Senior Educator: Reshetnikova A.O.
The main goal of the diagnosis is to obtain not so much qualitatively new results as prompt information about the real state and trends to change the diagnostic object for the correction of the pedagogical process.
Common signs of diagnostic surveys are:
- the presence of the goals of the pedagogical assessment of the state of the diagnosed object;
- systematic and repeatability of diagnosis as a type of professional-pedagogical activity carried out in typical situations at certain stages of the pedagogical process (introductory diagnostics, intermediate diagnostics, final, etc.);
- the use of techniques specifically designed and (or) adapted to these specific situations and conditions;
- availability of procedures for their supporters.
When conducting a diagnostic survey, it is necessary to be guided by the following principles.
The principle of sequence and continuity of diagnosis is manifested in a consistent transition from some stages, criteria and forms and diagnostic methods to others as they develop, training and education in the educational process, in the phased complication and deepening of the diagnostic process.
The principle of the availability of diagnostic techniques and procedures - the Russian-generating principles of visibility and accessibility of training in relation to the tasks of the diagnostic study of pupils mean the need for such a selection (construction) techniques, questions, tasks that would be designed for the real level of children's development, their experience. The visual clarity of the tasks of a practical nature becomes the main condition for obtaining the necessary information (pictures tests).
The availability of diagnostics requires the creation of natural diagnostic conditions, which just stimulates the naturalness of the behavior.
Among the specific principles of pedagogical diagnosis, predicts of diagnostics are distinguished. It is manifested in the orientation of diagnostic activities for correctional work in the "zone of the nearest development" of preschoolers.
Note that L. S. Vygotsky was introduced by the concept of "the zone of the nearest development:" Essential ... is not so much that the child has already learned how much what he is able to learn, but the zone of the nearest development and determines what the child's opportunity in terms of mastering Those of what he still does not own, but can master with-help, at the direction of adults, in collaboration. "
In addition to the principles, it is important to adhere to general recommendations.
During the diagnostic examination, it is important to maintain a confidential, benevolent atmosphere: not to express your discontent with the wrong actions of children, not to point out mistakes, not to make evaluation judgments, it is more common to say words: "Very good!", "You are great!", "I see," You have everything wonderful. "
The duration of the individual examination should not exceed 15 minutes.
When developing a diagnostic procedure and selection of diagnostic funds, the efficiency and reliability of techniques, their compliance with the age-related features of children and the possibility of inclusion in the educational process of kindergarten was taken into account.
As the main methods to reveal the degree of program implementation and assess the level of children's development, observations of children are proposed, the study of their products (drawings, applications), simple experiments (in the form of individual instructions, the child, didactic games, etc.), conversations.
Regular observations allow us to objectively to estimate the age of achieving the child (mastering certain methods; mental actions, the level of mastering knowledge).
However, in observation, difficulties may arise, one of them is the subjectivism of the observer. Therefore, in order to avoid mistakes, you should refuse premature conclusions, continue observations if possible, for a long time and only then start analyzing the results.
The observations of the child should occur in a natural situation: in a group, on a walk, while coming to kindergarten and leaving it.
A prerequisite for the successful conduct of pedagogical diagnostics is the transition of a teacher from the position of the training person to the position of a person conducting diagnostics. It inevitably entails a change in its activities. If in the process of everyday work the main goal of the teacher is to give knowledge, to achieve the right answer at the moment, to educate, then in the process of diagnostics - to obtain reliable data on the level of development of the child, the formation of certain skills.
The proposed tasks are compiled with the maximum consideration of the peculiarities and capabilities of children of junior preschool age, their real experience, which ensures an adequate understanding of their detention.
Ways to work with diagnostic cards
The results of the diagnostic survey of each child are recorded in the diagnostic table. The vertical axis provides the names of children and points for the execution of each task. On the horizontal number of diagnostic tasks.
The purpose of this work is to develop a system of comprehensive diagnosis of preschool children, which will qualitatively and quickly assess the dynamics of the preparedness of children of preschool age, as well as at a qualitative level to evaluate the effectiveness of educational work of children's educational institutions for the "final valuable product" - a graduation preschooler.
Diagnostic cards orient caregivers for some, very approximate, average of the child's development rate. There are no standard children, and diagnostic maps can only be a guideline on the way of understanding the characteristics of the child, his individuality.
The results of the diagnosis are the starting points of individual educational routes for each child.
A complex of organizational and engineering and technical measures intended to determine the technical condition of gas pipelines, gas equipment (technical products) upon the expiry of the settlement resource of the work ... Construction terminology
from Greek. Diagnostikos - capable of recognizing) - the doctrine of the methods and principles of recognition and evaluation of the state of the object, process, phenomena and diagnosis; The process of diagnosis. Initially, the concept of "D." Used in medicine. However, then this term began to be applied in many other areas: D. Technical, D. Plasma, D. Pre-election situation, etc.
