1. Appakova E.G. Axiological approach to the educational needs of the individual // Historical, philosophical, political and legal sciences, cultural studies and art history. Questions of theory and practice. – 2015. – No. 5-1 (55). – pp. 17-19.
2. Teitelman N.B. Educational needs of students at non-state universities: diss.... Ph.D. sociol. Sciences: 22.00.06 / Nikolay Borisovich Teitelman. – Ekaterinburg, 2004. – P. 42.
3. Chadayev A.Yu. Marketing educational services higher education institution based on information model/ A.Yu. Chadayev, L.A. Vasin. – M.: Finance and Credit, 2013. – 159 p.
A person has many needs, which are usually understood as a perceived lack of something necessary for the maintenance and development of life. Various classifications include material and spiritual, physiological and social needs etc. In the economy, which is commonly called the knowledge economy, educational needs acquire special importance, since through their satisfaction in the knowledge economy its main resource - human capital - is increased. This paper attempts to consider the essence of the concept of “educational needs” and the features of their formation in modern conditions.
At its core, the content of the concept of “educational needs” means answering the questions why a person needs education and what kind of education he needs. IN general case Educational needs are understood as the needs for a person to acquire the competence necessary for him to solve life problems. important issues, both personal and professional. Heterogeneity of society in terms of age, health, place of residence, professional orientation, etc. gives rise to the presence of many different educational needs. During the course of a person's life, educational needs change depending on the situation in which he finds himself. This necessitates the provision of a whole set of different benefits to satisfy the needs of this type.
It is important to understand that it is the individual who bears the educational need, despite the fact that he himself, the employer, and the state can pay for his education. This premise corresponds to market postulates (consumer - household, V in this case it is an individual person who acquires and increases competencies), as well as the provisions of the theory of human capital, according to which (human capital is inseparable from its carrier, who disposes of it).
At the same time, several levels of formation of educational needs can be distinguished:
At the level individual, which is associated with a change in the structure of the individual, the formation of his interests, value orientations and motives for life; back with the development of educational needs, work activity is stimulated, through the acquisition of knowledge and skills adaptation to the external environment is carried out;
At the group level, due to the influence of intrafamily attitudes, preferences of reference groups, professional qualification requirements that ensure continued employment and (or) career growth, the development of educational needs transforms a person’s lifestyle, which can lead to a change of job, social status etc.;
At the level of the entire society, which is mediated, on the one hand, by broadcasting cultural heritage and the socio-economic experience of previous generations, on the other, a change in the nature of social labor and the institution of the profession, and, as a consequence, the emergence of new values.
Thus, this or that educational need in the knowledge economy is determined by the state of the economy, socio-cultural relations, including the social structure of society, as well as the life circumstances of a particular person with his spiritual and material needs. The very need for education can be expressed in a person’s active and active attitude to the field of knowledge, determined by sociocultural factors, as well as in the characteristics of his development, professional and personal self-determination and self-realization.
The diversity and variability of educational needs throughout a person’s life in a knowledge economy is associated not only and not so much with the variety of problems being solved, but with the obsolescence of knowledge and the need to constantly update competencies for successful life in a changing world. Moreover, this need also manifests itself at three levels: the individual worker, the enterprise, and the state.
Among the functions of educational needs, the following should be highlighted:
Forms educational interests and goals;
Acts as a reason (motive) educational activities, the basis of the motivational mechanism of its regulation;
Provides guidance in choosing a way to solve life's problems.
From the point of view of the final target orientation, educational needs can be divided into the following subtypes:
Material growth
Status promotion,
Professional excellence,
Moral self-affirmation,
Social adaptation,
Spiritual self-realization.
It is important that each of these subtypes can become an incentive to master a particular educational program.
These subtypes of educational needs can also be divided into:
Basic (primary), in which obtaining an education is considered as a way to solve the problem of survival, a guarantee of income and protection from dismissal in the future;
Secondary, including the desire for professional and financial success, opportunities for self-expression, the desire to belong to a certain social or professional group.
It is not difficult to see that these needs can be satisfied by means other than education. Therefore, it is possible to classify them as educational with some degree of convention only in the case when their implementation is mediated by obtaining an education and acquiring relevant competencies. It is important that in the knowledge economy, the priority of satisfying educational needs, on the one hand, redirects resources in the appropriate direction, and on the other, creates the prerequisites for the population for their formation and development as the basis for competitiveness.
Bibliographic link
Vasilenko N.V. EDUCATIONAL NEEDS AND THEIR FORMATION IN THE KNOWLEDGE ECONOMY // International Journal of Experimental Education. – 2016. – No. 3-1. – P. 33-34;URL: http://expeducation.ru/ru/article/view?id=9617 (date of access: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Subject:Educational needs of the state and society and their importance in the formation of educational programs at the levels of general education educational institution
Target: consider the concept of the educational needs of society as an order from the state and society for educational services to the education system at the school level, study ways to identify them, as well as take into account the request for educational services when forming educational programs at the levels of general education.
Plan:
Concept of educational needs. Educational needs of the state, students and their parents.
Ways to identify the educational needs of local society. Diagnostics of demand for educational services.
Principles of forming an educational program. Taking into account educational needs in the educational program.
The concept of a curriculum (educational) plan. Sample programs by subject.
Teaching materials:
1. The concept of educational needs. Educational needs of the state, students and their parents
In the Dictionary of Pedagogy by Kodzhaspirova E.N. the definition of need is given:
“Need is a need for something objectively and subjectively experienced by a person, which is a source of activity, development of the individual, and society as a whole. There are often contradictions between objective need and its subjective reflection, which significantly influence the development of the individual and his behavior. In the most general form, needs are usually divided into biological and sociological; this division is often called otherwise - material and spiritual needs. Needs in psychology are also considered as special psychological states - states of tension, dissatisfaction, discomfort, etc., reflecting the discrepancy between the internal and external conditions of activity. These states can be realized, or they can manifest themselves in unconscious drives, motives of activity, attitudes, and other needs are changeable, dynamic, biologically and socially conditioned. Satisfaction of needs occurs as a result of purposeful activity. Nurturing needs is one of the central tasks of personality formation” 1.
