The concept of pedagogical technology - the organization of the educational process - sidorov sergey vladimirovich. Pedagogical technologies

Pedagogical technology should be understood as such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation represents the achievement of the desired result and has a probabilistic character. The teacher is always interested in such predictiveness.

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PEDAGOGICAL TECHNOLOGIES

Pedagogical technology cannot be identified with the use of algorithms, because actions in it cannot be rigidly determined, they are always variable. Technology is a reflection of what is natural in activity.

Among the main incentives for the emergence and practical use of new psychological and pedagogical technologies, the following can be distinguished:

The need for a deeper consideration and use of the psychophysiological characteristics of trainees;
Awareness of the untenable need to replace the ineffective verbal method of transferring knowledge with a system-activity approach;
The possibility of designing the educational process, organizational forms of the teacher's influence on the student, providing guaranteed learning outcomes;
Need to reduce Negative consequences the work of an unskilled teacher.

In order to have fewer errors in this process, it is important to distinguish between three main groups of pedagogical technologies:

Technologies of explanatory and illustrative educationwhich are based on informing, educating students and organizing reproductive activities in order to develop their general educational skills and abilities;
Student-centered learning technologiesthat create conditions for ensuring their own learning activities students, taking into account and developing the individual characteristics of schoolchildren;
Developmental learning technologies,in the center of which is a way of learning, with the necessity of calling, contributing to the inclusion of the internal mechanisms of the personal development of students, their intellectual abilities.

Introduction of new pedagogical ideas into school practice, the transition of teachers to more advanced teaching technologies is not an easy and fast process. This is due to the purely creative nature of pedagogical activity, which cannot be described as a simple production process on an assembly line.

Pedagogical activity is always carried out in a dynamic situation and implies considerable scope for creative search, variability in the application of certain methods of work, depending on the situation that really exists "here and now".

The actively used metaphor about the need to use the "grains" of innovative experience should be cultivated with the understanding that there must be compatibility between these "grains". It is necessary to develop and justify two types of technologies: not only the technology of the activities of teachers, but also the technology of educational and cognitive activity of students.

ADAPTIVE LEARNING SYSTEM

By an adaptive school, we mean a school that operates during the period of creation and implementation of a fundamentally new system of education, a system that rebuilds relations between teachers and students, ensuring that the individual psychophysiological characteristics of schoolchildren are taken into account.

One of the most important tasks of an adaptive school is to solvethe question of the optimal duration of a training session, a school day, a school week.

Today it becomes obvious that it is impossible to educate all children aged 6 to 17 in a single regime without compromising their health. When solving this problem, it is necessary tooverload avoidance principle,providing for a reduction in the time for compulsory educational work, primarily due to a strict selection of the content and volume of the material, as well as the introduction of integrative courses, and in high school - due to the choice of disciplines by students in accordance with the profile of their intended activity.

The implementation of new conceptual foundations will require solving a number of problems inherited by the educational system, among which, in our opinion, the main ones are:

Reorientation of teachers from educational and disciplinary to personal model of interaction with students;
Preparing teachers for the consistent exclusion of coercion in teaching, the inclusion of internal activators of activity.

The task is to change the conditions of learning so that the majority of students learn at the level of increasing cognitive interests and only in relation to a minority of them, and then as an exception, measures of motivation would be required.

At the psychological level, the exclusion of rigid external requirements is achieved by ensuringfreedom in the choice of means, forms and methods of teachingboth on the part of the teacher and on the part of the children, as well as by creating an atmosphere of trust, cooperation, mutual assistance throughchanges in the evaluation activities of teachers and students.

The solution of the main tasks associated with procedural internal changes in the educational process involves the following:

Active inclusion of the student himself in the educational and cognitive search activity, organized on the basis of internal motivation;
Organization of joint activities, partnerships between teachers and students, the inclusion of children in pedagogically appropriate educational relations in the process of educational activities;
Ensuring dialogical communication not only between the teacher and students, but also between students in the process of obtaining new knowledge.

APPLICATION OF PERSON-ORIENTED LEARNING TECHNOLOGIES

Such pedagogical innovations as the technologies of "full knowledge acquisition", "multi-level learning", collective mutual learning, "included learning", "modular learning" and others make it possible to adapt the educational process to the individual characteristics of schoolchildren, different levels of complexity of the learning content, specific features of each schools.

TECHNOLOGY OF COMPLETE ASSEMBLY OF KNOWLEDGE

Incapacitated, who are not able to achieve a predetermined level of knowledge and skills, even with a large expenditure of study time;
Talented (about 5%), who are often able to do what everyone else cannot handle;
Students who make up the majority (about 90%), whose ability to master knowledge and skills depends on the cost of study time.

These data formed the basis for the assumption that with the correct organization of training, especially when the strict time frame is removed, about 95% of students will be able to fully master the entire content of the training course.

All students are able to fully assimilate the necessary educational material with the rational organization of the educational process.

Knowledge: the student remembers and reproduces a specific educational unit (term, fact, concept, principle, procedure) - “remembered, reproduced, learned”;
Understanding: the student transforms educational material from one form of expression to another (interprets, explains, summarizes, predicts further development phenomena, events) – “explained, illustrated, interpreted, translated from one language into another”;
Application: the student demonstrates the application of the studied material in specific conditions and in a new situation (according to the model in a similar or changed situation);
Analysis: the student isolates the parts of the whole, reveals the relationship between them, realizes the principles of building the whole - “singled out the parts from the whole”;
Synthesis: the student shows the ability to combine elements to obtain a whole that has novelty (writes a creative essay, proposes an experiment plan, problem solving) - “formed a new whole”;
Grade: the student evaluates the value of the educational material for this specific purpose - "determined the value and significance of the object of study."

