correlation of the idea and the consequences of its implementation

Sociocultural - involves the formation of socially significant competencies and
concentration on the basic values of social groups that are most significant for a certain type
societies

Student-oriented - involves modeling the pedagogical conditions of actualization
and development of personal experience

15) Match the teaching method (reproductive: problem presentation: explanatory and illustrative: research) with the features of its implementation:

Explanatory-illustrative - the teacher communicates information, students perceive it

Reproductive - The student performs actions on the model of the teacher

Problem presentation - The teacher poses a problem to the students and shows the way to solve it.solutions: students follow the logic of solving the problem, receive a sample of the deployment of knowledge

Research - Independent search activity of students (practical or theoretical)

Set sequence:

16) Establish the sequence of design stages in education:

1. Model

2. Motivational

3. Reflective expert

4. Conceptual

5. Implementation

2, 4, 1, 5, 3 motivational, conceptual, model, implementation, reflective-expert

17) Establish a sequence of teaching methods in the logic of increasing the degree of independence of students:

1. Reproductive method

2. Information-receptive method

3. Partial search method

4. Method of problem presentation

5. Research method

2, 1, 4, 3, 5 informational-receptive, reproductive, problem presentation, partial search, research

18) Establish the sequence of components of the structure of educational activity in the logic of its formation:

1. Monitoring and evaluation activities

2. Cognitive need

3. Learning task

4. Educational and cognitive motive

5. Learning activities

2, 4, 3, 5, 1 cognitive need, educational and cognitive motive, learning task, learning activities, control and evaluation activities

19) Set the sequence of the situation of development, aimed at mastering the content and form of the leading activity of students:

1. Educational and design

2. Preschool play

3. Educational

4. Preschool education

5. Educational and professional

6. Game

6, 2, 4, 3, 1, 5 game, preschool game, preschool educational, educational, educational project, educational and professional

20) Establish the sequence of stages of the innovation process:

1. Identification of the need for changes in the subjects of the educational process

2. Identification of the need for changes in the areas of the educational process

3.Developing ways to solve problems (designing innovation)

4. Transfer of innovation to permanent use

5.Introduction and dissemination of innovation

2, 1, 3, 5, 4 identification of the need for changes, identification of the need for changes in the subjects, development of solutions, implementation and distribution, transfer of innovation to the mode of constant use

Modern education should be focused not so much on the study of the unknown as on the expansion of knowledge about known subjects. This is the principle of consistency and systematic education.

Also, before an in-depth (special or university) study of a topic in educational practice, the study of information about subjects prevails, rather than the practice and study of real objects. Whereas really high-quality education can be achieved only in conditions of free choice of learning elements by students.

These and other principles in the field of education will be discussed in this material. Each teacher should build his activity precisely on these general rules.

Basic principles of education

The principles of teaching are formed on the basis of a study of all previous experience of educational activity. The principles of education are necessary to strengthen the existing practice, to become the theoretical basis for the activities of preschool teachers, teachers of primary, secondary and high schools, teachers of secondary specialized educational institutions and universities.

All these rules are closely related. The use of only certain principles of education in pedagogical practice will not give an effective result.

The integrity of the system (both in the Russian Federation and in other countries) is ensured by the common goal of training and general principles. All these rules, of course, are not dogmas. As a rule, they are determined by the goals of the educational process. The principles of education are the initial regulatory requirements, arise on the basis of pedagogical experience, are formulated in the process of scientific research of the educational process. Principles can change over time under the influence of historical conditions or pedagogical systems, as they are designed to meet the needs of society, people, and the state.

In modern practice, the general principles of organizing the educational process are proposed by the formulations of Ya. A. Komensky, K. D. Ushinsky and other outstanding teachers. The main didactic principles are as follows:

scientific character, objectivity, validity;
connection of theoretical training with practical activities;
systematic and consistent training;
accessibility, but also the necessary degree of difficulty;
variety of teaching methods, visibility of objects and phenomena;
activity on the part of both the teacher and the student;
strength of knowledge, skills and abilities combined with practical (creative) activity experience.

Preschool education

Above are listed general rules education systems, but there are also special ones that are characteristic of the educational process of preschoolers, for example. The principles of early childhood education include:

protection, support of childhood in all its diversity;
taking into account the social and ethno-cultural affiliation of children in the learning process;
promotion of active cooperation between adults and children in the process of development of the latter, socialization;
creating a favorable environment for the development of each child;
introducing preschoolers to the traditions of society, family and state, socio-cultural norms;
preservation of the uniqueness of the period of childhood;
the formation of a socio-cultural environment that corresponds to the individual and age characteristics of children;
ensuring that the child lives fully at all stages of preschool age, and so on.

The federal law on education in Russia identifies ten main educational areas in the program of preschool education, namely: physical culture, work, music, socialization, health, safety, communication, cognition, art, reading literature for preschool children. Within these areas, in accordance with the principles of education, social, communicative, speech, physical, artistic, aesthetic and cognitive development of preschool children takes place.