Educational needs, according to this classification, relate to sociological needs and mean the need of a person or state for education to realize their own potential and internal and external development. The education system has as its goal: to satisfy educational needs personality, respond to the order of the economy and social sphere, ensure the development of higher education, create conditions for the fullest realization of the capabilities of educators. The main factors influencing the direction of needs: socio-economic conditions, political situation, globalization, internal needs.
It should be noted that a particular difficulty lies in reflecting educational needs in the social order of the education system. It is obvious that the education system “ideally” should provide:
individual - conditions for self-realization, both through receiving an education “ordered” by the state or society, and through the formation of one’s own educational trajectory (naturally, the result of receiving such an “individual” education should not impose any obligations on the state and society; accordingly, financing obtaining such an education is a personal matter for everyone, with the possible attraction of an educational loan);
society - the possibility of creating training programs corresponding to a certain level of education, with fixation of this level and the conditions for achieving it by a specific student, but without financial obligations from the state (including the possibility of implementing such programs in existing or specially organized educational institutions);
to the state – the opportunity to train specialists of certain qualifications in quantities that meet the needs of the state to fulfill the duties assigned to it by society 2 .
What moments historical development can be called determining in the formation of educational needs?
What factors determine the direction of the content of an individual’s educational needs?
2. Ways to identify the educational needs of local society. Diagnostics of demand for educational services.
Identifying the educational needs of each consumer group - the state, society, the individual - is impossible without their active participation.
Methods of detection include:
Study of the socio-economic situation in a territorial entity (standard of living of the population, professional demand, demographic situation, population migration, etc.).
Questioning of participants in the educational process.
Analysis of the educational potential of students.
Resource assessment educational system.
As a rule, the educational needs of the population are expressed in the intensity of demand for educational services that an educational institution can provide. In modern conditions, each educational institution conducts a survey of students and their parents in order to formulate an individual educational route for each child.
A successful methodology for diagnosing educational preferences is used in the municipal educational institution “Lyceum No. 3 named after. A.S. Pushkin, Saratov" (director - candidate of pedagogical sciences T.A. Denisova) 3. This technique makes it possible to develop educational program any level of general education, taking into account the individualization of educational routes for both classes as a whole and individual students. The essence of the methodology is that at the first stage of order formation, the educational needs of students are studied through the filling out of questionnaires by parents and an individual application for educational services. The application is drawn up by students and their parents (legal representatives) jointly.
At the second stage, the questionnaires are processed and authorized persons prepare proposals for inclusion in the primary school educational program.
At the third stage, a diagram is drawn up that reflects the student’s educational achievements and further prospects for the formation of his individual educational route. Such a diagram can be formed not only for an individual child, but also for a class, parallel and level as a whole.
It is also possible to invite students to describe their methodology for researching educational needs and demand for educational services, which was used in their educational institutions, and discuss it.
3. Principles of forming an educational program.
Consideration of educational needs in the educational program
From September 1, 2011 on the territory Russian Federation The federal state educational standard for primary school will come into force, significantly different from the previously in force.
The need to improve educational standards arises not only in Russia, but throughout the world. Already in the mid-70s of the last century, it became clear: the content of education is being updated much more slowly than technology. To teach children something new, it is necessary to develop new methods and manuals, teach teachers how to use them and how to organize them. educational process. All this takes time. But life does not stand still, civilization develops, and a moment comes when what is modern today becomes obsolete, and again something new must be introduced. Therefore, at the moment, the school is faced with the task of ensuring that children not only and not so much acquire knowledge, but the ability to use the acquired knowledge to acquire new ones.
The orientation of the educational standard towards results makes the main goal of education the development of the student’s personality based on mastering various ways actions, developing his ability to navigate large volumes information, set educational goals, evaluate the results obtained, and ultimately, the ability to learn 4.
And most importantly, the standards should teach the student to use knowledge and learn, because now the school baggage is not enough to last a lifetime - you need to relearn, complete your studies, and be able to acquire knowledge on your own.
In addition, the new standards coordinate the system of requirements in schools and universities, providing graduates with the opportunity to compete on equal terms, no matter what educational institutions they study at.
The significance of the new standard for parents is that with its introduction, for the first time in the history of national education, they have the opportunity to directly influence the educational process.
The standard establishes special powers of participants in the educational process, which, in particular, give parents of students the right, together with the school and the public, to determine up to 20% of the content of education in primary school in accordance with the needs of children (when moving to the basic and senior stages, this figure increases).
We are talking about the legally enshrined right of parents to participate in the management of the school and the formation of the content of education.
In the Constitution (Article 43) and in Family Code(Articles 63, 64) states that parents “have the primary right to raise their children.” Moreover, it also says that “as representatives of children, parents are obliged to protect their rights and legitimate interests.”
This means that it is parents who determine where, how and according to what curriculum (of course, corresponding to the federal state educational standard) their children will study. So, for example, if there are several textbooks on a subject, parents have the right to receive an explanation of why the teacher chose this particular manual.
To meet the educational needs of students, the basic educational program of primary general education of an educational institution that has state accreditation is developed, taking into account the type and type of this educational institution, as well as the educational needs and requests of participants in the educational process. In accordance with the requirements of the standard, the development by an educational institution of the basic educational program of primary general education is carried out independently with the involvement of self-government bodies (council of the educational institution, board of trustees, governing council, etc.), ensuring the state-public nature of the management of the educational institution 5.
Personal, family, social, government needs and the capabilities of a younger child school age, the individual characteristics of his development and health status determine the goals, knowledge, abilities, skills and competencies, ensuring the achievement of which is the goal of implementing the main educational program of primary general education.
4. The concept of a curriculum (educational) plan. Sample programs by subject
The most important part of the main educational program is the educational plan (hereinafter referred to as the curriculum) of the educational institution, which determines the maximum volume of students’ teaching load, composition educational subjects and directions extracurricular activities, distributes the educational time allocated for mastering the content of education by grade and academic subject 6 .
