EXCURSION AS A PEDAGOGICAL PROCESS
An important place in the activities of the guide is pedagogy – the science of the laws of education, education and training of the younger generation and adults. Any excursion gives a person new knowledge about nature, society, historical events, natural phenomena, i.e. it is part of the educational process. Communication with the guide, his recommendations, comments also have an educational effect on tourists. It educates the material itself, morally and aesthetically influencing their consciousness. Thus, the excursion becomes part of the pedagogical process, taking on the functions of education and education of a person, the formation of his worldview.
The pedagogical excursion process is based on didactic principles that determine the content, organization and methodology of teaching tourists. These principles include: scientific, ideological, connection with life, accessibility, consistency, clarity and persuasiveness.
Excursion as a form of cultural and educational work plays an independent role. As for the general education school, here it is subordinated to other types of general education activities - a lesson and lectures. In the educational process, the excursion, being a form of training, in its significance does not differ from other forms of this process.
However, not only educational, but also other excursions on their tasks and impact on participants are a pedagogical process. As in any pedagogical process, two parties participate in the tour: a training guide and trainees. The guide communicates knowledge on a certain topic, the tourists perceive this knowledge. The interaction of these two parties is the basis of the pedagogical process. The guide in relations with the audience uses the methodology of pedagogical influence.
An integral part of the professional skills of the guide is pedagogical skills, the art of the teacher. The concept of "pedagogical skills of the guide" includes: knowledge of the specialty; ability to analyze, diagrammatical thinking; understanding the psychology of the excursionist; ability to manage the group; knowledge and skills in the field of pedagogical technology; intuition; respect for the personality of the excursionist, as well as the skillful use of pedagogical means for education. Pedagogy assigns an important place to the duty of the teacher, which stimulates, and in necessary cases slows down the activities of tourists, provides the necessary activity in the manifestation of their business and moral qualities.
The task of creating an atmosphere of common experience, unanimity (in the excursion group) can be fully attributed to the guide, which means creating a team from a group of people united by common interest and communication [26 - Protanskaya E. S. Professional ethics of a cult educator and its formation in a university of culture. - L., 1965. - P. 10.
Guides should pay more attention to the educational aspect of the tour, combining it with the educational aspect. Excursion material should be selected and used in such a way that it develops the cognitive abilities of the tour participants, educates them of high moral qualities - love for their homeland, respect for other peoples, collectivism, etc.
Each of the groups of those physical excursions has its own tasks. Natural history excursions bring up a careful attitude to nature, animal and plant world. Art studies are aimed at the aesthetic education of tourists. Production creates love and respect for work. Many excursions cultivate respect for the customs and traditions of other peoples inhabiting Russia.
Building the pedagogical process, the guide in his story uses pedagogical methods of communication of knowledge. They are divided into inductive and deductive. Applying the inductive method of communicating knowledge, the guide summarizes the facts and draws conclusions based on the material presented, moving from the particular to the general, from individual facts to the general situation.
Using the deductive method, he goes from the general to the particular, and only then by means of arguments proves the thesis put forward at the beginning. Usually, such a thesis is the formulation of a subtheme or one of the main issues.
Based on the requirements of pedagogy, the guide uses five levels of transition from direct deductive explanation, possible in the presence of sufficient knowledge, to probable explanation in the absence of sufficient knowledge [27 - In pedagogy, the concept of "explanation" is considered as a way of teaching, the teacher reveals the properties of the object to be studied, its internal structure and connection with other objects.]
The first is the explanation of facts from known theoretical knowledge.
the second is the explanation of facts based on the restructuring of previously learned knowledge and their combination;
The third is the expression of a method of explanation in the form of a deductive guess in cases where the explanation is impossible by the first two ways.
fourth – explanation by modeling (inductive-deductive way) or analogy;
The fifth is an inductive explanation. It is used when it is not possible to use modeling or analogy.
