Diagnostics of the team: studying the status of classroom formation and interpersonal relationships

 

In the course of the study, the term "diagnosis" has been taken into consideration, which means that it recognizes Greek translation, determining the scope and nature of the difficulty in learning and action, learning the students' curriculum, their performance and achievements. is a definition. Because of our research, first of all, we encourage students of grades 5-9 to be in the spirit of respect, protection, and respect for the laws and regulations of their country of origin, the level of their legal awareness, combat against social, social, and defining their rights.

Diagnosis (Greek c.diagnostica, dia - clear, gnostica - teaching about methods and principles of learning facts or phenomena) - describes the scientific and practical activity. Diagnostics is an effective approach to comprehensive study of pupils. Therefore, given the fact that the diagnostic characterizes the scientific and practical activity, we have been guided by this study. At the same time, the diagnosis is made up of two stages, namely, the first one is the collection of psychodiagnostic information; and the second is the formulation and diagnosis. The study found that diagnostic methods provide quantitative and qualitative characteristics, as well as characteristic of the individual's psychological features. In this regard, we have paid special attention to the two methods of diagnostics in obtaining psychodiagnostic information. This is because of the use of psychodiagnostic techniques (tests) very short or comprehensive; it is important to gather information through long-term treatment in the treatment of people or institutions. The short diagnostic study is divided into two types: the first is psychological testing, which reaches the standardization of the procedure and quantitatively assesses the level of mental development; The second is a complex psychodiagnostic study in which psychodynamic hypothesis is made. Diagnosis is accompanied by psychological counseling and ends with psychological characteristics. The information obtained is used to identify the learning tools and the effective way. Therefore, results of qualitative and quantitative diagnostics allow to determine the effectiveness of content and methods in the system of education and training of children. The most important of the digital diagnostic methods used at school is the use of various tests and scales. Quality diagnostic methods are more complicated than quantitative methods, but we also note that it is possible to explore and characterize mental phenomena. In combination diagnostic methods, digital and qualitative diagnostic methods are combined and used. This means that the data obtained from the diagnosis can be used to prevent the deviations from the normal condition of the object, as well as to ensure the development of the object. Generally, pedagogical diagnostics is a set of knowledge and actions necessary for determining the methods of control and evaluation aimed at solving the tasks of optimization of the educational process, as well as identifying the causes of the pedagogical process, identifying and describing the possibilities of the "teacher-pupil" system. Thus pedagogical diagnostics is a set of methods of control and evaluation aimed at solving the tasks of optimization of the educational process, as well as the improvement of educational programs, pedagogical impacts. Therefore, the teacher monitors the students' knowledge, conducts surveys, processes the data from questionnaires and interprets the results, explains the cause, or predicts the future, as pedagogical and diagnostic actions.

The object of research of pedagogical diagnostics is the pedagogical process and all its components. It suggests changes in the pedagogical process with changes in student behavior. The essence of pedagogical diagnostics can be analyzed through its functions. BP Bitinas [7-10] defined the following functions of pedagogical diagnostics: feedback function, function of assessment of effectiveness of pedagogical activity, function of education, communicative and constructive function, informing participants of the pedagogical process.

In implementing pedagogical diagnostics, the teacher should follow the following principles: integrity, diagnostic targeting, stability, unity of teaching and learning, unity of collective and individual, compliance of diagnostics with the level of science development, complex nature of diagnostics, etc. As for some principles, they are characterized as follows: The goal of control is the absence of variable irritants such as control based on a specific objective and inevitable control. Whoever wants to carry out scientific control, originally provides a variety of predictions according to the research and works in the same direction during the supervision. The principle of stability should not be based on superficial effects and should not be short and inaccurate information. To this end, we provide the following methodological foundations: who knows what controls it if it organizes it. If more than one person is observing one situation, it is necessary to make sure that their observations correspond to each other.

The principle of observation should be checked between other key groups if repeated observations of multiple observers' observations. When you know the reason for this, the results obtained may not be suitable for that group.

At the same time, pedagogical diagnostics can be a part of the pedagogical activity, which is used at all levels of the educational process, having its own peculiarity, its own object, own research method, objectives and principles.