In the course of mastering the educational program during the implementation of the curriculum at the first stage of general education, the basic foundations and foundation of all subsequent education are formed, including:
lays the foundation for the formation educational activities child – a system of educational and cognitive motives, the ability to accept, maintain, and implement educational goals, the ability to plan, control and evaluate educational actions and their results;
universal educational actions are formed;
The cognitive motivation and interests of students develop, their readiness and ability for cooperation and joint activities of the student with the teacher and classmates are developed, the foundations of moral behavior are formed, which determines the individual’s relationship with society and the people around him.
The curriculum consists of two parts - a mandatory part and a part formed by participants in the educational process, including extracurricular activities carried out in the afternoon.
Mandatory part The basic curriculum determines the composition of compulsory educational subjects for implementation in all educational institutions with state accreditation that implement the basic educational program of primary general education, and the teaching time allocated for their study by grade (year) of study.
The educational institution, at its discretion, uses the teaching time of this part for various types of activities in each subject ( project activities, practical and laboratory classes, excursions, etc.).
Part of the curriculum formed by participants in the educational process,
ensures implementation individual needs students. The time allocated for this part 7 can be used to increase the teaching hours allocated to the study of individual academic subjects of the compulsory part, and/or to introduce training courses that cater to the various interests of students. This part also includes extracurricular activities 8.
The organization of classes in the areas of the “Extracurricular Activities” section is an integral part of the educational process in an educational institution. The school must provide students wide range directions, classes, activities aimed at their development. The content of classes within extracurricular activities is formed taking into account the wishes of students and their parents (legal representatives). Extracurricular activities are implemented through various shapes its organizations that are different from the lesson system of education. These can be excursions, clubs, sections, round tables, conferences, debates, school scientific societies, Olympiads, contests, competitions, search and scientific research, socially beneficial practices, etc.
When organizing extracurricular activities for students by an educational institution, it is advisable to use the capabilities of institutions of additional education, culture and sports. During the holidays, the potential of specialized camps, thematic camp shifts, summer schools, etc. can be used to continue extracurricular activities.
For the development of gifted and talented children, individual educational plans can be developed with the participation of the students themselves and their parents (legal representatives), within the framework of which individual educational programs will be formed (content of disciplines, courses, modules, pace and forms of education). In addition, distance education can be organized as part of schoolchildren’s extracurricular activities.
10. Federal State educational standard - http://standart.edu.ru/
11. Federal portal for additional education of children www.vidod.edu.ru
1A theoretical analysis (within the framework of pedagogical, sociological and psychological aspects) of the concept of “educational needs” was carried out through the definition of such categories as “need”, “personal educational need”. We especially emphasize the need to synthesize these approaches when studying educational needs. Since theoretical knowledge about needs is the foundation of personality theory, the study of educational needs allows us to analyze the subjective factors that determine the activity of an individual, describe the nature of his educational activity, explore the most significant incentives and conditions for his inclusion in the educational environment, track the formation of mechanisms regulating the processes of functioning and development individuals both in the field of education and beyond. Based on theoretical analysis, it can be argued that the cultivation of educational needs is not only possible, but is also one of the central factors in the formation of personality.
need
educational needs
need for education
personal educational need
motivational-need sphere
1. Gershunsky B.S. Philosophy of education for the 21st century. – M.: Perfection, 1998. – 608 p.
2. Leontyev A.N. Activity. Consciousness. Personality. – 2nd ed., erased. – M.: Academy, 2005. – 352 p.
3. Makusheva S.L. Formation of the need for education and its implementation in educational institution: dis. ...cand. ped. Sci. – Ekaterinburg, 1999. – 152 p.
4. Onipko A.A. Educational needs and trajectories of modern youth // Discussion (polythematic journal of scientific publications). – 2013. – No. 2 (32). – URL: http://journal-discussion.ru/publication (date of access: 03/07/2016).
5. Russian sociological encyclopedia / edited by. ed. G.V. Osipova. – M.: Norma-Infra-M, 2008. – 672 p.
6. Philosophical Dictionary / ed. I.T. Frolova. – 4th ed. – M.: Politizdat, 1981. – 445 p.
The study of educational needs is relevant both in the scientific-theoretical and in the practical sense. Theoretical research educational needs allows you to deepen scientific understanding of the structure of personality, its activities, and lifestyle.
Along with this, it is relevant to study the educational needs of individual social groups and communities. Knowledge of this kind gives an idea of the specifics of group need-motivational and value-regulatory mechanisms of educational activity and allows us to identify its typological features. In addition, it is advisable to study the educational needs of a group as a factor in the development of a social community, a condition for social differentiation, social mobility, reproduction and changes in the social structure of society.
And finally, the study of educational needs, which are subjective characteristics of the objective conditions of human life, allows us to diagnose the social situation in society as a whole (in the spheres of economic and cultural development countries, the formation of market relations, etc.). No less important is the study of educational needs as a mechanism for regulating the educational sphere, analyzing the situation in it, determining the role of public opinion in the development of education, and the dynamics of changes in its individual subsystems.
As for the practical and applied side of the study of educational needs, in the context of a change in the type of social structure in Russia and changes in the population’s attitude towards education, it is especially important to study the nature of the educational needs of various groups. The transformation of the spheres of production and consumption, the dynamics of social mobility, the emergence of new social strata are significant factors in the development of educational needs. An in-depth analysis of the educational needs of representatives of different social strata is an important contribution to resolving existing contradictions.
The problem of studying needs appears as one of the most relevant in the system of philosophical, psychological, social, pedagogical, economic knowledge. The fruitful organization and implementation of the educational process cannot but rely on meaningful ideas about the needs of social actors interacting within the framework of a particular educational society. At the same time, we proceed from the fact that needs act as the initial drivers of the activity of a social subject, reflecting the objective conditions of its existence and being one of the most important forms of communication with the outside world.