The logical scheme at the fifth level of explanation is the following: first, a hypothesis is formulated, then it in the process of applying to new facts, explaining them, turns into a proof concept, a reasoning.
As at the first level, individual facts and phenomena are considered in the light of the general situation. At the end of the explanation, the guide, returning to the starting point, concludes [28 - Zharkov A.D. Excursion as a pedagogical process: Method. recommendations. - M., 1983.-C. 23.
The effectiveness of the tour as a pedagogical process depends on the level of activity of both parties - the guide and the excursionists. The creators of excursions for students in the 1920s set the task - to achieve maximum activity and amateur activity of tourists, to encourage them to independently "work" on excursions. From the guide was required to conduct the display of objects in such a way as to bring tourists to the anis of visual impressions accumulated during the observation of objects.
An important part of the pedagogical process that takes place during the tour is the comprehension of excursion information. In the course of such comprehension, various thought operations occur in the minds of tourists - comparison with what was previously seen and heard, comparison of this object with another, highlighting the main and secondary, generalization, conclusions.
Another task of the tour as a pedagogical process is to equip tourists with practical skills for independent observation of objects. Excursion with its visibility, methodical methods of display, forms of story contributes to the activation of tourists. To solve this problem, the guide seeks to instill in the group a certain “excursion literacy”, primarily the ability to see the object.
An important place in the excursion process is occupied by the organizational work of the guide, carried out throughout his route from the moment of boarding the group in the excursion bus, from the first steps in the walking tour. Organizing excursionists, the guide performs the duties of a teacher.
An important part of the tour as a pedagogical process is the post-excursion work of the guide. The tour guide is tasked with turning the end of the tour into the beginning of independent homework of its participants to consolidate and deepen the knowledge gained. Tourists receive recommendations on how to continue self-education; they are informed of a list of literature for reading, a list of movies to watch, the names of excursions to visit.
In the pedagogical activity of the guide, there are stages:
1) preparation of the guide and group for the excursion;
(2) the tour itself;
(3) post-excursion work, fixing the excursion material.
The guide carries out two pedagogical tasks: didactic - arming tourists with knowledge and educational - forming a worldview, norms of behavior and speech etiquette.
For a guide, as well as for a teacher, four components of activity are characteristic: constructive, organizational, communicative and cognitive.
The constructive component is the ability to select and correctly design the excursion material, rebuild the tour plan, the scheme of using the methodical reception, the content of your information.
The organizational component is the ability to manage the group, organize the message of information, direct the attention of tourists to the necessary facilities, ensure the implementation of the service program.
The communicative component is the ability to establish business relations with the group, the bus driver, museum employees, bureau methodologists, the head of the methodological section and with other guides.
The establishment of contacts with the audience is facilitated by such qualities of the guide as friendliness, benevolence, manner of behavior and ease in relations with the audience. It is natural for every guide to get excited when meeting a group. At the same time, the guide should not show uncertainty, fuss, excessively gesture, hastily conduct his story.
The cognitive component is the ability to: improve the content of excursions, the methodology and technique of their conduct; analyze the features of the excursion process, the results of their activities and on this basis improve pedagogical skills; differentiated approach to different groups of tourists. The main thing for a guide as a teacher is the ability to transfer their knowledge to tourists. Features of the pedagogical process: a high degree of visibility, a clear topicality of the material, a developed methodology for communicating knowledge to students.
The activity of the guide differs from other activities in terms of the level of psychological stress. It is related to the activities of a teacher, writer, artist. The result of this activity is a specific “psychological product” – what every teacher strives for: the influence on the psyche of another person in the right direction. The result is mixed. It depends on the knowledge and professional skills of the teacher. The resulting product can be positive, negative or neutral. It can be judged by the knowledge, skills and skills acquired by the students and educated, as well as by their behavior [29 - Basics of university pedagogy: A textbook for university students. - L., 1972.-C. 87-91.]