DIAGNOSTICS
greek. Diagnostikos - capable of recognizing). Diagnostic process. The features of the diagnostic thinking of the doctor and the importance of clinical signs of the disease, data of laboratory studies (biochemical, serological, radiological, electrophysiological, pathopsychological, etc.), the role of socio-psychological, environmental and microcoupe factors. For subsequent treatment and socio-labor rehabilitation of the patient, early psychiatric diagnostics acquires great importance.
DIAGNOSTICS
from Greek. Diagnostikos - capable of recognizing] - 1) section of medicine that studies signs of diseases, content and methods of research of the patient, as well as the principles of diagnosis; 2) The process of recognizing the disease and studying the individual biological and socio-psychological characteristics of the patient, which includes a comprehensive medical examination, analysis of the results obtained, their interpretation and a generalization in the form of a diagnosis.
Diagnostics
greek. Diagnostikos - capable of recognizing) - identification of the disease, syndrome, painful state, symptom, deviations according to the model adopted in the psychiatry of the corresponding disorder. It usually implies a thorough examination using all existing research methods in order to obtain a sufficient amount of reliable information on the patient state, study, analysis and synthesis of such information. Operating diagnosis - setting the diagnosis on the adopted standard criteria for a certain mental disorder (this is, for example, a set of symptoms, time criterion (for example, for 1st month, 2 years), flow criterion (periodic, any other current). Diagnostics is nomethetic (Greek. Nomos - Law, Thesis - Provision, approval) - a classic approach to identifying disorder on the list of the most characteristic of its signs. At the same time, all other signs are taken into account, but they are given an additional diagnostic disorder. Polytetic diagnostics - identification of disorder With the number of recents sufficient for the diagnosis. For example, if there are 2 or 3 from 10 signs in the patient, it is considered sufficient to establish a diagnosis.
Diagnostics
in clinical psychology) - identification of the disease, disorders, syndrome, state, etc. The term is used by analogy with the medical model for instructions on the need for classification and categorization; It is assumed that the diagnostic categories are defined. Diagnostic test - any test or procedure used to accurately determine the nature and origin of the ability or disorder. In the psychology "Diagnostic" refers to the definition of a particular source of individual problems in some region. The diagnostic interview is a common procedure in a clinical environment in which a client or patient is interviewed in order to obtain some acceptable determination of the nature of the disorder and its etiology and for planning the treatment method. Differential D. is aimed at determining which of two (or more) similar diseases (disorders, states, etc.) has an individual. The diagnosis of psychological - the final result of the activity of the psychologist, aimed at finding out the individual psychological characteristics of the person in order to assess its current state, the forecast of the further development and development of the recommendations defined by the Psychodiagnostic Survey. The subject of D.P. - establishing individual-psychological differences in the norm and pathology. Today, as a rule, by installing certain individual-psychological features, the researcher is deprived of the opportunity to point out their causes, a place in the personality structure. Such a level of diagnosis L. S. Vygotsky called symptomatic (or empirical). This diagnosis is limited to the statement of certain features or symptoms, on the basis of which practical conclusions are directly built. L. S. Vygotsky noted that this diagnosis is not actually scientific, because the establishment of symptoms never automatically leads to a diagnosis. Here, the work of the psychologist can well be replaced by machine processing. The most important element of D. is the clarification in each case of why certain manifestations are detected in the behavior of the surveyed, what are their causes and consequences. That is why the second step in the development of D. p. Is the ethiological diagnosis that takes into account not only the presence of certain features (symptoms), but also the causes of their occurrence. The highest level is a typological diagnosis consisting in determining the place and value of the data obtained in a holistic, dynamic picture of the personality. According to L. S. Vygotsky, the diagnosis should always keep in mind the complex personality structure. The diagnosis is inextricably linked to the forecast. According to L. S. Vygotsky, the content of the forecast and the diagnosis coincides, but the forecast is built on the ability to understand the internal logic of self-allocation of the development process, which is based on the past of the past and the present. It is recommended to break the forecast for certain periods and resort to long-term re-observations. Developing the theory of D. Currently is one of the most important tasks of domestic psychodiagnosis.
Pedagogical diagnosis as a means of assessing the achievements of a child of preschool age.
Introduction
1. Problems of pedagogical diagnostics
2. Principles of diagnostic survey:
3. Levels of educational results.
Conclusion
Bibliography
Introduction
Diagnostics - procedure for identifying the level of achievements and readiness to any type of activity of certain content and level of complexity.
