Determination of the diagnostic background of the class as a condition for the success of training

Abstract

The article is devoted to solving the problem of using pedagogical diagnostics by a teacher not only in the mode of supporting one student or a group of students, but also when a teacher works with the whole class, which allows taking into account the uniqueness not only of a separate student, but the whole class as a whole. The necessity of introducing the concept of "diagnostic background" into the pedagogical conceptual apparatus is substantiated.

The algorithm of developing the concept of the lesson drawing, taking into account the diagnostic background of the class, is revealed. The necessity of taking into account by the teacher the data of pedagogical diagnostics of the student's self-determination in four directions: personal, social, subject and professional. The practical results of the introduction of the diagnostic background of the class into the development of the idea of a literature lesson for two parallel classes are described. The diagnostic backgrounds of these classes are characterized and the lesson stages developed taking into account these diagnostic backgrounds are presented.