Pedagogical diagnostics as an integral part of the pedagogical process requires the education, training and evaluation of the results of these processes. Pedagogical diagnostics, first of all, in the optimization of the individual educational process; secondly, to ensure that the results of education are properly cognized by society; Thirdly, in accordance with the guidelines issued, there is no mistake to copy a student from one group to the next study group, and so on. recognized. The pedagogical diagnostics will analyze the learning process and determine its outcome. At the same time, the necessary scientific rules are followed during the diagnostic process, the teacher supervises the student and conducts the survey, analyzes the results of the questionnaire as a result of the test, and gives a general description of behavior, explains his motives and can describe future behavior.. Education is one of the most important forms of human activity, which is realized by various means. This means that the teacher (tutor) is directly involved in organizing the student's life. Special attention is paid to the right to education. In the Russian language dictionary, "law is a set of rules and rules that govern the relationship of people in the society, protected by the state." In the encyclopedic dictionary, "law is a set of compulsory rules of conduct adopted by the state." Humanity requires compliance with these rules. Legal education - forms a complex of properties characterized by a systematic impact on his consciousness and behavior in the targeted direction, which is characterized by the degree of his / her belief in the legal conduct performed by his / her personality in deep and stable legal knowledge and in response to the needs of the society in practice. The process of legal education is carried out through the formation of informational, cognitive, emotional-valuing and behavioral components. Summarizing the above, how do we conduct legal education and education based on the pedagogical diagnosis? how to improve our forecast, how to make legal education, etc. attempted to respond to actual problems and attempted to correctly diagnose them. In this regard, it is based on the fact that in order to increase the effectiveness of the educational process of psychological and pedagogical diagnostics, it is aimed to study the socio-psychological nature of adolescents, to provide a comprehensive set of assessments aimed at improving the outcomes of teaching and learning activities, conclusions were made and optimal solutions were planned.

In this regard, in order to increase the effectiveness of legal education through psychological-pedagogical diagnostics, we have focused on compiling the necessary data in the following areas:

• Knowledge of adolescents on their rights and responsibilities, their behaviors and behavior in the context of their own standards, the use of legal knowledge in their behavior and the exercise of legal order in different activities;

• Sufficiency of knowledge and norms of the law, the ability to evaluate other things, to use knowledge in the implementation of its legal order, to independently control the outcome of the activity, to form the quality of its own assessment;

• Formation of levels of legality, competence, legal awareness of the prohibition and compliance with the duties;

• Providing psychological and pedagogical diagnostics with the possibility of organizing self-development, predicting their cognitive needs, predicting their relationships in the classroom, studying the characteristics of children;

• Improving relationships in the teaching staff, community management;

• making the necessary corrections on the basis of the diagnostics level of adolescents in the classroom, organizing the necessary work, etc.

We have identified the importance of reflection by leveling diagnostics for the effective implementation of samples in the process of providing legal education for adolescents and adolescents.

At the same time, the results of the reflection can be evaluated in the following areas:

• interrelation of classroom students with each other and teacher;

• Learner achieving difficulties, attempts to comply with legal norms;

• understanding, perception and appreciation of their behaviors and behavior of others. It allows to monitor the dynamics of the legal education process. each teacher, educator, and educator should have a decent choice of diagnostic techniques regarding team specifications.

As mentioned above, it is important to identify the age differences of students during the pedagogical diagnosis. Therefore, by analyzing the pedagogical and psychological literature, we have identified the age-old pupils of grades 5-9, depending on the purpose of our study. It is noteworthy that, first of all, it is clear that the special role of the childhood in the development of the childhood is described as "transition", "breakthrough", "difficult" and "tested". These names refer to the complexity and importance of the developmental processes associated with the transition from one era to another in these young people. The transition from childhood to adulthood is the main content and specific feature of all aspects of physical, mental, moral, social development at this stage. Secondly, the problem of biological factor in the development of a child is the result of radical changes in the child's body: The period begins with the process of sexual maturation. Out of all these are the processes of morphological and physiological transformation of the organism. Improving the efficiency of the process of formation of traditional legal worldview ensures the implementation of the activities of the school system. The priority is the role of the role of school-based work-style, the modeling and acquaintance of social and legal situations, proven solutions and conclusions, the reflection of the position, the legal sense of behavior and behavior through the organizational arrangement of the student-oriented form and pupils' own choices.