This procedure includes the analysis and generalization of the existing methods of diagnosing development, the effectiveness of education and children's education, the choice of optimal techniques and diagnostic criteria, which make it possible to estimate the level of formation of one or another personality quality, skills and skills, competences and attitudes of pupils. This means that, according to the results of the diagnosis, it will be possible to relate to the achievement or failure of the child with the strong and weak parties of his personality, changes in the psychophysical, educational and speech and personality-social development of the child in the implementation of a holistic educational process in DOU. Therefore, the diagnosis, today it is customary to relate to the control of efficiency or monitoring the educational process in kindergarten.
In accordance with federal state requirements, it can be the primary for the following types of monitoring: intermediate, final and monitoring the continuity of personal development results when the child is moving to school.
Problems of pedagogical diagnostics
The problem of pedagogical diagnosis remains one of the relevant tasks of the theory and methods of education of children of preschool age. Diagnostics allows the teacher to understand whether he operates in the right direction. She is recognized:
first, optimize the process of individual learning;
secondly, to ensure the correct definition of learning outcomes;
thirdly, guided by the selected criteria, minimize the error in assessing the knowledge of children.
"Diagnostics" (Greek) - "Cognition, definition".
Pedagogical diagnosis is a mechanism that allows you to identify individual features and prospects for the development of the child.
The main goal of the diagnostic survey is not so much qualitatively new results as prompt information about the real state and trends to change the diagnostic object for the correction of the pedagogical process.
The main task of diagnostics is to obtain information about the individual characteristics of the child's development. Based on this information, recommendations are developed for educators and parents to prepare a senior preschooler for school training.
Very often, the parents of preschoolers ask questions: what is the examination of preschoolers and is there any need for it? Pedagogical diagnosis is necessary in order to assist in choosing for each child of optimal, favorable conditions for training and development. Diagnostic examination of preschoolers - important for each child, pedagogues of kindergarten try to warn possible problems in teaching the child, because early diagnosis and correctly selected correctional work gives excellent results.
Signs of diagnostic surveys:
· Availability of the goals of pedagogical examination
· Systemativity and repeatability
· Use of methods specially developed to these specific situations and conditions
· Availability of procedures for their conduct
Principles of diagnostic examination
- principle of sequence and continuity of diagnosis - manifests itself in a consistent transition from some stages, criteria and diagnostic methods to others as the development, training and education of the individual, in the phased complication and deepening of the diagnostic process.
- principle of availability of diagnostic techniques and procedures - visual clarity becomes the main condition for obtaining the necessary information (tests with pictures)
- principle of prognostability
The last principle is manifested in the orientation of diagnostic activities on the correctional work in the "zone of the nearest development" of preschoolers.
The concept of "the nearest development zone" was introduced by L. S. Vygotsky: It is essential not so much that the child has already learned, so much what he is able to learn, but the zone of the nearest development and determines what the ability of the child in terms of mastering what it is still Does not own, but can master with help and with the support of an adult.
There are a large number of pedagogical diagnostics methods. As the main methods that make it possible to identify the degree of program implementation and assess the level of development of children, in conditions of DW, are used:
Observation
Studies of children's activities
Uncomplicated experiments
However, in observation, difficulties may arise, one of them is the subjectivism of the observer. Therefore, in order to reduce the number of errors, you should refuse premature conclusions, continue observation for a long time and only, then begin to analyze the results.
Observation of the child should be carried out in natural situations: in the group, for a walk, while coming to kindergarten and leaving it. During the diagnostic examination, it is important to maintain a trustee, friendly atmosphere: not express your dissatisfaction with the wrong actions of children, not to point out mistakes, not to make estimated judgments, often say words: "Very good!", "You are well done!", "I see," Everything is wonderful with you! " The duration of an individual examination should not exceed depending on age from 10 to 20 minutes.
A prerequisite for the successful conduct of pedagogical diagnostics is to transition from the position of the training person to the diagnosis. This inevitably attracts the change in its activities. If in the process of everyday work the main goal is to give knowledge, to achieve the correct answer at the moment, to raise, then in the process of diagnostics - to obtain reliable data on the level of development of the child, the formation of certain skills.
It is very important when examining preschoolers to adhere to the "rules" of pedagogical diagnosis.
Survey of preschool children It is held only in the first half of the day, in the most workable days (Tuesday or environment). The situation during diagnostics is calm, friendly. The child works one adult, it can be a psychologist or educator. Parents are present when examining preschoolers. The child is not hurry with the answer, make it possible to think. It is impossible to show your feelings towards the answers of the child. Do not discuss the results of the examination of the preschooler with parents in his presence. Parents necessarily in one form or another report the results of the survey. Together with the parents, an individual work plan is being developed with a child. Diagnostic examination of preschoolers and teachers, and parents consider both the necessary and important assistance to the child.