Special and additional education

The system of stable requirements for the educational process is also typical for other types of education, for example, special and additional education. Thus, the basic principles of special education, i.e. teaching children with physical disabilities or difficulties in mastering knowledge, in our country it is considered to be:

Early pedagogical assistance, which means the timely determination of the educational needs of the child, assistance in mastering knowledge.
Subordination of education to the level of social development.
The development of speech activity, thinking and communication, i.e. meeting the need for assistance in the development of thinking, speech and communication.
An individual approach, this principle requires the implementation of the educational process in accordance with the individual characteristics of the student.
The active approach of the educator-teacher, which means providing an educational process that meets the age, characteristics of a particular child.
The need for special pedagogical guidance means that special (corrective) education should be carried out with the involvement of highly qualified teachers, psychologists and other specialists.
Correctional and pedagogical orientation, that is, flexible correspondence of methods, teaching techniques and educational programs to the nature of the child's disorders, their severity and structure.

As for additional education, the principles largely correspond to the general ones, because such training is designed to satisfy a person's needs for spiritual, moral, physical, intellectual or professional improvement, as general ones. Among the rules are:

democracy, i.e. the possibility of free choice of the field of activity;
unity of training, development and education;
taking into account the characteristics and inclinations of students when they are included in various activities;
orientation to the personal abilities, interests and needs of the child;
recognition of the value of interaction between children and adults, and so on.

The principle of accessibility of education

This principle implies the availability of an explanation of objects and phenomena in a language understandable to the student. Education should not be too easy, curricula should be designed in such a way as to optimally meet the age characteristics, interests and individuality of students, and life experience. It is necessary to give students the opportunity to find the truth on their own, involving them in the process of searching and learning, and not just stating the facts. Learning must go from the easy to the difficult, from what is near to what is far, from the known to the unknown, from the simple to the complex. It is impossible to artificially accelerate the process of mastering knowledge.

The principle of scientificity and validity

According to this principle, the content of education should be based on facts, expressing the real state of modern sciences. The same provision is fixed in curricula, educational programs, textbooks for schools, institutions of secondary specialized education and universities. This principle is one of the defining ones for secular institutions, while in religious educational institutions primacy is given to religious faith.

Relationship between theory and practice

The principle of connection between theoretical training and elements of practical knowledge aims at the need for doubt, verification of the provisions given in the theory with the help of practice. It is also necessary to determine the relationship of the studied information with other disciplines and with life experience.

The principle of choosing an educational trajectory

The student should be able to choose the main components of learning. The educational program should be implemented only in conditions of freedom of choice of the elements of educational activity. It is necessary to give the student a choice of ways to achieve goals, the topic of practical or creative work, the form of its implementation, stimulate him to draw his own conclusions, give reasoned assessments.

The Principle of Conscious Learning

This principle of the educational system is somewhat related to the availability of education. According to the principle of conscious learning, the student must not only learn some material by heart, memorize it, but also understand the essence of a particular object or phenomenon. The content of training should be permanently fixed in the memory of students, become the basis of behavior. Such a result is achieved only in connection with other principles of education, namely, systematic, consistent, active interaction between teacher and student.

Sequence principle

Teaching should be conducted in a certain order, be a system built logically. The material should be subject to clear and logical planning, divided into full sections, steps, modules. Also, in each program, it is necessary to establish the central concepts, subordinating all other parts of the course or a separate lecture to them.

The principle of visibility

The principle of visibility is one of the oldest rules of education. To increase the effectiveness of training, it is necessary to involve all the senses in the perception of educational material. It is necessary to present to the trainees everything that can be seen (for perception by sight), can be heard (by hearing), tasted (with the help of taste buds), touched (by touch). Vision is the most informative.

The principle of student activity

The educational process is based on the interaction of a teacher and a student, which follows from the structure of all educational activities. The learning process requires the student to be highly active. The main role in this process, of course, belongs to the teacher, but this does not mean that students remain passive in the learning process.

The secular nature of education

The principle denotes the freedom of an educational institution from the direct influence of religion and is based on freedom of religion, the conscience of citizens. In Russia, the principle is preserved on the basis of Part 1 of Art. 14 of the Constitution, which provides for freedom of choice of faith.

educational principles

The educational system sets itself the goal of not only teaching, but also educating a full-fledged personality. The principles of education, which must be followed in the framework of the implementation of the educational process, are:

the unity of behavior and upbringing, because if a teacher, for example, says one thing and does the opposite, then this will not lead to anything positive for the students;
connection between education and existing social conditions, i.e. one cannot teach what has already lost its significance in the modern world;
development of creative activity and independence of the student;
unity and integrity of the educational process, which includes following the same norms, principles and requirements, there should be no discrepancies in the educational process.

Principles of education in Russia

In the Russian Federation, the principles of the education system are determined by the federal law "On Education". The state policy of our country recognizes the priority of education and ensures the right of everyone to receive education. The law also establishes the humanistic nature of education, ensuring individual freedoms, legal culture, patriotism and citizenship, rational use of natural resources, respect for the environment, maintaining health and promoting a healthy lifestyle.

The principles of education in the Russian Federation establish the unity of the educational space, to ensure which standards are created at all levels of the educational process. The law defines the autonomy of educational institutions, the freedom and academic rights of educators and students, and the democratic nature of the educational system in Russia.

So, the article discusses the general principles of education that are typical for secondary, special, preschool and additional education. Also shown a brief description of principles in our country. We can say that the norms adopted in Russia fully meet international standards. Moreover, most of the basic principles of education were formulated by Russian teachers.