At the same time, it is necessary for the pupils to develop certain skills and social adaptation in the real legal society. Such skills include the following:

• creative association in the group, performing different social roles, forming intercultural communication;

• Creating a socially important project, ability to make conclusions, creating a system of evidence, organizing results;

• practical realization of the project in school and out-of-school groups;

• Simple social analysis based on the results of project implementation, its traditional and legal importance;

• The use of final results in school and out-of-school informational space.

Students are required to have business and role-playing games, group work forms, including project designs, in our view, in their view, that their effectiveness is compulsory;

• School gaming unit, which is governed by the rules of the game, based on the rules of the game, eg the legal state model, the rules of the game - the constitution and other legal documents;

• Provide specific roles and goals, such as the President, the Head of School Parliament, Child Rights Inspector, and more.

• The timetable of the game participants' understandable and accessible roles, which is reflected in collective normative documents;

• Gameplay distinguishes common goals on a collective basis by providing a clear legal-legal ideology for all members of the team;

• support group and individual assessment of the results of the activities of the hostel;

• equality of gamers - teachers and pupils, a multitude of alternative solutions;

• transparency and accessibility to the participants of the school informational space.

In our opinion, the combination of personal and group interests provides socially important development for society:

• accountability of the human rights community for their ability to exercise their civil rights and their relationship with their social partners;

• the ability of the law to apply structural mechanisms (mechanisms) of state and public institutions;

• Ability to create collective relationships for socially significant results;

• the ability to effectively use the available information space and so on.

Testing, interviewing, questionnaire, essay, testing, counseling, self-knowledge, rating, differentiation, psychological-pedagogical card, education level study card, pedagogical consilium, sociometry, business game, monitoring and so on for diagnostics at their level. p. We used methods. We also highlighted the following aspects of diagnostics: comparison, analysis, evaluation, interpretation, testing, summarizing.

Now, a brief description of each of these methods and the work done using them is given.

Any research begins with control. Control is the basic method of every science. Disorder control is the main method of pedagogical diagnosis. The systematic monitoring of the teacher's own pupils is a diagnostic act. Scientists express their observation on observation, "We feel with the inner world of the world, and with the help of it we get the necessary knowledge. On this basis, control can be taken as a way of recognizing the world from the free-of-charge surveillance to our scientific control. "

Teachers often use this method very often or regularly if they use other methods as an appendix. Control provides information that can not be determined by other methods as:

- respondents in some cases refuse to provide information or give false information;

- The respondent is responsible for the response to a particular designated structure, that is, he can not ignore his answer;

- it is often required to obtain information about the third person, at the moment it is difficult and unfavorable.

Therefore, the importance of research and control can be summarized as follows:

- relies on a common scientific endemic, is carried out purposefully and systematically within the framework of scientific theory;

- It is planned in a network and is not subject to the volunteer situation;

- It is also done in a written form;

Validity and accuracy of the test are monitored and re-examined.

Scientific supervision covers several forms: nonstandard and standardized control; internal and external control; systematic control. Standard Monitoring reduces the task. In this case, educators and teachers are supervised by a standardized form, watching their colleagues and colleagues' lessons, and watching the video recording their work. In external control, the supervisor controls the situation from outside, does not participate in the monitoring process. And, in control, it plays a direct social role. He participates in each situation among the control groups, and each group accepts it as an observer rather than an observer. The teacher will be able to control each student individually. because the teacher has a direct impact on teaching, counseling, and helping children to learn. Absolutely controlled is the careful observation when a teacher simply monitors the mindset of the children or participates in the lessons of other colleagues. He is a student of the classroom, a questionnaire, etc. with the help of simple control.

In addition, diagnostics of legal education of adolescents includes the stages of education, upbringing and development of the educational method.

SA Batova is a system of complex socio-economic factors affecting the formation and development of legal consciousness of adolescents; socio-political structures, ideological activities, system of legal practice, micro-centers that involve students in social activities, personality-social qualities, demographic features, ideological and educational work, etc. "

 Describing the effects of these factors, you can also emphasize the following elements:

• legal education;

• The concept of law;

• existing approach to law;

• the claimed requirements;

• Opinions regarding the legal requirements. These elements are closely interconnected and depend on each other. These should also be taken into account in legal education.