Pedagogical Requirements for the Implementation of Differentiated Approach in Teaching Elementary School Children

Abstract

Purpose of the Study:The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children.Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy. Result:The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children. Application and Novelty:Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give opportunity to prepare more qualified and competent psychologists and teachers for elementary school. teachers with modern social and humanitarian knowledge about the sexual differentiation of education, its structure, characteristics and quality indicators at various stages of the organization of the educational process; the formation of a gender culture of younger schoolchildren, the most important component of which is a conscious positive gender behavior appropriate to the biological sex and based on respect, recognition of the dignity of both sexes, the uniqueness of the male / female individuality as a subject of relationships; the interaction of school and family in order to develop the psychological and practical readiness of parents to solve the age and gender problems of elementary school children and to harmonize the relationship of the sexes through the formation of a culture of their relationship.

Efektivitas Kerja Guru

“…Selama studi dan pemahaman hasilnya, tugastugas baru digariskan, solusinya pada dasarnya penting: 1) pencarian lebih lanjut dan spesifikasi tanda dan indikator yang digunakan untuk mengevaluasi keefektifan guru dan siswa dalam kerangka pendekatan pendidikan yang berbeda; 2) ilmiah dan teoretis, organisasi dan dukungan metodologis dari proses mempersiapkan guru untuk penerapan pendekatan pendidikan yang berbeda di ruang pendidikan sekolah (dalam sistem pelatihan lanjutan pekerja pendidikan). (Faridovna Dulmukhametova et al 2019) Efektivitas individu terdiri dari kemampuan, keterampilan, pengetahuan, sikap, motivasi dan tekanan. Efektivitas kelompok di dalamnya terdapat keterpaduan, kepemimpinan, struktur, status, peran dan norma-norma, sedangkan efektivitas organisasi dipengaruhi oleh lingkungan, teknologi, struktur, proses dan budaya (Gibson, 2009:16) Berdasarkan uraian di atas, dapat disintesiskan bahwa efektivitas kerja adalah ketepatan dalam memilih dan menggunakan peralatan kerja, metode kerja dan sumber daya, untuk mencapai tujuan yang ditetapkan organisasi, dengan indikator: ketepatan menggunakan per-alatan kerja, ketepatan metode kerja, ketepatan sumber daya kerja dan ketepatan hasil kerja.…”