It is important that the guide has the basics of pedagogical psychology, which is part of psychology as a science. Pedagogical psychology studies the psychological problems of education and training. Having mastered the basic requirements of pedagogy, the guide actively uses the most effective forms of transferring knowledge to the audience, means of training and education.
It is important that the guide has a good command of pedagogical skills, which, as noted by A. S. Makarenko, "can be brought to a great degree of perfection, almost to the degree of technology" [30 - Makarenko A. S. Compositions. T. 5. – M.: Academy of Sciences of the RSFSR, 1951. - P. 309.
An integral part of the mastery of the guide is the possession of pedagogical technique. Its constituent elements are:
1. Speech skills (the ability to speak competently, understandably, beautifully). It is expressive to tone your speech, express certain thoughts and feelings in speech.
2. Mimic and pantomic expressiveness, precise gestures, expressive glances, smile.
3. The ability to manage your emotional state, be friendly, friendly.
4. Possession of elements of directorial and acting skills. All this allows the guide to have an active speech and non-speech impact on the audience.
Pedagogical technique is a complex of knowledge, skills and skills necessary for the teacher in order to effectively apply in practice (tool) the methods of pedagogical influence chosen by him.
This refers to both individuals (excursors) and a team (excursion group).
Pedagogical technique is: the art of communicating with people; the ability to choose the right tone and style of communication with them, manage their attention; the ability to determine the mental state of a person by external signs, determine the pace in pedagogical actions; possession of techniques to demonstrate their feelings, their subjective attitude to the actions of people - participants in the pedagogical process; possession of speech culture, facial expressions and gesture.
Conclusions.
Pedagogical principles of training and education are the foundation of excursions. The presence of the main elements of pedagogy in the course of e-cursions allows us to define it as a pedagogical process. The professional skill of the guide can be recognized as one of the types of pedagogical skills, and the guide himself is defined as a teacher whose activity sets as its main task the training and education of people, the formation of the personality, its knowledge and beliefs. An important part of the pedagogical skill of the guide is pedagogical technique.
Control questions:
1. Excursion as a pedagogical process.
2. Components of the pedagogical activity of the guide.
3. Features of the tour. Combination of training and education tasks.
4. Pedagogical technique, its main elements.
5. Using methods of persuasion, training, requirements, encouragement.
6. Formation of skills in excursionists.
Copyed from: http://bestolku.ru
The pedagogical excursion process is based on didactic principles that determine the content, organization and methodology of teaching tourists. These principles include: scientific, ideological, connection with life, accessibility, consistency, clarity and persuasiveness.
Excursion as a form of cultural and educational work plays an independent role. As for the general education school, here it is subordinated to other types of general education activities - a lesson and lectures. In the educational process, the excursion, being a form of training, in its significance does not differ from other forms of this process.
However, not only educational, but also other excursions on their tasks and impact on participants are a pedagogical process. As in any pedagogical process, two parties participate in the tour: a training guide and trainees. The guide communicates knowledge on a certain topic, the tourists perceive this knowledge. The interaction of these two parties is the basis of the pedagogical process. The guide in relations with the audience uses the methodology of pedagogical influence.
An integral part of the professional skills of the guide is pedagogical skills, the art of the teacher. The concept of "pedagogical skills of the guide" includes: knowledge of the specialty; ability to analyze, diagrammatical thinking; understanding the psychology of the excursionist; ability to manage the group; knowledge and skills in the field of pedagogical technology; intuition; respect for the personality of the excursionist, as well as the skillful use of pedagogical means for education. Pedagogy assigns an important place to the duty of the teacher, which stimulates, and in necessary cases slows down the activities of tourists, provides the necessary activity in the manifestation of their business and moral qualities.
The task of creating an atmosphere of common experience, unanimity (in the excursion group) can be fully attributed to the guide, which means creating a team from a group of people united by common interest and communication [26 - Protanskaya E. S. Professional ethics of a cult educator and its formation in a university of culture. - L., 1965. - P. 10.