Before carrying out a theoretical analysis of the concept of “educational needs,” let us turn to the consideration of needs in general, needs as a scientific category that has a wide scope of application. There is essentially not a single scientific field - be it philosophy, sociology, psychology, economics, pedagogy, etc. - that would bypass this concept. Thus, in philosophy, need is defined as a state caused by dissatisfaction with the body's requirements necessary for its normal functioning, and aimed at eliminating this dissatisfaction. A need presupposes a need for the object of need. A need is realized in the process of its satisfaction, active development of the object of need, in the process of consumption. Failure to satisfy a need can lead to either a change in the normal functioning of the body or to its death. Before the need is realized, it exists as an emerging and intensifying feeling of lack of something; as the need is realized, the tension that arises weakens and fades away. Needs are born with the emergence of new items of need and in the process of their consumption.
The development of human needs occurs in the process and on the basis of the development of the method of production. Specific to a person are social needs generated by the development of society - the need for work, communication with other people, etc. Biological needs are preserved in a person in a removed, transformed form, do not exist completely in isolation from social needs, and are ultimately mediated by social development. The richer, more diverse, and more developed the life of society, the richer, more diverse, and more developed the needs of people.
This is an important characteristic of need from the perspective of sociology. Representatives of sociological science are distinguished by their unique understanding of this phenomenon. Here, traditional is the view of need as a contradiction that arises on the basis of specific relationships between the subject and the objective conditions of its existence. Need, in essence, consists of two “demands” - “demand for you” (external necessity) and “demand for yourself” (internal necessity). “The Demand on You” is a reflection of the social context, external conditions. “Demand on oneself” is not only the transition of external necessity into internal (their fusion), but also an adequate combination of these external requirements with one’s own “inner nature” given from birth (inclinations, abilities, inclinations, etc.) and conditioned socially, in the process of education and with already established value orientations, stereotypes, ideas, etc.
It should be noted that philosophical and sociological approaches to the problem of needs are consistent with the psychological approach. If sociology studies the social needs of people: the need for communication, self-preservation, self-affirmation, self-development, self-expression, then psychology studies the need as a source of activity, the root cause of the behavior of an individual or a social group. IN psychological science attention is focused on the structure and level of development of the individual's needs.
Need, believes A.N. Leontyev, in itself, as an internal condition of activity, is only a negative state, a state of need, lack; it receives its positive characteristics only as a result of a meeting with an object (“realizer”) and its “objectification.”
The state of need for something causes discomfort, a psychological feeling of dissatisfaction. This tension forces a person to be active and do something to relieve tension. Satisfying a need is the process of returning the body to a state of balance and relieving tension.
For pedagogy, the analysis of needs as an internal source of purposeful activity of a person and social groups is very important, since it allows us to determine their goal orientation. At the same time, this makes it possible to discover the degree of coincidence of individual needs with social needs.
As we see, all of the above approaches are characterized by consideration of need as a state of need in some object necessary for the subject. That is why need acts as the cause and source of activity.
In the framework of this study, in order to fully study the essence of the educational needs of the individual, we will focus on pedagogical, sociological and psychological approaches. We especially emphasize the need to synthesize these approaches when studying this concept.
In a broad sense, educational needs act not only as a way of personal development, but also as a means of satisfying other needs. The educational need helps to increase a person’s cultural level and makes it possible to realize his essential strengths. Currently, not only self-education is becoming increasingly valuable, but also the need for it. However, it cannot be formed and satisfied without adequately developing the education system.
The essence of the pedagogical approach to educational needs is:
1) the need to study educational needs in relation to the main subjects of the educational process (teacher and student);
2) the need to determine the policy and strategy for the internal and external activities of an educational institution based on identified needs;
3) the need to develop pedagogical conditions for the formation and satisfaction of the educational needs of all subjects of the educational process.
Pedagogical study of the problem provides very valuable material for further reform of education, since before continuing it, it is necessary to know the needs social communities included in the educational process, and only on this basis carry out the necessary transformations in it.
Moreover, from the position pedagogical science the need for education is an element of the motivational mechanism of the subject of the educational process, a mechanism that includes the needs of this subject, his interests, value orientations, motives, purpose of activity. The existence of a mechanism in which basic element needs turn out to be a factor in managing the educational process, contributing to the achievement of personal development and self-development.
In modern pedagogy, the desire to find and use new effective mechanisms of interaction with the individual has increased. Considering the idea of psychologists that the results of human activity depend 20-30% on intelligence and 70-80% on motives (Myasishchev V.I.), we see the need for a transition from the pedagogy of events to the pedagogy of motives, which considers motivation as the highest form of regulation of a person’s activity based on his needs. Formed motivation is the energetic foundation of pedagogical influence, and the teacher who first motivates, and only then teaches and educates, works effectively.
Within the framework of the sociological approach, educational need is an active attitude of a social subject to the sphere of knowledge, conditioned by sociocultural determinants, which is an essential characteristic of its development, self-determination and self-realization.
From the point of view of this approach, educational need is characterized by multi-level functional diversity. At the personal level, the educational need performs the functions of enriching the individual with new knowledge necessary for various types of activities; socialization; individualization; self-determination; self-realization; professional and status growth; implementation of lifelong education; changes in the structure of the individual, the formation of her educational interests, goals, value orientations, motives, attitudes towards educational activities; formation of the individual’s lifestyle; stimulating individual labor activity, efficiency labor activity; adaptation of the individual to the social environment through the acquisition of knowledge, information, etc.
On group and social levels educational need realizes the functions of social development of groups, social communities, and the whole society; increasing the educational level of the individual, individual social groups and society as a whole; institutionalization of lifelong education; formation of a subculture of a social group, community; means of sociocultural dynamics; broadcasts of cultural heritage and social experience generations; formation of the information space of society; formation intellectual culture social groups and society; self-identification of social groups; reproduction of social groups and the institution of profession; changing the nature of social labor, increasing its efficiency; regulation of social mobility processes; adaptation of social groups and communities to changes social conditions in society, etc.
