Anthropological m: Principles

Anthropological m ne yadu amfani a cikin koyarwa. Ya na da quite mai ban sha'awa tarihi da cewa ya cancanci kusa da binciken.

Rousseau da ra'ayoyin

Deep da paradoxical lura, wadda aka sanya ta Jean-Jacques Rousseau, yana da wani gagarumin tasiri a kan anthropological tsarin kula da al'adu. Suka nuna dangantaka tsakanin yanayi da kuma ilmantar da ƙaramin tsara. Rousseau lura cewa anthropological tsarin kula da hali ba ka damar haifar da wani tunani na kishin kasa a yara.

Kant ka'idar

Immanuel Kant ya saukar da muhimmancin pedagogy, ya tabbatar da yiwuwar kai. Anthropological tsarin kula da pedagogy a fahimtar da aka gabatar a matsayin bambance-bambancen da halaye na kirki, tunanin al'ada.

ideas na Pestalozzi

A farkon karni na sha tara, Iogann Pestalotstsi tsince ra'ayin wani m m, a pedagogy. Su ne waɗannan zaɓuɓɓuka masu biyowa don ci gaban sirri basira da aka gano:

• kallo.
• kai gaba.

Jigon kallo ya aiki ji na mamaki da kuma abubuwa, m su ainihi, da samuwar wani cikakken image na gaskiya.

Hegel ka'idar

Anthropological tsarin kula da nazari, samarwa da Georg Wilhelm Friedrich Hegel juna tare da 'yan adam Kiwon ta kafa mutum. Ya lura da muhimmancin kyawawan dabi'u, hadisai da tarihin ga cikakken ci gaban da ƙaramin tsara.

Anthropological tsarin kula da fahimtar Hegel - shi ne akai aiki a kan kunya, da marmarin san da kyau na da kewaye duniya.

Shi ne a cikin wannan tarihi lokaci a cikin koyarwa kayyade wasu ilimi hari cewa ba da damar samar da mutum, iya kai, kai-da ilimi, kai-sani, a yi nasara karbuwa daga wani zaman yanayi.

ka'idar Ushinsky

Anthropological tsarin kula da pedagogy, an zabi kamar yadda "ilimi batu" nazari mutum, shi aka samarwa K. D. Ushinskim. Mabiyansa suka fara yawa m malami a lokacin.

Ushinsky lura da cewa cikakken ci gaban hali na karamin mutum ne ya rinjayi ciki da kuma na waje, al'umma abubuwan da ba ya dogara ne a kan yaron. Irin wannan anthropological m ba ya unsa a cikin ilimi daga cikin mutum passivity nuna m mataki na wasu dalilai.

Duk wani ilimi rukunan, ko da kuwa ta musamman fasali, na bukatar wasu sharudda, shikenan lissafin.

Da ka'idodin anthropological m kafa shan la'akari da tsarin zamantakewa na al'umma.

zamani m

Duk da canji na sani cewa shãfi jama'a, tsira bil'adama zamantakewa yanayi. A zamaninmu, an anthropological methodological m ne daya daga cikin babban kwatance na aikin makaranta Psychologists da kuma malamai. Duk da muhawara cewa lokaci-lokaci bayyana a cikin malamin ta muhalli, shi ne bil'adama ya kasance a saman fifiko daga cikin Rasha ilimi.

Ushinsky lura da cewa malamin dole da wani fahimtar yanayi a cikin abin da yaro yake. Irin wannan anthropological m kiyaye su a cikin wani correctional koyarwa. A matsayin masomin shi da aka kyan gani da yaro, sa'an nan daga baya ya duba ya iyawarsa ta tunani.

Karbuwa daga yara da suke da tsanani matsaloli tare da jiki kiwon lafiya, ya zama na farko shine na correctional malamai.

Wannan anthropological m damar "musamman yara" daidaita da wa zamani zamantakewa yanayi, taimaka musu wajen samar da su m m.

A ra'ayin humanization, wanda suna ƙara busa ta wakilan da ma'aikatar ilimi, da rashin alheri, bai kai ga cikakken abandonment na gargajiya m dangane da samuwar ƙaramin tsara tsarin basira, da ilimi, basira.

Ba dukkan malamai amfani da al'adu da kuma anthropological m a cikin koyarwa da ilimi tarbiyya zuwa ƙaramin tsara na kasar mu. Masana kimiyya sun gano wani adadin bayani ga wannan halin da ake ciki. Malamai daga cikin mazan tsara, babban koyarwa ayyukan da ya faru a lokacin gargajiya tsarin ba a shirye su canja ra'ayi na ilimi da kuma horo. Matsalar ta'allaka ne da cewa shi ba a ɓullo da wani sabon misali na koyarwa malamai, wanda zai dauke da asali anthropological hanyoyin.