TECHNOLOGY OF MULTILEVEL TRAINING

The theoretical substantiation of this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability are reduced, first of all, to the time required for the student to master the educational material.

The following were chosen as the main principles of pedagogical technology:

universal talent - there are no mediocre people, but there are those who are not busy with their own business;
mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;
the inevitability of change - not a single judgment about human It cannot be considered final.

TECHNOLOGY OF COLLECTIVE MUTUAL LEARNING

Popular student-centered learning technologies includecollective learning technologyA. G. Rivin and his students.

"Working in pairs of shifts" according to certain rules allows you to fruitfully develop students' independence and communication skills. Can be distinguishedthe following benefits of CSR:

As a result of regularly repeated exercises, the skills of logical thinking and understanding are improved;
In the process of speech, mental activity skills develop, memory work is activated, previous experience and knowledge are mobilized and updated;
Everyone feels relaxed, works at an individual pace;
Responsibility is increasing not only for one's own successes, but also for the results of collective work;
There is no need to restrain the pace of advancement of some and to goad other students, which has a positive effect on the microclimate in the team;
An adequate self-assessment of the individual, his capabilities and abilities, advantages and limitations is formed;
Discussion of the same information with several interchangeable partners increases the number of associative links, and therefore, provides a stronger assimilation.

Pair work can be used in three ways:

statistical couple,which unites, at will, two students, changing the roles of "teacher" - "student"; so two weak students, two strong ones, a strong one and a weak one, can study, provided that they are mutually disposed;
Dynamic Pair:choose fourstudents and prepare one task, but having four parts; after preparing his part of the task and self-control, the student discusses the task three times with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., that is, turn on the mechanism of adaptation to the individual characteristics of his comrades;
variation couple,in which each member of the group receives his task, performs it, analyzes it together with the teacher, conducts mutual learning according to the scheme with the other three comrades, as a result, each learns four portions of the educational content.

Even Ya. A. Kamensky in his "Great Didactics" evaluated "inverted thought" as a catalyst for thinking. He wrote: “If necessary, deny yourself something and pay someone who will listen to you”; “to ask, to learn, to teach others many things are secrets of great value.”

MODULAR LEARNING TECHNOLOGY

The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves specific learning goals in the process of working with the module.

A module is a functional target node that combines educational content and technology for mastering it. The content of training is presented in complete independent complexes (information blocks), the assimilation of which is carried out in accordance with the goal. The didactic goal is formulated for the student and contains not only an indication of the amount of knowledge, but also the level of its assimilation. Modules make it possible to translate learning into a subject-subject basis, individualize work with individual students, dose individual assistance, change the forms of communication between a teacher and a student.

The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, while providing input and intermediate control that allows the student, together with the teacher, to manage learning.

TYPICAL SCHEME OF LESSONS IN ADAPTIVE SCHOOL

A typical scheme of a training session includes the following main elements (stages):

checking the results of previous work,
presentation of new material
teacher-led practice
independent independent practice of trainees,
self-control and self-assessment of work results,
behavior of the outcome of the lesson,
defining homework,
special repetition,
control over student knowledge.

The first step is to check the results of previous work.

The main task is to establish a connection between the teacher's training and the teaching of schoolchildren, to ensure the readiness of schoolchildren for the next stage of work, to include them in productive learning activities.

The main actions of the teacher at this stage are as follows:

assistance to students when they are included in the work: analysis of several questions for repetition;
organization of a lively dialogue of the schoolchildren themselves in order to clarify the general level of acquired knowledge;
creating problem situations before learning new material.

The teacher during the dialogue supports the conversation, directs, corrects, supplements, but never evaluates anyone. He has the right to use in working with children only three stages of statements, each of which is positive:

praise the student
direct, clarify
retell the part of the material that was misunderstood.

The second stage is the presentation of new material.

A teacher's monologue is sometimes necessary to introduce a new topic, the content of which cannot be mastered by students without the help of a teacher, to familiarize them with additional information on the issue being studied, and also to motivate students for upcoming independent cognitive activity.

In the teacher's monologue, in order to communicate new knowledge, the material must be presented in enlarged blocks, the monologue must include basic knowledge (an irreducible minimum) and use it to convey the most significant, the most important of the previous, and short, period of time.

Under the conditions of this learning model, the time for explaining new educational material is limited by the need to move on to independent work of schoolchildren as soon as possible.

The actions of the teacher at this stage of work may include:

highlighting basic information, the structure of which will serve as a basis for studying the topic;
systematization of this material, its design in such a form that will help students to understand and remember it easier in the lesson;
search for techniques that contribute to the activation of students' thoughts in the process of mastering new material;
the desire to bring information to clarity and simplicity of presentation, to use examples of analogies, use demonstrations, show models, diagrams, etc .;
willingness to explain to help those who need it;
the use of scientifically reliable information in the presentation of new material, the vision and use of variant approaches to solving educational problems, which is important for maintaining the authority of the teacher.

In high school new material can be presented in the form of a lecture by the teacher.

The third stage is practice under the guidance of a teacher.

Practice under the guidance of a teacher is carried out in order to establish "feedback" and timely correction of errors in the understanding of new material by schoolchildren (if any are found).

Teacher actions:

asks a question and invites students to respond to it (raise their hands if the educational material is understood, answer the question in chorus, try individual answers, short written works, etc.);
stops and correctly corrects mistakes or repeats the material again if he feels that the students did not understand something, strives to avoid misunderstandings and inaccuracies;
finds out whether there is a need for written work, which will show whether the material is understood correctly.

The fourth stage is the independent independent practice of trainees.

