Received 28.04.2023
Revised 28.07.2023
Accepted 31.08.2023
Retrieved from Vol. 13, No. 2, 2023
Pages 127 -158
Abstract
The article highlights the philosophical, psychological and pedagogical experience of solving the problem of lesson analysis as the main form, unit of the educational process. The research is based on the ideas of I. A. Zyazyun, S. U. Honcharenko, and V. F. Morgun about education and pedagogical activity, in particular, regarding the dialecticization of pedagogy, the introduction of the laws of dialectics, systemic, synergistic, and personal approaches into pedagogy. In the lesson, the action of the laws of unity and struggle (balancing) of opposites, negation of negation and transition of quantitative changes into qualitative ones is clearly presented. I. A. Zyazyun’s structural, functional and reflexive approaches derived from the dialectics proved to be particularly productive in the study of pedagogical mastery as the highest manifestation of the teacher’s pedagogical activity. From the point of view of dialectics in the educational process, the identity of the teacher as the leading subject of education and the personality of the student (students) as the subordinate subject(s) of education should be more clearly identified on a subject-subject level. The pedagogical and student activities inherent in it must be integrated, coordinated with each other despite the numerous factors of disintegration of the lesson, that is, through, so to speak, the technological embodiment of the dialectical laws of unity and struggle (balancing) of contradictions, negation of negation, transition of quantitative changes into qualitative ones. To implement these laws, it is advisable to use systemic, synergistic and personal approaches. The structure and functions of the teacher’s and the student’s personality are characterized within the author’s concept of a threedimensional, step-by-step concretized psychological structure of the personality. According to it, in the “horizontal” activity dimension of the teacher’s and student’s personality structure, such stages of their activity can be distinguished as: a) needmotivational-meaningful; b) informative and cognitive; c) goal-forming; d) operational-resultative; d) emotional and sensual. In the “vertical” functional hierarchy, such pedagogical actions as didactic, dialogic, intellectual, reflective and actions of humanistic influence are distinguished, which ensure the differentiation and integration of the educational process, which is expediently denoted by the term “intedifia” proposed by V. F. Morgun. The article provides a detailed description of the pedagogical actions of the teacher and student actions, and on this basis, a structural-functional-reflective model of the lesson is proposed as a unit of analysis of the educational process for the development of the student’s personality, in which the essential characteristics of education as a whole are concentrated. On the basis of this model, an appropriate structural-functional-reflective training for the development of the teacher’s pedagogical activity can be built. The significance of the interrelationship of didactic, dialogic, intellectual, reflective and humanistic influential actions of the teacher in the lesson to achieve a quantified, discretecontinuous, according to the law of the transition of quantitative changes into qualitative, personal effect of education, training and education of students is shown. Special attention is paid to reflection, as a generic sign of personality development and civilization and the most important function of the teacher in the lesson. In contrast to the personal approach, it is expedient to consider the classlesson system of education as one aimed at mastering by teachers and students the great mega-theme “Personality”, which is consistently presented in each lesson according to the rules of “intedifia”
Keywords:
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