Guides should pay more attention to the educational aspect of the tour, combining it with the educational aspect. Excursion material should be selected and used in such a way that it develops the cognitive abilities of the tour participants, educates them of high moral qualities - love for their homeland, respect for other peoples, collectivism, etc.
Each of the groups of those physical excursions has its own tasks. Natural history excursions bring up a careful attitude to nature, animal and plant world. Art studies are aimed at the aesthetic education of tourists. Production creates love and respect for work. Many excursions cultivate respect for the customs and traditions of other peoples inhabiting Russia.
Building the pedagogical process, the guide in his story uses pedagogical methods of communication of knowledge. They are divided into inductive and deductive. Applying the inductive method of communicating knowledge, the guide summarizes the facts and draws conclusions based on the material presented, moving from the particular to the general, from individual facts to the general situation.
Using the deductive method, he goes from the general to the particular, and only then by means of arguments proves the thesis put forward at the beginning. Usually, such a thesis is the formulation of a subtheme or one of the main issues.
Based on the requirements of pedagogy, the guide uses five levels of transition from direct deductive explanation, possible in the presence of sufficient knowledge, to probable explanation in the absence of sufficient knowledge [27 - In pedagogy, the concept of "explanation" is considered as a way of teaching, the teacher reveals the properties of the object to be studied, its internal structure and connection with other objects.]
The first is the explanation of facts from known theoretical knowledge.
the second is the explanation of facts based on the restructuring of previously learned knowledge and their combination;
The third is the expression of a method of explanation in the form of a deductive guess in cases where the explanation is impossible by the first two ways.
fourth – explanation by modeling (inductive-deductive way) or analogy;
The fifth is an inductive explanation. It is used when it is not possible to use modeling or analogy.
The logical scheme at the fifth level of explanation is the following: first, a hypothesis is formulated, then it in the process of applying to new facts, explaining them, turns into a proof concept, a reasoning.
As at the first level, individual facts and phenomena are considered in the light of the general situation. At the end of the explanation, the guide, returning to the starting point, concludes [28 - Zharkov A.D. Excursion as a pedagogical process: Method. recommendations. - M., 1983.-C. 23.
The effectiveness of the tour as a pedagogical process depends on the level of activity of both parties - the guide and the excursionists. The creators of excursions for students in the 1920s set the task - to achieve maximum activity and amateur activity of tourists, to encourage them to independently "work" on excursions. From the guide was required to conduct the display of objects in such a way as to bring tourists to the anis of visual impressions accumulated during the observation of objects.
An important part of the pedagogical process that takes place during the tour is the comprehension of excursion information. In the course of such comprehension, various thought operations occur in the minds of tourists - comparison with what was previously seen and heard, comparison of this object with another, highlighting the main and secondary, generalization, conclusions.
Another task of the tour as a pedagogical process is to equip tourists with practical skills for independent observation of objects. Excursion with its visibility, methodical methods of display, forms of story contributes to the activation of tourists. To solve this problem, the guide seeks to instill in the group a certain “excursion literacy”, primarily the ability to see the object.
An important place in the excursion process is occupied by the organizational work of the guide, carried out throughout his route from the moment of boarding the group in the excursion bus, from the first steps in the walking tour. Organizing excursionists, the guide performs the duties of a teacher.
An important part of the tour as a pedagogical process is the post-excursion work of the guide. The tour guide is tasked with turning the end of the tour into the beginning of independent homework of its participants to consolidate and deepen the knowledge gained. Tourists receive recommendations on how to continue self-education; they are informed of a list of literature for reading, a list of movies to watch, the names of excursions to visit.
In the pedagogical activity of the guide, there are stages:
1) preparation of the guide and group for the excursion;
(2) the tour itself;
(3) post-excursion work, fixing the excursion material.
The guide carries out two pedagogical tasks: didactic - arming tourists with knowledge and educational - forming a worldview, norms of behavior and speech etiquette.
For a guide, as well as for a teacher, four components of activity are characteristic: constructive, organizational, communicative and cognitive.