Independent practice is a group discussion on the problem under study, and not between children with a teacher, but between children about the material studied. The teacher is given the role of "speaker", the organizer of the exchange of views. He should be able to lead a discussion, organizing the communication of children with each other.

In the process of organizing independent practice, the teacher has the right to implement the following functions:

Ask a Question,
transfer it from one student to another,
summarize in order to highlight the main issues of the topic and summarize its study.

Necessary Changes in Teacher Behavioral Style

In order for the children to speak, the teacher must discard all the usual options for leading in communicating with children. If the children are not included in the discussion of the issue, they are silent, it means that the question is incorrect, non-debatable, or the teacher “presses down” with his authority. The task of the teacher is to be a mediator, to try to involve as many students as possible in the discussion, but at the same time to keep the topic of discussion, to help the students to independently approach the formulation of conclusions.

This stage of the lesson is a bit like a traditional survey in that the teacher asks questions, listens to the students' answers, reacts and elaborates on the details, but this is only an external drawing. The meaning of independent practice lies in the fact that the main content of the studied part, the children must discover on their own.

Necessary changes in the traditional structure of the lesson

New approaches to teaching should ensure independent cognitive activity of students in mastering new material on the lesson , since a significant part of the information heard, but not mastered by the student himself, will quickly be erased from his memory.

If, after explaining the new material, there are no different kinds manifestations of the activity of students in its comprehension, such a construction of the educational process should be considered ineffective.

The fifth stage is self-control and self-assessment of the results of work.

When switching to adaptive learning technologies, as we have already noted, the primary task is to exclude outright coercion, often associated with the humiliation of students. This problem is mainly solved by changing the evaluation activities of teachers and students. In the assessment activity of the teacher, the main focus is on the use of individual standards in assessing the work of schoolchildren, and the assessment activity of schoolchildren is associated with the self-assessment of the results provided by the teacher and the further procedure for its coordination with the teacher.

The stage of self-control and self-evaluation completes not only the solution of each educational task, of which there may be several in a lesson, but also the passage of the entire topic.

The sixth stage is summing up the results of the training session.

Comparison of the goals set by the teacher before the start of his work, with the result obtained, allows you to objectively summarize the work done.

The seventh stage is information about homework.

The active position of the student in the classroom leads to the fact that the center of the student's cognitive efforts is transferred to the time school education.

The volume of homework in this case is significantly reduced, work at home is often variable in nature, includes assignments to choose from. Homework in the lower grades most often acquires a creative character, may include several questions for repetition, while taking a short time.

Special repetition.

Repetition is of several types:

weekly repetition during the first 20 minutes of the lesson: for example, every Monday the teacher, together with the students, dwells on the main concepts learned during the week;
monthly repetitions, the meaning of which is the concentration of students' attention on what they have learned and mastered over the past month.

The main task of this stage of work is the generalization and systematization of knowledge, the formation of an integral system of leading concepts on the topic, course, and the selection of basic ideas.

PRIORITY IN ADAPTIVE SCHOOL METHODOLOGY

It is not possible for the teacher to master all the stages of the lesson at once. But this should not serve as a brake on the transition to an adaptive learning system. As pedagogical practice shows, mastering them can proceed gradually.

First what the teacher of an adaptive school should focus on is the organization of specific activities in the lesson oninternal acceptance by students of the goal of the upcoming activity. Since at the methodological level, the greatest difficulties for teachers are caused by the problem of the involvement of schoolchildren in educational activities.

There are two main options for setting a goal: self-determination of a goal in the course of performing an activity or based on external requirements put forward by someone.

The technologies used oblige the teacher at the beginning of each lesson to set a goal for the students, clearly define the tasks, and then subordinate the entire content of the lesson to their implementation.

The starting point in the educational process of an adaptive school is to provide conditions for internal informal acceptance of the goal by all students, turning the goal into a real basis for the upcoming activity, when it is perceived as an anticipation of the result.

The main task is to create a pedagogical connection "need - goal" in children.

The main concern of a student in an adaptive school is not related to getting the fastest result, but to preparing the child for the comprehensive development of the intellect, for the upcoming specific cognitive activity. Not coaching on a ready-made answer, not a template framing of information in the child's memory, but the formation of a certain level of intellectual readiness to solve the set tasks - this is the problem that the teacher solves.

Firstly, a person will always willingly join in an activity if its significance for him is high.

Secondly, the teacher's freedom to choose the means, content, and forms of work in the educational process, provided by the teacher, is of great importance in the procedure for accepting the goal of educational activity.

Thirdly, they stimulate the adoption of the goal of the upcoming activity by the problem situations that are properly organized by the teacher before the start of studying a new topic, which cause the children to have an internal need to understand the unknown.

Without this complex, but necessary for the work on the internal acceptance by students of the goal of the upcoming activity, the teacher wastes a lot of pedagogical efforts, but the effectiveness of teaching can remain very low, the teacher's activity becomes unproductive.

Second, What should be paid attention to when moving to an adaptive school isensuring business cooperation of children(first in small groups),their gradual mastery of methods of dialogic communication, discussion.

At present, the following lesson scheme is being widely mastered: first, students organize their activities together with the teacher, then individually, independently, and at the end, under the guidance of the teacher in a microgroup. The whole learning process is represented by three stages: the first - the teacher teaches all students; the second - the teacher works individually against the background of an independently engaged class, the third - independent work of students, which involves communication on the principle of "student - student", student - a group of students".

Already after several properly organized classes in a microgroup, we observe an increased activity of schoolchildren in discussing new material, in developing their own judgments, in organizing a dialogue, in an intergroup discussion.

