Теоретико-методологічні основи педагогічної взаємодії у початковій школі

Abstract

It determined that the scientific background for understanding the basics of pedagogical interaction is a statement about the spiritual nature of human, the dialogical mode of existence in historical, cultural-educational, and educational space based on the fundamental philosophical analysis of M. Bakhtin, V. Kemerov, C. Frank, et al., psychological works of V. Zinchenko, B. Meshcheryakov, A. Leontiev et al. and pedagogical works of I. Kolesnikova, V. Kremen, O. Savchenko, O. Sydelkovskyy et al. It is proved that human interaction with the world and other people allows not only update the internal capacity but also fill it structurally, meaningful, valuable and semantic aspects. The study found that immersion in this process allowed comparison of thoughts, feelings, and actions of the individual with their reflection in the minds of others, based on self-knowledge and self-fulfillment. Providing dialogic pedagogical interaction is extremely important for personal development. It is the essence of educational activities in primary school. In the context of the study, this phenomenon is treated as a two-way process – learning and teaching. It combines teachers and primary school pupils as people made for a common goal, but are not identical in their social role, knowledge, experience, etc. Investigation of the nature and specifics of pedagogical interaction demonstrated that it is a variant of social interaction with main features and characteristics. At the same time realizing in the process of implementation is specific, but very important for the individual existence development and the purpose is to promote self-identity.