Since preschoolers have already mastered the speech at a sufficient level, they react to the personality of the teacher, then communication with the child is possible during which development diagnostics is carried out. The examination of preschoolers is carried out both verbal and non-verbal methods. So if a psychologist is negotiated - diagnostics, then at this time the educator monitors the behavior of the child during the examination. It observes and records the functional and emotional state of the child, the manifestation of interest (indifference) to the proposed tasks. The survey is carried out necessarily in the game form. You can not force a child if he does not want to do something, it is better to postpone the diagnosis. Observations give valuable material to properly assess the level of child development, the formation measures of cognitive and motivational spheres. In the interpretation of the diagnostic results, you must listen to the opinion and explanation of the parents.
It should be noted that the diagnostic survey is carried out in all age groups 2 times a year: at the beginning of the year and at the end. Based on the results obtained at the beginning of the school year, the educators not only design the educational process in their age group, but also plan individual work on the sections of the program with those children who require the focus of the caregiver and who need pedagogical support. In the middle of the school year, only children of risk groups are diagnosed to adjust individual work plans with children in all sections of the program. At the end of the school year - first the final diagnosis, then a comparative analysis of the results at the beginning and end of the year. Processed and interpreted results of such an analysis are the basis for the design of the educational process to the new academic year. The results of the diagnostic survey of each child are recorded in the diagnostic table.
In technical diagnostics, the description of objects in the system of signs with a large diagnostic value is of great importance. The use of non-informative features not only is useless, but also reduces the effectiveness of the diagnostic process itself, creating interference when recognizing.
The quantitative determination of the diagnostic value of the signs and a set of features can be carried out on the basis of the theory of information.
Suppose that there is a system D, which is in one of the N possible states d i (i \u003d 1,2, ... n). Let this system be "system of diagnoses", and each of the states is a diagnosis. In most cases, continuous various states of the system are presented with a set of standards (diagnoses), and the choice of the number of diagnoses is often determined by observing the other associated with the system of signs.
We call a simple sign of the survey result, which can be expressed by one of two characters or binary number (1 and 0).
From the point of view of the theory of information, a simple feature can be considered as a system having one of the two possible states. If K j is a simple sign, then the two of its states can be designated: k j - the presence of a sign is the absence of a sign. A simple sign can mean the presence or absence of a measured parameter at a certain interval; It may have a qualitative character (positive or negative test result, etc.).
For diagnosing purposes, the area of \u200b\u200bpossible values \u200b\u200bof the parameter is often broken down at intervals and characteristic is the presence of a parameter in this interval. In this regard, the result of a quantitative examination can be considered as a sign that takes several possible states.
A complex feature (discharge M) is called the result of observation (examination), which can be expressed by one of the M characters. If, as usual, to choose numbers as characters, then the complex feature (discharge M) can be expressed by the M - bit number (the complex sign of the 8th discharge is expressed by the octane number). A complex feature may be associated with a survey of a qualitative nature if the assessment contains several gradations. Signless discharges are called a diagnostic interval.
Single-digit sign ( m. \u003d 1) It has only one possible state. This sign does not bear any diagnostic information and should be excluded from consideration.
Two-digit sign ( m. \u003d 2) possesses two possible states. The states of the two-digit feature K j can be denoted K j 1 and k j 2. For example, the sign k j refers to the measurement of the parameter X for which two diagnostic intervals were set: x ≤ 10 and x\u003e 10. Then k j 1 corresponds to x ≤ 10, and K j 2 denotes x\u003e 10. These states are alternative, so As is realized only one of them. It is obvious that the two-sided sign can be replaced by a simple sign K j, if you consider K j 1 \u003d k j and k j 2 \u003d.
The three-bit feature (m \u003d 3) has three possible values: k j 1, k j 2, k j 3. Let, for example, for the parameter X, three diagnostic intervals were taken: x ≤ 5, 5< x < 15, x ≥ 15. Тогда для признака K j , характеризующего этот параметр, возможны три значения:
K j 1 (x ≤ 5); k j 2 (5< x < 15);K j 3 (x ≥ 15),
where m. - the discharge sign K j has m. Possible states: k j 1, k j 2, ... k jm.
If, as a result of the examination, it was revealed that the sign K j has the value of K j 1 for this object, then this value will be called the implementation of the sign k j. Denoting it k * j, we will have k * j \u003d k js.