Issues for discussion 1. The concept of pedagogical technologies, their conditionality by the nature of pedagogical tasks. 2. Types of pedagogical tasks: strategic, tactical, operational. 3. Theoretical foundations of pedagogical technologies. The main characteristics of modern pedagogical technologies. 4. Classification, description and analysis of modern pedagogical technologies: reproductive, productive, algorithmic. 5. Technologies of training and education, their characteristics. 6. Technology of project activity. Types and structure of projects. Requirements for the design and protection of projects.

There are many interesting definitions of the essence of pedagogical technologies - a term that has become quite popular in the last decade:

Technology is a set of techniques used in any business, in art ("Explanatory Dictionary of the Russian Language").

Technology is an art, skill, skill, a set of processing methods, state changes ( V. M. Shepel).

Teaching technology is an integral procedural part of the didactic system ( M. Choshanov).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine the social set and layout of forms, methods, methods, teaching methods, educational means; it is a toolkit of the pedagogical process ( B. T. Likhachev).

Pedagogical technology is a meaningful technique for implementing the educational process ( V. P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes ( I. P. Volkov).

Pedagogical technology is a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers ( V. M. Monakhov).

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education ( UNESCO).

Pedagogical technology - a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals ( M. V. Klarin).

Pedagogical technology is a meaningful generalization that incorporates the meanings of all the definitions of all previous authors ( G. K. Selevko).

The concept of "pedagogical technology" can be represented in three aspects:

procedural descriptive,
procedurally effective.

Thus, pedagogical technology functions both as a science that studies the most rational ways of learning, and as a system of methods, principles and regulations used in learning, and as a real learning process. Any pedagogical technology is based on one or another philosophical foundation. Philosophical provisions act as the most general regulators that are part of the methodological support of educational technology. Philosophical positions can be clearly traced in the content of education, in the content of individual disciplines. However, often there is no unity in their ideological orientation, therefore the content of school education does not give a holistic picture of the world, does not have a common philosophical basis. Such eclecticism distinguishes the content of modern Russian school education. It is more difficult to find a philosophical basis in the methods and means of teaching. The same methods can be used in technologies that are completely opposite in ideology. Therefore, technology can be flexible, adapting to one or another philosophical basis (for example, a game). Of the great variety of philosophical trends and schools in modern pedagogical technologies, the following are most often encountered:

materialism and idealism;

dialectics and metaphysics;

scientism and natural conformity;

humanism and anti-humanism;

anthroposophy and theosophy;

pragmatism and existentialism.

The sources of pedagogical technology are the achievements of pedagogical, psychological and social sciences, advanced pedagogical experience, folk pedagogy, all the best that has been accumulated in domestic and foreign pedagogy of the past years. For the successful functioning of the pedagogical system, a carefully thought-out "debugging" of all its components is needed. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society. The same technology in the hands of different performers can look different every time: here the presence of the personal component of the master, the characteristics of the contingent of students, their general mood and psychological climate in the classroom is inevitable. The results achieved by different teachers using the same technology will be different, but close to some average index characterizing the technology in question. That is, pedagogical technology is mediated by personality traits, but is not determined by them. The concept of "pedagogical technology" is broader than the concept of "teaching methods". Technology answers the question - how best to achieve the goals of exposure, management of this process. The technology is aimed at the consistent implementation in practice of a pre-planned learning process. The design of pedagogical technology involves the choice of the optimal system of pedagogical technologies for specific conditions. It requires the study of individual characteristics of the individual and the selection of activities that are adequate to the age stage of development of students and their level of preparedness.

2. Under pedagogical task one should understand a meaningful pedagogical situation with the goal introduced into it in connection with the need for knowledge and transformation of reality. It is the result of the subject's awareness of the goal of education and the conditions for achieving it in a pedagogical situation, as well as the need to perform professional actions and accept them for execution. Any pedagogical situation is problematic. Realized and set by the teacher as a task, as a result of his activity, it is further transformed into a system of specific tasks of the pedagogical process. Types of pedagogical tasks and their characteristics: For the purposeful organization of the professional pedagogical activity of the teacher and his training, the question of the classification of pedagogical tasks is fundamental. On the basis of time, it is customary to distinguish three large groups pedagogical tasks - strategic, tactical and operational. Strategic objectives determine significant changes in the student or pupil (in his individual personality characteristics, qualities, position, style of activity), which are of a fundamental nature for achieving long-term pedagogical goals; Tactical tasks more often refer to the style of professional behavior, activities and relationships of the teacher, which are necessary to achieve the pedagogical result; Operational tasks, as a rule, are associated with a change in circumstances affecting the effectiveness of pedagogical activity.

3. Recently, the concept of "pedagogical technologies" has firmly entered the pedagogical lexicon. There are great discrepancies in its understanding and use. Technology is a set of techniques used in any business, craftsmanship, art. Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological toolkit of the pedagogical process. Pedagogical technology is a meaningful technique for the implementation of the educational process. Pedagogical technology is a description of the process of achieving the planned learning outcomes. Teaching technology is an integral procedural part of the didactic system. Pedagogical technology is a well-thought-out model of joint pedagogical activity in designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for teachers and students. Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education. Pedagogical technology means a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. The concept of "pedagogical technology" can be represented by three aspects:

1) scientific: pedagogical technologies are part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;

2) procedural and descriptive: a description of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;

3) procedurally effective: the implementation of the technological process, the functioning of all personal, instrumental and methodological pedagogical means.

The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:

1) general pedagogical level: general pedagogical technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education;

2) private methodological level: often-subject pedagogical technology, a set of methods and means for the implementation of a certain content of education and upbringing within the same subject, class, teacher.

3) local (modular) level: represents the technology of separate parts of the educational process, the solution of particular didactic and educational tasks; technology certain types activities, concept formation, lesson technology. There are technological microstructures: techniques, links, elements, etc.