Akayi na samuwar pedagogical Anthropology

A lokaci bayyana a cikin rabi na biyu na karni na sha tara a Rasha. Ya aka inducted Pirogov, sa'an nan mai ladabi Ushinsky.

Wannan falsafa-anthropological m bayyana nisa daga mai haɗari. A jama'a da ilimi da za'ayi search na methodological tsarin da cikakken taimako zuwa ga aiwatar da tsarin zamantakewa na al'umma. Zuwan basu yarda, sabon tattalin arziki trends kai ga bukatar canja ilimi da kuma horo tsarin.

A karshen karni na sha tara, a yammacin wajen samar da nasu ra'ayi a cikin abin da wani anthropological tsarin kula da al'adu ya zama mai raba reshe na pedagogical da kuma falsafa da ilmi ba. Wannan Constantine Ushinsky zama majagaba wanda gano ilimi a matsayin babban factor na cigaban dan Adam. Yana yin la'akari da dukan m trends da shafi tarihi lokaci a kasashen Turai, ya ci gaba da kansa zamantakewa-anthropological m. A tuki sojojin na ilimi tsari, ya sanya wani shafi tunanin mutum, halin kirki da kuma ta jiki ci gaban hali. Wannan hade m damar zuwa la'akari ba kawai da bukatun da al'umma, amma kuma da individuality na kowane yaro.

Anthropological tsarin kula da binciken ya gabatar Ushinsky, ya zama mai real kimiyya feat wannan ban mamaki masanin kimiyya. Da ra'ayoyin da aka amfani da malamai - da binciken burbushin, masana ilimin tunani, ya yi aiki a matsayin tushen ga halittar musamman msar tambayar pedagogy Lesgaft.

Anthropological tsarin kula da nazarin al'adu, da nufin raya ruhi da kuma individuality na kowane yaro, ya ba da dalilin kasafi na correctional pedagogy.

Domestic likita hauka Grigoriem Yakovlevichem Troshinym aka buga a rubutun a biyu kundin, wanda Ya aikata da anthropological tushe na ilimi. Ya ya iya kari da ra'ayoyi miƙa Ushinskogo m abun ciki dangane da nasu yi.

Tare da koyarwa Anthropology faru paedology ci gaba, dauka cike da kuma cikakken samuwar ƙaramin tsara.

A cikin karni na ashirin da matsalar tarbiyyar da kuma ilimi sun zama cibiyar da tattaunawa. Shi ne a cikin wannan tarihi lokaci akwai wani bambancin tsarin kula da ilimi tsari.

Anthropological tsarin kula da kimiyya, Theodor Litt sanar, dangane da cikakke ji na mutum rai.

Shi ne kuma dole a lura da taimako sanya wa koyarwar Anthropology, Otto Bolnov. Shi ya nuna muhimmancin kai-affirmation, rayuwar yau da kullum, bangaskiya, da bege, da tsoro, real zama. Psychoanalyst Freud kokarin Sneak cikin dabi'ar mutum, to san mahada tsakanin nazarin halittu gabbai da hankulansu aiki. Ya hakikance cewa namo nazarin halittu halaye dole ne kullum aiki a kan kanka.

The biyu da rabi na karni na 20th

Tarihi da kuma anthropological m dangantaka tare da m cin gaban falsafa. A rarrabawa da tunani da kuma falsafar aiki F. Lersh. Wannan ya shiga cikin bincike na da dangantaka tsakanin tunani da kuma characterological. Bisa anthropological ra'ayi game da dangantakar da duniya da kuma mutum, su ne m rarrabuwa muradi aka miƙa mutum hali. Ya yi magana game da sa hannu, fahimi bukatun, cikin bin tabbatacce kerawa. Lersh lura da muhimmancin da tarin zahirin kuma m bukatun, wajibi, soyayya, addini karatu.

Richter da mabiyansa kawo dangantaka tsakanin al'adu da kuma al'adu. Sun bayyana biyuntakar na dabi'ar mutum, da yiwuwar individualization ta yin amfani da kayayyakin jama'a. Amma Lersh jãyayya da cewa mu jimre wa irin wannan aiki iya kawai makarantun: makarantu da kuma jami'o'i. Shi ne jama'a ilimi aikin ceton 'yan adam daga kai-halaka, da inganta harkokin yin amfani da tarihi memory ga tarbiyyar ƙaramin tsara.

Features da kuma ilimi Psychology

A farkon karni na ashirin, wasu daga cikin ayyukan da aka canjawa wuri zuwa ilimi Anthropology tunani. Domestic Psychologists: Vygotsky, El'konin, Ilyenkov gano babban pedagogical ka'idoji, wadda ake bisa zurfin ilmi daga dabi'ar mutum. Wadannan ra'ayoyi sun gaske m abu wanda kafa dalilin halittar sabon ilimi da kuma horo hanyoyin.