Personal educational need is associated with creating an image of the surrounding world. This is the system of values and behavior patterns that allows a person to navigate the world around him. Society is the educational environment from which an individual receives the information necessary for orientation in the world around him. In this sense, a person has needs that go beyond state system education. The structure of personal needs includes such intellectual socialization as the formation of the “I-concept”; its formation cannot be carried out outside the educational environment. Capital that a person can profitably realize in exchange for certain social and material benefits. The factors that determine personal educational needs are: place of residence (geographical factor); family traditions (social factor); financial situation (economic factor). The scale of educational need is determined by the number of students wishing to enter or remain in the education system. In sociology it is measured by the size of the student population. The scale of educational needs is influenced by: demographic factors; geographical factor; internationalization of education.
Educational need has the property of expanded reproduction, that is, the higher the level of education, the higher the need for further education.
Thus, all of the above allows us to see the significance of the sociological approach to the analysis of educational needs, which lies in the fact that the educational need of an individual (its content, structural and functional characteristics) is considered in close connection with:
1) the needs of the social group, the community in which the individual is included;
2) in the system of social factors of the institute of education and the entire educational sphere;
3) in the context of social determinants of other social institutions;
4) in the system of social connections and relations of society as a whole.
From point of view psychological approach the essence of educational need, as mentioned above, is advisable to reveal through the concept of the motivational-need sphere of the individual. In order for a person to begin to act, he must enter a state of activity, i.e. to be motivated by something. In psychology, the driving force, the motivation for activity, is called “motive”. According to A.N. Leontyev, “the concept of activity is necessarily connected with the concept of motive. There is no activity without a motive; “unmotivated” activity is an activity that is not devoid of motive, but activity with a subjectively and objectively hidden motive.”
Since the process of satisfying needs (including educational ones) acts as a purposeful activity, needs are a source of individual activity. If in need a person’s activity is essentially dependent on its objective-social content, then in motives this dependence is manifested in the form of the subject’s own activity. Therefore, the system of motives revealed in a person’s behavior is richer in characteristics and more mobile than the need that constitutes its essence.
A person performs a lot of different types of activities, but with in different measure inclusion in them: some types have personal significance for him, others do not. The significance of an activity for an individual is determined by its needs. So, if the need for education is among the priorities for a given student, then the personal meaning of learning for him is in cognition, acquiring new knowledge about the world. If the need for education is not expressed and social needs dominate, then the meaning of educational activities may center around communication with peers.
Based on the above, we formulate the most significant conclusions for our study. Needs like scientific category have a wide scientific scope. In a broad sense, needs act as the initial drivers of the activity of a social subject, reflecting the objective conditions of its existence and being one of the most important forms of communication with the outside world. Educational needs are characterized by multi-level functional diversity. Educational needs act not only as a way of personal development, it is an element of the motivational mechanism of the subject of the educational process, a mechanism that includes the needs of this subject, his interests, value orientations, motives, and the purpose of the activity.
The educational needs of an individual, which are an essential characteristic of development, self-determination and self-realization, are determined by sociocultural determinants, the active attitude of a social subject to the sphere of knowledge. Thus, at the personal level, the educational need performs the functions of enriching the individual with new knowledge; socialization; individualization; self-determination; self-realization; professional and status growth. At the group and social levels - implements the functions of social development of groups, social communities, and the whole society; regulation of social mobility processes; adaptation of social groups and communities to changes in social conditions in society, etc.
The educational need of an individual has the property of expanded reproduction, that is, the higher the level of education, the higher the need for further education. The factors that determine personal educational needs are: place of residence (geographical factor); family traditions (social factor); financial situation (economic factor). We can say with complete confidence that the development of educational needs is not only possible, but is also one of the central factors in the formation of personality.
Bibliographic link
Gavrilenko L.S., Chupina V.B., Tarasova T.I. “EDUCATIONAL NEEDS”: THEORETICAL ANALYSIS OF THE CONCEPT // Contemporary issues science and education. – 2016. – No. 6.;URL: http://science-education.ru/ru/article/view?id=25480 (access date: November 25, 2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"
Social and cultural-educational FORMATION OF PERSONALITY
O. N. Krylova
(Saint Petersburg)
Study of educational needs
STUDENTS OF DIFFERENT HETEROGENEOUS GROUPS
The article substantiates the problem of studying the educational needs of special groups of children and students, identifying the extent to which subjects of the educational process are focused on inclusive education.
Currently, the professional standard “Teacher” has been approved in the Russian Federation, which will come into force on January 1, 2015. One of the necessary skills defined in it for teachers and educators is: “to use and test special approaches in order to include all students in the educational process, including those with special educational needs: students who show outstanding abilities; students for whom Russian is not their native language; students from disabilities health." The formation of these skills necessitates appropriate training and retraining of teachers.
Within the framework of the joint European project “Tempus-4”, St. Petersburg APPO is the leader research program, the subject of which was the educational and social needs of special groups of children and students and the ideas of special groups of children about the possibilities of meeting their educational needs.
The following special groups of children and students were selected in this study: children and young people from foreign backgrounds (migrants); gifted children and young people (3 subgroups: intellectually gifted, artistically gifted and gifted in sports); socially disadvantaged children and young people; children and young people with disabilities (disabled people).
This study was conducted to obtain analytical information about the number
laziness and special needs of heterogeneous groups of pupils and students. Among other things, the following were identified: attitudes towards cooperative learning, awareness of inclusive education, educational needs of students, social needs, types of possible pedagogical support, organizational, pedagogical, educational, methodological and material and technical needs, expectations associated with future education, etc. .
The creative team of scientists from the St. Petersburg APPO (N. B. Bogatenkova, N. B. Zakharevich,
O. N. Krylova et al.] developed diagnostic tools for a research program on a heterogeneous group of foreign-language students.
A foreigner is a speaker of a foreign (non-state) language and a picture of the world corresponding to their socio-linguistic culture. This concept for pedagogical and sociological research in St. Petersburg characterizes the category of students for whom Russian is not their native language, according to the following parameters: the main language of communication in the family - not Russian; the students’ speech has a strong accent or special dialect.