Lined up in a logical technological chain, they form an integral pedagogical technology.

Technological system - a conditional image of the technology of the process, its division into separate functional elements and the designation of logical connections between them.

Technological map - a description of the process in the form of a step-by-step sequence of actions indicating the means used.

4.According to the level of technology application, there are:

General pedagogical (characterized by the integrity of the pedagogical process in the region, educational institution, at a certain level of education).

Private subjects (a set of means and methods for the implementation of a certain content of education and upbringing within the subject, for example, a foreign language).

Local or modular (used in separate parts of the educational process).

According to organizational forms, technologies are:

class-lesson;

Alternative;

Academic;

Club;

customized;

Group;

Collective ways of learning;

differentiated learning.

By type of cognitive activity management:

Traditional (classical lecture, using TSO, learning from a book);

Differentiated (system of small groups, system "tutor");

Programmed (computer, software, "consultant" system).

According to the approach to the child, technologies are divided into:

Authoritarian (the teacher is the sole subject of the educational process, and the student is only an object. These technologies are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the application of requirements and coercion);

Cooperation (this is democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and the teaching, being in co-authorship, develop the common goals of their activities, content, give assessments);

Free education (such technologies provide the child with freedom of choice and independence in various areas of his life);

Personality-oriented (they put the personality of the child at the center of the educational system, provide comfortable, conflict-free and safe conditions for its development);

Humane-personal (distinguished by psychotherapeutic pedagogy aimed at supporting the individual. To help her.);

Mass (traditional) technology (school technology designed for the average student);

Technology of advanced education (in-depth study of subjects and is typical for gymnasium, lyceum, special education);

Compensatory learning technology (used for pedagogical correction, support, alignment, compensation).

By focusing on personal structures, pedagogical technologies are divided into:

Informational (formation of school knowledge, skills and abilities);

Operational (provide the formation of mental actions);

Technologies of self-development (aimed at the formation of ways of mental actions);

Heuristic (develop the creative abilities of students);

Applied (ensure the formation of an effective-practical sphere of personality).

According to the nature of the content and structure of technology, there are:

Educational;

secular;

Religious;

general education;

Professional;

Humanistic;

Technocratic;

Mono- and polytechnologies;

penetrating.

5. At the present stage, the priority areas for improving the educational process are the development of individual forms of education, the introduction of integrated courses, the development of the information base of the educational process, its optimal saturation with automated systems, research based on computer technology. The state program for the revival of education provides for the need to create and introduce new progressive teaching technologies, which, in particular, include:

1) the so-called strategy of effective or high-quality education;

2) a modular system for organizing the educational process and rating control of knowledge, credit-modular education;

3) adaptive learning system;

4) dialogue approach to education;

5) a system of developmental education (D. Elkonina - V. Davidova) based on the concept of the development of the child's personality at school (O.K. Dusavitsky);

6) technology of cooperation of individuals;

7) computer technology training

New teaching technologies are of particular interest to teachers for objective reasons, among which two can be singled out. Firstly, it provides for fundamental changes in the existing stereotypes of the organization of the educational process, its content, there is a need to develop the creative initiative of teachers in search of new forms and methods of pedagogical activity in the transition from traditional passive forms of classes to non-standard methods of individual learning. Secondly, the opportunity to select the most gifted children for their further education increases. The search for new forms of independent work led to the creation of a modular-rating system for assessing students' knowledge. The main idea of the proposed teaching technology can be formulated as a differentiated technology for the main stages of learning and built on productive and creative teaching methods. Modular rating control system knowledge of students is aimed at ensuring rhythmic work, for which the discipline is studied, divided into separate blocks-modules. Module- this is a complete block of information (a functionally completed part of the educational material) The corresponding number of classes of various types is allocated for the study of the module. For each module, various types of reporting are provided (in points): for knowledge of the theory, for the solution typical tasks(at the blackboard and independently), for doing homework (standard and advanced), for solving individual, performing laboratory and practical work, tests and tests, as well as non-traditional elements of activity (competent discussion of solving problems in the lesson, initiative speeches in the lessons according to the set problem, participating in discussions, performing problematic tasks, reviewing and reviewing the work of their comrades, etc.) All traditional and non-traditional independent work is stimulated according to the number of points. As a result, the student gains the sum of them, which determines his rating. The rating for individual modules consists of the average score for all types of reporting, taking into account the number of hours allotted to study a particular module. A student can receive additional points to increase the rating for high places in the Olympiad in a certain discipline, for participation in scientific student conferences, for experimental work. When the test is delayed, for example, for a week, up to half of the possible points are charged. A student whose rating is higher than or equal to the established number of points may be exempted from the exam if during the year he did not have unsatisfactory marks and penalty points for not meeting the study schedule. Thus, the rating system for assessing knowledge covers several types of control: test tasks, independent and control work, individual tasks, a report on the performance of laboratory and practical work, express control. This gives information about the depth of understanding of the educational material, the ability to apply knowledge in specific situations.

6. The project method arose back in the 20s. of the last century in the USA, it was also called the method of problems and was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educator J. Dewey, as well as his student V. H. Kilpatrick. The method is based on the idea of focusing the educational and cognitive activity of schoolchildren on the result that is obtained when solving one or another practically or theoretically significant problem. The external result can be seen, comprehended, applied in real practice. The internal result - the experience of activity - becomes the invaluable asset of the student, combining knowledge and skills, competencies and values.

However, in the practice of teaching, this method began to be used much earlier than the publication of the famous article by W. H. Kilpatrick "Method of projects" (1918), in which he defined this concept as "a plan carried out from the heart."