As the diagnostic weight Z of the implementation of the sign K j for the diagnosis of D j, it can be accepted:
where is the probability of the diagnosis of D, provided that the sign K j was obtained by k js, p (d i) - a priori probability of diagnosis.
From the point of view of the theory of information, the value z di (K js) is information about the status D I, which has the status of the sign K js.
If the probability of state D after it became known that the sign K j has the realization in the interval S, increased, that is, i.e. The diagnostic weight of this interval of the feature for this diagnosis is positive. If the presence of a parameter in the interval S does not change the probabilities of the diagnosis, then since.
The diagnostic weight on the interval S is a sign K j with respect to the diagnosis D i may be negative (denial of the diagnosis).
The diagnostic weight of the presence of a sign k j in the interval S can be represented as a more convenient for specific computing:
where P (k js / d i) is the likelihood of the appearance on the interval s a sign K j for objects with a diagnosis of D I, P (K JS I) - the probability of the appearance of this interval from all objects with various diagnoses.
Equivalence of equalities (21) and (22) follows from the following identity:
Equality (21), (22) determine the independent diagnostic weight of this implementation of the feature for the diagnosis of D i. It is characteristic of a situation in which the Survey on the basis of K j is carried out first or when the results of the survey on other features are still unknown (for example, with a simultaneous examination for several signs). It is also characteristic of the case when the likelihood of the advent of this implementation does not depend on the results of previous surveys.
However, it is known that the diagnostic importance of the sale in many cases depends on which the implementation of the signs turned out in previous surveys. It happens that the sign itself does not have a significant value, but its appearance after some other allows you to unambiguously diagnose (establish the state of the system).
Let the examination be performed first on the basis of K 1, and then on the basis of K 2. When examining an object on the basis of K 1, the implementation of K 1 S was obtained, and it is necessary to determine the diagnostic weight of the implementation of K 2 ρ of the sign K 2 for the diagnosis of D i. In accordance with the definition of diagnostic weight:
The expression (23) determines the conditional diagnostic weight of the attribute. Independent diagnostic weight of this implementation:
If the signs K 1 and K 2 are independent for the entire totality of objects with various diagnoses:
and conditionally independent for objects with a diagnosis of D i
that conditional and independent diagnostic weights of implementation coincide.
The diagnostic weight of a particular sale of a feature does not yet provide the idea of \u200b\u200bthe diagnostic value of the survey on this basis. For example, during a survey on a simple feature, it may be that its presence has no diagnostic weight, whereas its absence is extremely important to establish a diagnosis.
We establish that the diagnostic value of the examination on the basis of K j for the diagnosis D i is the value of the information introduced by all the implementations of the sign k j to the diagnosis of D i.
For M - discharge:
The diagnostic value of the survey takes into account all possible sales of the feature and is a mathematical expectation of the amount of information made by individual implementations. Since the value z di (K j) applies only to one diagnosis of D i, this is the private diagnostic value of the examination on the basis of K j, and it determines the independent diagnostic value of the survey. The z di (k j) value is characteristic of the case when the survey is performed first or when the results of other surveys are unknown.
The value z di (k j) can be recorded in three equivalent formulas:
Diagnostic value of the survey for a simple feature:
If the sign k j is random for the diagnosis of D i, i.e. The survey for such a sign does not have a diagnostic value (z di (k j) \u003d 0).
The greatest diagnostic value of surveys on features that are often found with a given diagnosis, and in general, and on the contrary, on features found with this diagnosis rarely, in general - often. When coincidence P (K j / d i) and P (k j), there is no diagnostic value.
The diagnostic value of the survey is calculated in units of information (binary units or bits) and cannot be a negative value. This is understandable of logical considerations: the information obtained during the examination cannot "worsen" the recognition process of the actual state.
The value z di (K j) can be used not only to assess the effectiveness of the survey, but also for the expedient selection of the values \u200b\u200bof diagnostic intervals (the number of discharges). Obviously, to simplify the analysis it is convenient to reduce the number of diagnostic intervals, but this may lead to a decrease in the diagnostic value of the survey. With an increase in the number of diagnostic intervals, the diagnostic value of the attribute increases or remains the same, but the analysis of the results becomes more laborious.
It is known that a survey with a small diagnostic value for a given diagnosis may have a significant value for another. Therefore, it is advisable to introduce the concept of the general diagnostic value of the survey on the basis of K j for the entire diagnosis system D, determining it as the amount of information made by a survey into the diagnosis system:
The value of Z D (K js) is the expected (average) value of the information that can be submitted to the establishment of an unknown diagnosis of the diagnosis belonging to the system under consideration (aggregate).
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