This study was based on the following methodological principles:
Compliance with the logic of constructing scientific conclusions;
Determinism (lat. determineminage - define-
Table 1
Correspondence of groups of needs, criteria indicators and indicators
Needs Criterion indicator, indicator
Growth needs Needs for self-realization (self-actualization) - in obtaining a quality education
In supporting connections with national culture
In self-respect
Life values
Communication needs Social status needs (respect) - taking into account religious views
In the social status of the parents
In approval, recognition
Needs for social connections (involvement in a group) - in social communication
Overcoming the language barrier
Existence needs Safety needs (physical and psychological) - psychological safety
In maintaining health
Physiological needs (food, rest, movement, basic learning skills) - in organizing recreation
IN living conditions at school (food, medical care, ...]
With pedagogical support of the student
In logistics provision of training process
IN special conditions training
divide], which involves the establishment of objectively existing forms of interconnection between phenomena, many of which are expressed in the form of relationships that do not have a direct causal nature;
Generalization (generalization), which presupposes the separation of the individual and the particular and thereby a description of the stable properties of phenomena and subjects.
4 questionnaires were developed - for parents, students, teachers and students.
All questionnaire questions were closed and required the choice of a preferred option from several proposed ones. Some questions allowed for the possibility of selecting multiple answer options. Each of the questions revealed one of the groups of educational needs (existence, communication, growth] and corresponded to a certain criterion indicator and indicator (Table 1).
Parents became the object of the survey, as they are the main customers of educational services for their children as representatives of their interests. Teachers became the object of the survey due to the fact that they
are subjects of the educational process that directly interact with students and are directly interested in taking into account the educational needs of students. The main sample of pupils and students was formed from combined (inclusive] groups of general education organizations and higher education institutions educational institutions, as well as their teachers and parents.
The sample also included pupils and students developing according to age norm, as well as parents and teachers who have children who are developing according to age norms and have gained experience of joint learning with different groups of children, which means they are full participants in the inclusive process.
The result of this study is an analytical description of quantitative data for each of the criterion indicators and indicators, analysis of correlations of data using all methods.
This study is based on the understanding of need (socio-pedagogical category] as a “formed
table 2
Relationship between groups of educational needs, their manifestations and means of satisfaction
Groups of educational needs Form of manifestation of needs Means of manifestation of needs
Existence needs Desire to acquire basic learning skills (read, write, count, reproduce information] without difficulty Accessible technical means for children with disabilities: computer keyboard “in Braille”, vocabulary materials for children with foreign languages, creation of the necessary teaching materials for gifted children, etc.
The desire to prevent dangerous changes, comfort, getting help in solving (psychological, health] Compliance with SANPIN ( hygienic requirements], ergonomic environment, creating conditions for receiving help in solving personal problems, etc.
Need for connection Desire to occupy a certain place in a team, desire to establish friendly relations Encouragement of the creation of informal groups, assignment of certain roles, assignment of titles, etc.
Need for growth Desire for creativity, self-expression, achievement of results Presentation creative work
readiness of individuals to expand their capabilities, relationships with society in biological, social and spiritual aspects."
Educational need is understood as “a type of social need that has system-forming significance in modern society and expressed in the production of a person as a social subject of life, accumulation through inclusion in the education system of human vital forces and their implementation. The need for general education is understood as a social relationship between certain subjects of the educational process."
In fact, what is important is not what need means, but why the concept need is necessary.
A. N. Leontyev tried to highlight the mental criterion in need; within the framework of our research, it is necessary to highlight the educational criteria.
The formation of an approach to need as a need causes a contradiction in relation to aesthetic, cognitive and spiritual needs.
The first methodological basis for this study was the ERG Al-
derfer. He identified three groups of needs - existence needs, communication needs, growth needs - which also reflect the educational needs of students.
“Existence needs seem to include two groups of A. Maslow’s needs - security needs, with the exception of group security, and physiological needs.”
Communication needs are associated with a person’s social manifestations: respect, assignment of social status, his involvement in various groups (family, diaspora, class).
Growth needs reflect the needs of self-actualization and development, according to A. Maslow. They reflect a person’s need to develop self-esteem and self-affirmation. The connection between groups of educational needs, their manifestation and means of satisfaction is presented in detail in Table 2.
These groups of needs, just like those of A. Maslow, are arranged in a certain hierarchy, but here the movement from need to need goes in both directions, and not just from lower to higher. When some needs are satisfied, others become motivators. If it is not possible to satisfy
If higher-order needs are ignored, then lower needs intensify, and the person’s attention switches.
"Each Living being can live only if there is a number certain conditions, necessary for a given creature, that is, any living creature must have these the necessary conditions, and if they are not there, then the task of finding them arises.” However, it is not the conditions themselves, or their absence, that characterize the concept of need, but the emergence of life tasks to provide oneself with these conditions. You may not even know what you are missing. Thus, the need is not associated with the living being itself, but with its connections with the environment.
“And in order to understand the need sphere of a person, it is necessary to analyze the connection of a person with the world, because needs as life tasks arise in those real relationships in which a person is included.”
Considering educational needs, we can talk about the changes that occur in the student’s connections with the educational space. If earlier the educational process was built strictly from the teacher through educational material to the student, today these relationships have changed. The teacher has ceased to be the only carrier of educational information, the educational space has become more open. The student himself enters it, and they, together with the teacher and other students, form this educational space. Therefore, educational needs are formed differently.
The second methodological basis of the study is to understand the essence of educational needs through changing the life tasks that the student solves, through the educational relationships in which he is involved.
The third methodological basis is that educational need characterizes a change in the subject’s relationship with the educational space, thereby expanding it.
The phenomenon of educational needs is associated with modern understanding quality of education. According to Jeanette Colby and Miske Witt, the following components influence quality education:
Students are healthy and ready to learn;
There is a healthy, safe, secure
an educational environment that provides the necessary resources;
In the educational process, the interests of the child come first;
Outcomes include knowledge, skills and personal attitudes and are linked to national goals for education and positive participation in public life.