A gagarumin tasiri a kan ta zamani Anthropology da pedology yana Zhan Piazhe, wanda ya kafa Geneva kayyade tunani.

Ya dogara m lura, a zahiri sadarwa tare da yara. Piaget ya iya bayyana ainihin matakai na koyo, ba wani cikakken bayanin siffofin na da yaron ya ji ya "I", da ilmi na duniya a kusa da su.

A general, da hanyar ne pedagogical Anthropology binciken ilimi hanyoyin. Dangane da hangen zaman gaba, ga wasu masana falsafa, shi ne a matsayin wani empirical ka'idar. Ga wasu, wannan dabarar ne na musamman hali, da ake amfani da su bincika don wani m tsarin kula da ilimi tsari.

A halin yanzu, pedagogical Anthropology ne ba kawai msar tambayar amma kuma amfani da kimiyya horo. Its abinda ke ciki da kuma karshe aka yi amfani da ko'ina a cikin koyarwa yi. Mun lura cewa a irin wannan m da nufin a m aiwatar da "bil'adama pedagogic" liyafar Nonviolence gani. Yana mai ma'ana tsawo daga cikin ka'idar prirodosoobraznosti ilimi samarwa da Polish malama Jan Amos Kamensky a cikin karni na sha tara.

Anthropology hanyoyin

Su mayar da hankali a kan hikimar tantance nazari mutum kamar educability kuma malama, koyarwa ne da za'ayi fassarar, haduwa bayanai daga fannoni daban daban na rayuwar dan Adam. Tare da wadannan hanyoyin iya zama gwaje da kuma empirically binciken abubuwan facts sabon abu, matakai yi a cikin kungiyoyin da lãbãri ga mutane.

Bugu da kari, wadannan dabaru sa shi yiwuwa a gina wani inductive-empirical kuma tamkar-deductive model da theories alaka takamaiman kimiyya filayen.

A musamman wuri ne shagaltar da tarihi hanya a cikin ilimi Anthropology. A amfani da tarihi bayanai damar domin kamanta bincike, to kwatanta lokuta daban-daban. Pedagogy a dauke da fitar da irin wannan kamanta hanyoyin, obtains mai kauri dalilin aikace-aikace na kasa da kwastan da kuma hadisai a cikin samuwar kishin kasa a cikin ƙaramin tsara.

Kira ya zama wani muhimmin bukata kafun ga kyautata na ilimi tsarin, da search for tasiri ilimi fasahar. Na ra'ayi tsarin da aka kudin a kan kira, analysis, misalin, cire, shigar da, da kwatanta.

Pedagogical Anthropology kwashe chelovekoznaniya kira, wanda ba zai iya zama ba tare da integrative kokarin. Ta hanyar amfani da bayanai daga wasu bincike a cikin yankunan pedagogy nasu matsaloli, gano cikin manyan kalubalen da gano musamman (kunkuntar) da bincike hanyoyin da aka ɓullo da.

Ba tare da dangantaka tsakanin ilimin halayyar zaman jama'a, Physiology, ilmin halitta, tattalin arziki da kuma pedagogy, zai yiwu kurakurai na jahilci. Alal misali, rashin da hakkin adadin bayanai game da wani abu ko sabon abu, babu makawa take kaiwa zuwa wani murdiya na ka'idar, bayar da wani malami, da bayyanar da savanin dake tsakanin gaskiya da kuma samarwa facts.

Fassarar (koyaswa)

Wannan hanya a ilimi Anthropology ake amfani da su fahimci yanayin dan Adam. Abubuwan tarihin da suka faru a cikin kasa da kuma tarihin duniya, za a iya amfani da ilimi na ƙaramin tsara a cikin kishin kasa.

Nazarin da fasali na musamman tarihi lokacin, mutane da shawarta sami shi tabbatacce kuma korau halaye, bayar da nasu hanyoyi na zaman jama'a domin. Wannan dabarar sa malamai don bincika ma'anar wasu ayyuka, ayyuka don gane kafofin fassara. Its ainihi shi ne gyara ga pedagogical dalilai hanyoyin da tabbaci na ilimi.

Cire kuma an yi amfani da ko'ina a cikin zamani ilimi, shi damar da malamin ne don gudanar da ba kawai da gaba amma kuma mutum ayyuka tare da su ƴan. A fassarar damar gabatar da cikin pedagogy cikakken bayani game da addini, falsafa da kuma art. Babban aiki na malamin ne ba kawai da yin amfani da kimiyya sharuddan, da wadata da wasu bayanai ga yara, amma tarbiyyar da kuma ci gaban da yaron ya hali.

