Теоретикометодологические основы системного подхода в педагогической науке

Abstract

The concept of “system” is used in various fields of knowledge, since each science deals with the study and practical application of complex system objects and must find ways to accurately describe, study and build them. Not a single science can do without the use of systems research methods. The purpose of the systems approach is to single out integral systemic phenomena as objects of study, find integration mechanisms, identify necessary and sufficient conditions for the existence of a certain systemic phenomenon, study integrative systemic qualities, design an object that realizes a certain goal. The aim of the study is to determine the theoretical and methodological foundations of a systems approach in pedagogical science. To reach this aim, scientific and methodological literature were analyzed in the work to define the concepts of system, systems approach, and pedagogical system; to identify the main components of the systems approach, its structure, functioning and significance in practical application; and to identify differences between the systems approach and holistic and integrated approaches. At present, in educational activity there is a need for integration and differentiation of its components, aimed at the processes of intensification. In this regard, the question arises about the mechanisms for minimizing the constituent elements of the system without losing its quality and functioning. Consistency in pedagogical activity is often considered from a theoretical and managerial point of view. The theoretical meaning of this concept includes the creation of a pedagogical system based on methodological principles and conceptual approaches to building educational activities. The managerial meaning of the system lies in the control and regulation of educational activities aimed at their improvement. The systems approach is considered more broadly than the integrated and holistic approaches because it includes connections that are both at the same and different ordinal levels. In turn, holistic and integrated approaches can be considered as identical concepts that have mutually conditioning relationships. The systems approach in pedagogical activity plays a role not only in systematizing the elements of the system (determining their place and location in it), but also in their hierarchy, revealing interdependent relationships that imply the creation of more effective educational activities.