Педагогическая деятельность учителя физического воспитания

№83-1,

педагогические науки

Учитель физического воспитания достигает высоких результатов в профессиональной деятельности, где реализует свой творческий потенциал за счет знания психологии детей и умелого конструирования педагогического процесса.

Похожие материалы

The specifics of the teaching profession and its uniqueness have become the subject of a number of scientific studies in different countries. The authors of psychological and pedagogical works for more than a century are looking for answers to the questions, what should be the ideal teacher, what should he have personal qualities, abilities and skills for the full performance of his professional duties. Today we need a teacher who is able to respond quickly to the changes that are taking place in society, to see the problems of individual educational work, to find ways to solve them based on the activation of personal internal resources, able to constantly improve their teaching skills.

What should be the modern teacher of physical culture? What theoretical and methodological knowledge, pedagogical skills and abilities should he have? What are the specific difficulties in his professional activities? What determines the high efficiency of his work in the physical education of students? The solution of these problems is necessary for improvement of system of increase of pedagogical skill of experts in the field of physical culture and sport as one of the basic conditions of reforming of education. The state of health, comprehensive harmonic development and physical preparedness of the younger generation to high-performance work in the society depends on the professional activity of teachers of physical culture and trainers.

The activity of the teacher consists of a chain of pedagogical situations. They are created intentionally and accidentally, by a teacher and children. The skill of a teacher consists in the ability to transform the situation into a pedagogical task and thus approach the pedagogical goal. That is why many researchers consider pedagogical activity as the solution of complex system of constantly arising pedagogical tasks. Pedagogical tasks are contradictions arising in the pedagogical process, taking into account that the teacher contributes to the development of the child's personality. Therefore, if the teacher ignores or does not notice the situation, it does not become a pedagogical task. The professional vision of the situation is characterized by preliminary thinking and "beating" of possible options for interaction with students, forecasting the result of education. However, it is impossible to imagine educational process broken up into many pedagogical actions. For a young teacher it is important to overcome the fragmentation of the educational process, to achieve compliance of one pedagogical action to another, to develop the ability to see the whole in successive situations, actions, actions.

Pedagogical activity is characterized by exceptional complexity and variety of methods of influence. Dangerous clichés and stereotypes, and relying only on intuition. The same methods of training and education lead to different results, because each person is unique and peculiar. Advice, recommendations, ideas, experience of others will benefit only when the teacher "miss" them through themselves.

In addition to mastering the methodology of teaching, the success of the teacher depends on his personal qualities, the nature of relationships with students. The teacher-master will always pay attention to the reaction of students, their capabilities and make adjustments to their work. The teacher may give his pupil just what he has. Personal qualities of a teacher should be combined with professional knowledge and skills. Because the basis of identity formation are communication and activities, and key skills should be focused on the organization of a variety of meaningful activities and reasonable communication between the children.

What is teaching skill? What teacher, coach, educator can be called a master? Can we consider a master teacher who knows all about the achievements of pedagogy and the experience of colleagues and do not use it in your work? After all, as a musician, performing a work, not just extracting sounds from the piano, and the teacher creates pedagogical reality, guided by the laws of science, kindness and beauty (Li Ruvinsky).

Mastering the pedagogical M. I is available to every teacher, if he works on himself, because the basis of its formation is, first of all, practical experience. "Teaching is reminding others that we educate, first and foremost, and themselves," wrote A. N. Ostrohirs'ke.

The teacher-master achieves high results of professional activity, possesses individual style of work, realizes the creative potential due to knowledge of psychology of children and skillful designing of pedagogical process. However, the skill is evident in the activities, but does not converge only to her. It can not be limited to a high level of special skills. The essence of mastery — in the personality of the teacher, in his position, the ability to exercise creative initiative on the basis of their own value system.

Mastery is the highest level of pedagogical activity, manifestation of creative activity of the teacher's personality. In its formation, it goes through a series of successive stages, moving from level to level. If we talk about the origins of skill, they are a set of personality characteristics that will ensure the self — organization of a high level of professional activity on the basis of reflection (reflection-from lat. rtflexio — appeal ago, the process of cognition of the man himself). It consists in the ability and ability to look into yourself, to evaluate their actions, relationships with people, to learn their inner world, to understand themselves and, along with it, to see and understand how other people treat you, how they understand you.