In Russia, the project method has been known since 1905. At that time, a group of Russian teachers led by S. T. Shatsky introduced it into educational practice.

The development of the project method in Russian schools is also associated with the names of such teachers as V. N. Shulgin, M. V. Krupenina, B. V. Ignatiev and others.

Teachers of the 20s of the last century, it was believed that the project method brings diversity to educational activities, to the development of interest in learning, stimulates students to creative search, independent research, transformations, promotes the development of initiative, collectivism, the development of skills and abilities of planning and organizing work, the distribution of forces and means, and etc.

After the revolution, this method was used in schools on the personal orders of N. K. Krupskaya. The content of the training projects should have been the socially useful affairs of teenagers and children (for example, the project "Let's help our plant-chef to fulfill the industrial financial plan"). Meanwhile, the one-sided passion for projects to the detriment of the overall development of the individual has led to the fact that the level of general education of children has dropped sharply. In 1931, by a decree of the Central Committee of the All-Union Communist Party of Bolsheviks, the project method was convicted as alien to the Soviet school.

In the system of domestic school education, it was revived in the early 90s. of the last century, which was associated with the introduction of information technology in the learning process, to a greater extent, the project method was used in teaching students a foreign language. The typology of projects and the features of the technology of its application were presented by E. S. Polat in the textbook "New Pedagogical and Information Technologies in the Education System".

Over time, the idea of the project method has undergone some evolution. Originating from the idea of free education, it is now becoming an integrated component of a developed and structured education system. But its essence remains the same - to stimulate children's interest in certain problems that involve the possession of a specific amount of knowledge, and through project activities that involve solving one or a number of problems, to show the practical application of the knowledge gained.

The year 2000 can be safely called the beginning of the application of project activities and the project method in domestic preschool educational institutions. This is evidenced by studies conducted by many domestic teachers and psychologists (A. I. Savenkov, A. Danyukova, S. N. Nikolaeva, N. A. Ryzhova, B. V. Khoziev and E. Evdokimova and others).

Project activity is a fairly new direction in the work of preschool institutions. This issue has not been well studied yet. At present, the experience of work on the implementation of research projects is described younger students and senior preschoolers A.I. Savenkov (2000), senior preschoolers under the guidance of A. Danyukova (2001). The introduction of environmental projects by preschoolers is considered by S. N. Nikolaeva and N. A. Ryzhova (2002). The project as a form of productive activity of older preschoolers and younger schoolchildren is studied by B.V. Khoziev (2002). Evdokimova E. (2003) deals with the use of project activities as a form of organizing the cognition of preschool children. The team of teachers of preschool educational institution No. 000 in Moscow successfully applies the project method in the activities of a preschool institution (2003).

In the modern information society, the method of projects becomes especially relevant. In recent years, there has been an increased interest in this form of organization of education in domestic education. The main thesis of the modern understanding of the project method, which attracts many educational systems, is that children understand why they need the knowledge they receive, where and how they will use it in their lives.

Not only the need to understand the meaning and purpose of your work, but also to independently set professional goals and objectives, think over ways to implement them, and much more is included in the content of the project. It is no coincidence that a new line on project activity has been introduced into the basic curriculum, and one of the parameters of the new quality of education is the ability to design.

Today, the project method is widely used in the field of preschool education. Teachers not only design their activities, but also develop interesting projects on a variety of topics by pupils and their parents.

Conditionally everything existing species Project activities can be divided into three groups:

by target setting

by the number of project participants,

in terms of implementation.

By target setting:

research-creative: children experiment, and then the results are drawn up in the form of newspapers, dramatization, children's design; role-playing(with elements of creative games, when children enter the image of the characters of a fairy tale and solve the problems posed in their own way); information-practice-oriented: children collect information and implement it, focusing on social interests (design and design of the group, stained-glass windows, etc.);

By the number of project participants: complex, intergroup, creative, group, individual, research.

Implementation timeline: short term, medium term, long term

Structure: Stage 1 - the stage of project preparation.

determine the tasks that they will solve with children, parents, for self-education, develop a model for the interaction of all project participants; determine the predicted result; discuss the project with parents; find out the possibilities, means necessary for the implementation of the project; determine the content of the activities of all project participants.

Stage 2 - the stage of practical implementation of the project.

At this stage, teachers are planning the content of the activity for all project participants. They make long-term plans, class notes, holiday scenarios, plan children's research projects, organize exhibitions, competitions, etc., determine the final event.

Stage 3 - final - summing up, forecast for the future.

At this stage, teachers sum up the work and make a forecast and prospects for the future.

Stage 4 - presentation and defense of projects

This can be a thematic or final teachers' council, a competition, the presentation of materials for an exhibition in the methodological office of the MDOU, certification, etc.

The concept of pedagogical technology ... 1

The main qualities of modern pedagogical technologies ... 3

Classification of pedagogical technologies… 3

Humane-personal technology of Sh.A.Amonashvili… 7

"Ecology and Dialectics" (L.V. Tarasov) ... 8

Waldorf Pedagogy (R. Steiner)… 10

Technology of free labor (S. Frenet) ... 13

Technology of self-development (M. Montessori)… 15

Pedagogical technologies

The problems of educational technologies, the vast experience of pedagogical innovations, copyright schools and innovative teachers constantly require generalization and systematization.

Pedagogical systems can be described as integral phenomena using a number of features (according to V.G. Afanasiev):

Integrative qualities (those that none of its individual elements possesses);

Composite elements, components;

Structure (links and relationships between parts and elements);

Functional characteristics;

Communicative properties (connections with the environment);

Historicity, continuity.

The essential characteristics of the system are target orientations and results.