This also confirms this approach to understanding the hierarchy of educational needs.
The fourth methodological basis - educational needs are based on modern requirements for the quality of education and should be aimed at improving its characteristics:
Students (their health, motivation to learn and, of course, the learning results that students demonstrate);
Processes (in which competent teachers use active learning technologies);
Systems (good management and adequate allocation and use of resources).
The concept of educational needs of heterogeneous groups of students is also related to key competencies. The report "Learning: The Treasure Within" by the International Commission on Education for the 21st Century argued that lifelong learning is based on four foundations:
Learning to recognize means that students construct their own knowledge daily from external (information) and internal (experience, motives, values) elements;
Learning to do, which means practical application of what has been learned;
Learning to live together, which characterizes the desire for a life free from any discrimination, when everyone has an equal opportunity with others for their own development, the development of their family and local community;
Learning to be, which highlights the skills necessary for each person to fully develop their own capabilities.
The fifth methodological basis of this study is that the special educational needs of heterogeneous groups of students are associated with the key competencies of students, namely, taking into account the special educational needs of students of various heterogeneous groups, and are aimed at the competencies of “learning to be.” Only in heterogeneous groups can the competencies of “learning to live together” and “learning to be” be formed.
Understanding the essence of the special educational needs of students of various heterogeneous groups and creating conditions for taking them into account can make it possible to solve important tasks modern education, since “need encourages activity, and motive drives directed activity. Motive is an incentive to activity associated with satisfying the needs of the subject.” Taking into account needs can motivate students to engage in educational activities, which will ultimately improve the quality of education.
Literature
1. Order of the Ministry of Labor and Social Protection of the Russian Federation dated October 18, 2013 No. 544n “On approval of the professional standard “Teacher ( pedagogical activity in the field of preschool, primary general, basic general, secondary general education) (educator, teacher).”
2. Education quality management in multiethnic schools: experience of Russia and Austria / edited by. ed. I. V. Mushtavinskaya. -SPb., 2013. - 125 p.
3. Asterminova O. S. Need as a social and pedagogical category // Social pedagogy in Russia. - 2010. - No. 4.
4. Federal State Educational Standard: website / Publishing House “Prosveshchenie” [Electronic resource]. - URL: http://standart.edu.ru/
5. Shipovskaya L.P. Man and his needs: a textbook. - M.: INFRA-M, 2011. - 432 p.
6. Ivannikov V. A. Analysis of the need-motivation sphere from the perspective of activity theory // World of Psychology. - Moscow-Voronezh. - 2003. - No. 2 (34). - 287 p.
7. Kolbi, Dzh., Uitt, M., et al. (2000). The definition of quality in education: UNICEF Report. NY. (In Russian).
8. Piskunova E. V. Preparing teachers to provide modern quality education for all: Russian experience: recommendations based on the results of scientific research / ed. acad. G. A. Bordovsky. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2007. - 79 p.
9. UNESCO World Education Report, Education for All (UNESCO, 2000).
Special educational needs is a term that has recently appeared in modern society. It came into widespread use abroad earlier. The emergence and spread of the concept of special educational needs (SEN) suggests that society is gradually maturing and trying in every possible way to help children whose life opportunities are limited, as well as those who, due to circumstances, find themselves in difficult situations. life situation. Society begins to help such children adapt in life.
A child with special educational needs is no longer one who exhibits anomalies and developmental disorders. Society is moving away from dividing children into “normal” and “abnormal”, since there are very illusory boundaries between these concepts. Even with the most ordinary abilities, a child may experience developmental delays if he is not given due attention from parents and society.
The essence of the concept of children with special needs
Special educational needs is a concept that should gradually displace terms such as “abnormal development”, “developmental disorders”, “developmental deviations” from popular use. It does not define the normality of the child, but focuses on the fact that he is not particularly different from other members of society, but has the need to create special conditions for his education. This will make his life more comfortable and as close as possible to the one led by ordinary people. In particular, the education of such children should be carried out using specific means.
Note that “children with special educational needs” is not only a name for those who suffer from mental and physical disabilities, but also for those who do not. For example, when the need for special education arises under the influence of any sociocultural factors.
Borrowing a term
Special educational needs is a concept that was first used in a London report in 1978 on the difficulties of educating disabled children. Gradually it began to be used more and more often. Currently, this term has become part of the educational system in European countries. It is also widely distributed in the USA and Canada.
In Russia, the concept appeared later, but it cannot be argued that its meaning is just a copy of the Western term.
Groups of children with special needs
Modern science divides the contingent of children with SEN into three groups:
- with characteristic disabilities due to health conditions;
- facing learning difficulties;
- living in unfavorable conditions.
That is, in modern defectology, the term has the following meaning: special educational needs are the conditions for the development of a child who requires workarounds in order to achieve those cultural development tasks that, under normal conditions, are carried out in standard ways rooted in modern culture.
Categories of children with mental and physical developmental characteristics
Each child with SEN has its own characteristics. On this basis, children can be divided into the following groups:
- characterized by hearing impairment (complete or partial lack of hearing);
- with problematic vision (complete or partial absence of vision);
- with intellectual anomalies (those with;
- who have speech impairment;
- having problems with the musculoskeletal system;
- with a complex structure of disorders (deaf-blind, etc.);
- autistics;
- children with emotional-volitional disorders.
OOP common to various categories of children
Experts identify OOPs that are common to children, despite the differences in their problems. These include the following needs:
- Education of children with special educational needs should begin as soon as disturbances in normal development are identified. This will allow you not to waste time and achieve maximum results.
- The use of specific tools for training.
- Special sections that are not present in the standard school curriculum should be introduced into the curriculum.
- Differentiation and individualization of learning.
- The opportunity to maximize the educational process beyond the boundaries of the institution.
- Extending the learning process after graduation. Providing opportunities for young people to go to university.
- Participation of qualified specialists (doctors, psychologists, etc.) in the education of children with problems, involvement of parents in the educational process.