The constructive component is the ability to select and correctly design the excursion material, rebuild the tour plan, the scheme of using the methodical reception, the content of your information.
The organizational component is the ability to manage the group, organize the message of information, direct the attention of tourists to the necessary facilities, ensure the implementation of the service program.
The communicative component is the ability to establish business relations with the group, the bus driver, museum employees, bureau methodologists, the head of the methodological section and with other guides.
The establishment of contacts with the audience is facilitated by such qualities of the guide as friendliness, benevolence, manner of behavior and ease in relations with the audience. It is natural for every guide to get excited when meeting a group. At the same time, the guide should not show uncertainty, fuss, excessively gesture, hastily conduct his story.
The cognitive component is the ability to: improve the content of excursions, the methodology and technique of their conduct; analyze the features of the excursion process, the results of their activities and on this basis improve pedagogical skills; differentiated approach to different groups of tourists. The main thing for a guide as a teacher is the ability to transfer their knowledge to tourists. Features of the pedagogical process: a high degree of visibility, a clear topicality of the material, a developed methodology for communicating knowledge to students.
The activity of the guide differs from other activities in terms of the level of psychological stress. It is related to the activities of a teacher, writer, artist. The result of this activity is a specific “psychological product” – what every teacher strives for: the influence on the psyche of another person in the right direction. The result is mixed. It depends on the knowledge and professional skills of the teacher. The resulting product can be positive, negative or neutral. It can be judged by the knowledge, skills and skills acquired by the students and educated, as well as by their behavior [29 - Basics of university pedagogy: A textbook for university students. - L., 1972.-C. 87-91.]
It is important that the guide has the basics of pedagogical psychology, which is part of psychology as a science. Pedagogical psychology studies the psychological problems of education and training. Having mastered the basic requirements of pedagogy, the guide actively uses the most effective forms of transferring knowledge to the audience, means of training and education.
It is important that the guide has a good command of pedagogical skills, which, as noted by A. S. Makarenko, "can be brought to a great degree of perfection, almost to the degree of technology" [30 - Makarenko A. S. Compositions. T. 5. – M.: Academy of Sciences of the RSFSR, 1951. - P. 309.
An integral part of the mastery of the guide is the possession of pedagogical technique. Its constituent elements are:
1. Speech skills (the ability to speak competently, understandably, beautifully). It is expressive to tone your speech, express certain thoughts and feelings in speech.
2. Mimic and pantomic expressiveness, precise gestures, expressive glances, smile.
3. The ability to manage your emotional state, be friendly, friendly.
4. Possession of elements of directorial and acting skills. All this allows the guide to have an active speech and non-speech impact on the audience.
Pedagogical technique is a complex of knowledge, skills and skills necessary for the teacher in order to effectively apply in practice (tool) the methods of pedagogical influence chosen by him.
This refers to both individuals (excursors) and a team (excursion group).
Pedagogical technique is: the art of communicating with people; the ability to choose the right tone and style of communication with them, manage their attention; the ability to determine the mental state of a person by external signs, determine the pace in pedagogical actions; possession of techniques to demonstrate their feelings, their subjective attitude to the actions of people - participants in the pedagogical process; possession of speech culture, facial expressions and gesture.
Conclusions.
Pedagogical principles of training and education are the foundation of excursions. The presence of the main elements of pedagogy in the course of e-cursions allows us to define it as a pedagogical process. The professional skill of the guide can be recognized as one of the types of pedagogical skills, and the guide himself is defined as a teacher whose activity sets as its main task the training and education of people, the formation of the personality, its knowledge and beliefs. An important part of the pedagogical skill of the guide is pedagogical technique.
Control questions:
1. Excursion as a pedagogical process.
2. Components of the pedagogical activity of the guide.
3. Features of the tour. Combination of training and education tasks.
4. Pedagogical technique, its main elements.
5. Using methods of persuasion, training, requirements, encouragement.
6. Formation of skills in excursionists.
Copyed from: http://bestolku.ru