As a basis, a system-forming framework, it is advisable to use a new concept for pedagogy - "technology" and a new - "technological" approach to the analysis and design of pedagogical processes.

The concept of pedagogical technology

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Pedagogical technology is a meaningful technique for the implementation of the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Technology is art, craftsmanship, skill, a set of processing methods, changes in state (V.M. Shepel).

Teaching technology is an integral procedural part of the didactic system (M. Choshanov).

Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

Pedagogical technology means a systemic totality and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin).

In our understanding, pedagogical technology is a meaningful generalization that absorbs the meanings of all the definitions of various authors (sources).

The concept of "pedagogical technology" can be represented by three aspects.

1) scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and methods of teaching and designs pedagogical processes;

2) procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned procedural and effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.

The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels:

1) General pedagogical (general didactic) level: general pedagogical (general didactic, general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.

2) Private methodological (subject) level: private subject pedagogical technology is used in the meaning of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher (method of teaching subjects, method of compensatory education, method of work of a teacher, educator).

3) Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of particular didactic and educational tasks (the technology of certain types of activities, the formation of concepts, the education of individual personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and material control, independent work technology, etc.).

There are also technological microstructures: techniques, links, elements, etc. Lined up in a logical technological chain, they form an integral pedagogical technology ( technological process).

Technology system- a conditional image of the process technology, its division into separate functional elements and the designation of logical connections between them.

Technological map - a description of the process in the form of a step-by-step, step-by-step sequence of actions (often in graphic form) indicating the means used.

Terminological nuances. In the literature and practice of schools, the term pedagogical technology is often used as a synonym for the concept of a pedagogical system. As noted above, the concept of a system is broader than technology, and, unlike the latter, includes both the subjects and objects of activity themselves.

The concept of pedagogical technology at the particular subject and local levels is almost completely covered by the concept of teaching methods; the difference between them lies only in the placement of accents. In technologies, the procedural, quantitative and calculation components are more represented, in the methods - the target, content, qualitative and variable-orienting aspects. Technology differs from methodologies in its reproducibility, stability of results, absence of many "ifs" (if a talented teacher, if capable children, good parents...). The mixing of technologies and methods leads to the fact that sometimes methods are part of technologies, and sometimes, on the contrary, certain technologies are part of teaching methods.

There is also the use of label terms, not entirely scientifically correct, established behind some technologies (a collective method of teaching, the Shatalov method, the Paltyshev system, Waldorf pedagogy, etc.). Unfortunately, it is not always possible to avoid terminological inaccuracies that make understanding difficult.

The main qualities of modern pedagogical technologies

The structure of pedagogical technology. From these definitions, it follows that technology is associated to the maximum extent with the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:

a) conceptual framework;

Learning objectives - general and specific;

c) procedural part - technological process:

Organization of the educational process;

Methods and forms of educational activity of schoolchildren;

Methods and forms of work of the teacher;

The activity of the teacher in managing the process of mastering the material;

Diagnostics of the educational process.

Manufacturability criteria. Any pedagogical technology must satisfy certain basic methodological requirements (technological criteria).

Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.

Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

Manageability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.

Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Technology and content of education. At present, pedagogy has established the idea of the unity of the content and procedural components of the educational system: goals, content, methods, forms and means of education. In the process of improvement and variations of pedagogical technologies, their components show varying degrees of conservatism: most often, the procedural aspects of learning vary, and the content changes only in structure, dosage, and logic. At the same time, the content of education as an essential part of educational technology largely determines its procedural part, although fundamental changes in methods entail profound transformations in goals, content and forms. Thus, the procedural and content parts of education technology adequately reflect each other.

Between them there is another mediating component - the most important didactic tool - the school textbook, which plays a major role in determining the content of education, the procedural part of technology and in the implementation of their unity. In recent years, a large number of variable textbooks have been created in our country, which, combined with a variety of choice of pedagogical technologies, theoretically makes it possible to further improve the quality of education.

Classification of pedagogical technologies

In the theory and practice of schools today, there are many options for the educational process. Each author and performer brings something of his own, individual, to the pedagogical process, in connection with which they say that each specific technology is copyrighted. One can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, applied methods and means, and according to these common features, they can be classified into several generalized groups.

According to the essential and instrumentally significant properties (for example, target orientation, the nature of the interaction between the teacher and the student, the organization of training), the following classes of pedagogical technologies are distinguished.

According to the level of application, general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion and other varieties.

By leading factor mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex. However, by its emphasis on one or another side of the learning process, technology becomes characteristic and gets its name from this.

According to the scientific concept of assimilation of experience, the following are distinguished: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By focusing on personal structures: informational (formation of school knowledge, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and applied (formation of an effective-practical sphere - SDP).

By the nature of the content and structure, technologies are called: teaching and educating, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, principle, concept, in complex ones it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them, are called penetrating.

According to the type of organization and management of cognitive activity, V.P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V.P. Bespalko - didactic systems):

1) classical lecture training (control - open, scattered, manual);

2) learning through audiovisual technical means(open, scattered, automated);

3) "consultant" system (open, directed, manual);

4) learning with the help of a textbook (open, directed, automated) - independent work;

5) the system of “small groups* (cyclic, scattered, manual) - group, differentiated ways of teaching;

6) computer learning (cyclic, scattered, automated);

7) "tutor*" system (cyclic, directed, manual) - individual training;

8) “software training” (cyclic, directed, automated), for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic" systems usually appear, the most common of which are:

The traditional classical class-lesson system of Ya. A. Comenius, which is a combination of a lecture method of presentation and independent work with a book (didachography);

Modern traditional teaching using didachography in combination with technical means;

Group and differentiated ways of teaching, when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;

Programmed learning based on adaptive program control with partial use of all other types.