Common deficiencies observed in the development of children with special education needs
Students with special educational needs have general characteristic shortcomings. These include:
- Lack of knowledge about the environment, narrow outlook.
- Problems with gross and fine motor skills.
- Slow development of speech.
- Difficulty in voluntary regulation of behavior.
- Lack of communication.
- Problems with
- Pessimism.
- Inability to behave in society and control one’s own behavior.
- Low or too high self-esteem.
- Lack of self-confidence.
- Complete or partial dependence on others.
Actions aimed at overcoming the common disadvantages of children with special education needs
Working with children with special educational needs aims to eliminate these common deficiencies using specific methods. For this purpose, in standard general education subjects school curriculum Some changes are being made. For example, the introduction of propaedeutic courses, that is, introductory, concise, facilitating the child’s understanding. This method helps restore missing segments of knowledge about the environment. Additional subjects may be introduced to help improve gross and fine motor skills: physical therapy, creative clubs, modeling. In addition, all kinds of trainings can be conducted to help children with special needs understand themselves as full-fledged members of society, increase self-esteem and gain confidence in themselves and their abilities.
Specific deficiencies characteristic of the development of children with special education needs
Working with children with special educational needs, in addition to solving general problems, should also include solving issues that arise as a result of their specific disabilities. This important nuance educational work. Specific deficiencies include those caused by damage to the nervous system. For example, problems with hearing and vision.
The methodology for teaching children with special educational needs takes these shortcomings into account when developing programs and plans. In the training program, specialists include specific subjects that are not included in the regular school education system. Thus, children with vision problems are additionally taught spatial orientation, and if they have hearing impairments, they are helped to develop residual hearing. The program for their training also includes lessons on the formation of oral speech.
Objectives of teaching children with special needs
- Organizing the educational system in such a way as to maximize children’s desire to explore the world, develop practical knowledge and skills, and broaden their horizons.
- children with special educational needs in order to identify and develop the abilities and inclinations of students.
- Encouragement to act independently and make your own decisions.
- Formation and activation of cognitive activity in students.
- Laying the foundations of a scientific worldview.
- Ensuring the comprehensive development of a self-sufficient personality that could adapt to the existing society.
Training functions
Individual education for children with special educational needs is designed to fulfill the following functions:
- Developmental. This function assumes that the learning process is aimed at developing a full-fledged personality, which is facilitated by children acquiring relevant knowledge, skills and abilities.
- Educational. No less important function. Education of children with special educational needs helps them develop basic knowledge, which will form the basis of the information fund. There is also an objective need to develop practical skills in them that will help them in the future and significantly simplify their lives.
- Educational. The function is aimed at creating a comprehensive and harmonious development personality. For this purpose, students are taught literature, art, history, and physical education.
- Correctional. This function involves influencing children through special methods and techniques that stimulate cognitive abilities.
Structure of the correctional pedagogical process
The development of children with special educational needs includes the following components:
- Diagnostic and monitoring. Diagnostic work is one of the most important when teaching children with special education needs. She plays a leading role in the correction process. It is an indicator of the effectiveness of all activities for the development of children with special needs. It involves researching the characteristics and needs of each student who needs help. Based on this, a program is developed, group or individual. Also of great importance is the study of the dynamics with which a child develops while studying in a special school according to a special program, and an assessment of the effectiveness of the educational plan.
- Physical education and health. Since the majority of children with SEN have deviations in physical development, this component of the student development process is extremely important. It includes activities for children physical therapy, which helps them learn to control their body in space, practice precise movements, and bring some actions to automatism.
- Educational and educational. This component contributes to the formation of comprehensively developed individuals. As a result, children with SEN, who until recently could not exist normally in the world, become harmoniously developed. Moreover, during the learning process great attention is devoted to the process of educating full-fledged members of modern society.
- Correctional and developmental. This component is aimed at developing a full-fledged personality. It is based on the organized activities of children with special needs, aimed at obtaining the knowledge necessary for a full life and assimilating historical experience. That is, the learning process should be based in such a way as to maximize the desire for knowledge of students. This will help them catch up in development with their peers who do not have developmental disabilities.
- Social and pedagogical. It is this component that completes the formation of a full-fledged personality, ready for independent existence in modern society.
The need for individual education of a child with special education needs
For children with special needs, two groups can be used: collective and individual. Their effectiveness depends on each individual case. Collective education takes place in special schools, where special conditions have been created for such children. When interacting with peers, a child with developmental problems begins to actively develop and in some cases achieves greater results than some absolutely healthy children. At the same time, an individual form of education is necessary for a child in the following situations:
- It is characterized by the presence of multiple developmental disorders. For example, in the case of severe mental retardation or when teaching children with simultaneous hearing and vision impairments.
- When a child has specific developmental abnormalities.
- Age characteristics. Individual training in early age gives good results.
- When teaching a child at home.
However, in fact, it is extremely undesirable for children with SEN, as this leads to the formation of a closed and insecure personality. In the future, this entails problems in communicating with peers and other people. With collective learning, most children develop communicative abilities. As a result, full-fledged members of society are formed.
Thus, the emergence of the term “special educational needs” indicates the maturation of our society. Because the this concept transfers a child with disabilities and developmental anomalies to the category of normal full-fledged individuals. Education of children with special needs education is aimed at broadening their horizons and forming their own opinions, teaching them the skills and abilities that they need to lead a normal and fulfilling life in modern society.
In fact, special educational needs are those needs that are different from those offered to all children within the secondary schools. The wider the possibilities for satisfying them, the higher the child’s chance of receiving the maximum level of development and the support he needs at the difficult stage of growing up.
The quality of the education system for children with special education needs is determined by an individual approach to each student, since each “special” child is characterized by the presence of his own problem, which prevents him from leading a full life. Moreover, this problem can often be solved, although not completely.
The main goal of educating children with special needs is to introduce previously isolated individuals into society, as well as to ensure that each child classified in this category achieves maximum level education and development, activation of his desire to understand the world around him. It is extremely important to form and develop them into full-fledged individuals who will become an integral part of the new society.