Alal misali, a cikin ilmin lissafi shi ne muhimmanci a gane dangantaka tsakanin sakamakon da dalilai don shan ma'aunai, daban-daban mai aiki da na'urar kwamfuta matakai. Educational matsayin na biyu ƙarni, gabatar a cikin zamani makaranta, ana nufin daidai a aiwatar da anthropological Hanyar in pedagogy.

Kazusny Hanyar unshi da jarrabawa na musamman yanayi da kuma lokuta. Shi ya dace don bincike na atypical yanayi, musamman haruffa, 'yan Shi'ah.

Malamai - binciken burbushin a cikin aikin biya kusa da hankali ga lura. Kamata su gudanar da mutum bincike, da sakamakon wanda aka shigar a cikin musamman questionnaires, kazalika da m nazarin aji na gama.

Irfanin fasahar hade tare da m kwarewa da kuma gudanar da bincike, ya samar da ake so sakamakon, domin sanin da shugabanci na ilimi da aiki.

Gwajin aikin nasaba da m hanyoyin da ayyukan. Relevant model an da nufin rigakafin, gyara, ci gaba, samuwar m tunani. Daga cikin m ideas amfani da malamai a wannan lokacin, na musamman sha'awa ne zane da kuma gudanar da bincike ayyuka. Malamin da aka daina aiki a matsayin fir'auna, da tilasta yara su haddace tedious jigogi da kuma rikitarwa dabarbari.

The m m gabatar a cikin zamani makaranta, damar malamai da kula da tarbiyyar dalibai, gina mutum ilimi hanyoyi. The aiki na zamani da malama kuma malamin ya hada da hukumomi goyon baya, da kuma aiwatar da neman da kuma koyon dabarun da damar iya yin komai na dalibi ke kan.

A cikin shakka daga cikin aikin da ayyukan da yaro san su gane da batun da kuma abu ya yi karatu, don gano dabarun da ya bukatar a gudanar da wani aiki. Wani malami na taimaka matasa experimenter a zabar wani algorithm na ayyuka, duba ilimin lissafi, kirga cikin cikakkar da kuma zumunta kuskure. Bugu da kari ga Project aikin, a cikin zamani makaranta amfani da bincike m. Ya unshi da binciken da wani abu, sabon abu, tsari, ta hanyar wasu hanyoyin kimiyya. A lokacin da gudanar da bincike dalibi karatu da kansa Peer-duba adabi, ance da ya dace adadin bayanai. Malamin abubuwa a matsayin malami taimaka yaro a gudanar da wani gwaji part, don nemo da dangantakar dake tsakanin sa a farkon wata jarrabawa da kuma samu a lokacin da gwaji sakamakon.

Karatu Anthropology dokokin a pedagogy fara da katin shaida na facts. Akwai babban bambanci tsakanin kimiyya bayanai da kuma rayuwa kwarewa. Research yi imani da dokokin, da dokoki, da category. A kimiyyar zamani, ta amfani da kayayyakin aikin da biyu a matakin hakan na data facts:

• Ilimin kididdiga taro nunawa.
• Multivariate Experiment.

Suna bayar da tushen fahimtar wasu siffofin da kuma yanayi pedagogical samar da wani na kowa m. A sakamakon haka ne cikakken bayani game da hanyoyin da kayan aikin da za a iya amfani da ilimi da kuma horo tsari. A bambancin statistics ne na asali naúrar ilimi da bincike. A sakamakon m bincike na daban-daban facts, malamai da masana ilimin tunani na dauki wani mataki a kan hanya da kuma dabaru na ilimi da kuma horo.

ƙarshe

Modern pedagogy dogara ne kan bincike, mikakke kuma tsauri shirye-shirye. Domin duk kaddarorin da kuma halaye na mutuntakar ɗan adam, Outlook kashi, za ka iya samun takamaiman ilimi m. A zamani Rasha pedagogy a cikin fifiko gaban wani jitu hali, iya daidaita da wani zaman jama'a saitin.

Kiwon daukarsa anthropological tsari. The aiki na aji malami ya ba kunshe vdalblivanie, yana taimaka wa yaron da za a kafa a matsayin mutum, kai-kyautata, to duba a wasu hanya don samun takamaiman basira da kuma zamantakewa kwarewa.

Ilimi na kishin kasa a cikin ƙaramin tsara, a ji na girman kai da alhakin ƙasarsu, yanayi ne mai hadaddun da laborious aiki. Ba shi yiwuwa a cikin wani gajeren lokaci ba tare da yin amfani da m hanyoyin kai ga yara da bambanci tsakanin nagarta da mugunta, gaskiya da ƙarya, gaskiya da kuma kunya. Kimiyya-pedagogical da kuma zamantakewa sani gani ilimi a matsayin na musamman aiki da nufin canza ko dai samuwar an makaranta a full yarda da tsarin zamantakewa. A halin yanzu, da anthropological m an dauki daya daga cikin mafi inganci zaɓuɓɓuka saboda samuwar hali.