A fundamentally important side in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

a) Authoritarian technologies, in which the teacher is the sole subject of the educational process, and the student is only an “object”, a “cog”. They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

b) A high degree of inattention to the personality of the child is distinguished by didactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

c) Student-centered technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentrism, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

d) Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of all-round respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

f) Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser area of his life. Making a choice, baby in the best possible way implements the position of the subject, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.

Mass (traditional) school technology, designed for the average student;

Advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);

Compensatory learning technologies (pedagogical correction, support, leveling, etc.);

Various victimological technologies (surdo-, ortho-, typhlo-, oligophrenopedagogy);

Technologies of work with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydidactic technology is constructed that combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies.

Usually, the combined technology is named after the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

Humane-personal technology Sh.A. Amonashvili

Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher - scientist and practitioner. He developed and implemented in his experimental school the pedagogy of cooperation, personal approach, original methods of teaching language and mathematics. A peculiar result, the ideology of his pedagogical activity is the technology "School of Life", set out in his "Treatise on the initial stage of education, built on the principles of humane-personal pedagogy."

Sh.A. Amonashvili

On a philosophical basis: humanistic + religious.

According to the main factor of development: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

By orientation to personal structures: emotional and moral: 1) SEN + 2) ZUN.

By the nature of the content: teaching + educational, secular with elements of religious culture, humanitarian, general education, human-oriented.

By organizational forms: traditional class-lesson with elements of differentiation and individualization.

By approach to the child: humane-personal, pedagogy of cooperation.

According to the prevailing method: explanatory-illustrative, playful with elements of problematic, creativity.

Target Orientations

Contribute to the formation, development and education of a noble person in a child by revealing his personal qualities.

Ennoblement of the soul and heart of the child.

The development and formation of the cognitive forces of the child.

Providing conditions for an expanded and in-depth volume of knowledge and skills.

The ideal of education is self-education.

Conceptual Provisions

All provisions of the personal approach of pedagogy of cooperation (clause 4.1).

The child as a phenomenon carries a life mission, which he must serve.

The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.

The holistic psyche of a child includes three passions: a passion for development, for growing up and for freedom.

Evaluation of children's activities. A special role in the technology of Sh.A. Amonashvili plays the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

Lesson. The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children. Lesson - the sun, lesson - joy, lesson - friendship, lesson - creativity, lesson - work, lesson - game, lesson - meeting, lesson - life.

"Ecology and Dialectics" (L.V. Tarasov)

Tarasov Lev Vasilyevich - candidate of pedagogical sciences, professor.

The term ecology emphasizes the orientation of the educational process to real life, to the problems that humanity has to solve, first of all, the ecological dilemma: either die with nature, or find ways of co-evolution.

The term dialectics emphasizes the orientation of the school towards dialectical, developing, probabilistic thinking.

The technology "Ecology and Dialectics" uses in a complex many innovations in pedagogy and psychology, applicable to a wide variety of schools.

Technology classification parameters

According to the level of application: general pedagogical. On a philosophical basis: dialectical. According to the main factor of development: sociogenic. According to the concept of assimilation: associative-reflex. / By focusing on personal structures: COURT + ZUN + SEN. By the nature of the content: teaching + educational, secular, general education, technocratic.

By type of management: modern traditional.

By organizational forms: class-lesson, academic.

By approach to the child: personality-oriented + sociocentric.

According to the prevailing method: explanatory-illustrative + problematic.

Target Orientations

o Early and comprehensive development of children;

o Development of ecological and dialectical thinking;

o Completion of the general education stage of education by the 9th grade;

o The transition at the senior level to specialized education (lyceum), which provides serious professional training;

o Ensuring a high cultural level of graduates.

Principles

Humanization: the use of the rich humanitarian potential of subjects of the natural cycle, their ecological and dialectical content, the natural science coloring of humanitarian subjects (dialectization) and the humanization of disciplines;

Unity (integration) of natural science, humanitarian and artistic and aesthetic education;

Implementation of developmental learning through modern content, transmitted by modern methods;

Synergetics: combining, harmonizing and using many innovative theories and technologies.

Content Features

The main feature of the technology "Ecology and Dialectics" is the redesign of the content of education in the directions of humanization, dialectic and integration.

Primary school is characterized by early learning foreign language, saturation of the elementary school with artistic and aesthetic classes (MHK).

In grades I-VI, the integrative subject "The World Around" is studied, which has absorbed a variety of information from many areas - geography, including local history, biology, geology, physics, astronomy, technology, chemistry, history, ecology. In fact, this is not one academic subject, but a sequence of six completely independent integrative subjects, each of which develops its own theme: in grade I - the world is familiar and unfamiliar, in grade II - the world is beautiful and ugly, in grade III - the world is changeable and constant, in the IV class - the world is mysterious and cognizable, in the V class - Four facets of the world, in the VI class - Our planet is the Earth.

In general, the "surrounding worlds" solve a number of very important tasks - they realize the early formation of many natural science concepts, give an idea of the picture of the world as a whole and the place of a person in it, provide serious preparation for the subsequent study of natural objects and, moreover, arouse interest in their study. . Let's pay attention to the fact that all four natural subjects - physics, chemistry, biology, geography - are studied synchronously (at the same time): this happens in grades VII - IX. The programs of these subjects have been significantly changed - all of them are completed in the IX grade.

The main school is distinguished by the early formation of natural science concepts (scientific developmental subject "World around I-VI"), the development of variant and systemic thinking (subjects "Regularities of the world around", "Computer science and process modeling").

Completion of basic science subjects in the ninth grade requires a radical restructuring of the entire course of mathematics; this course should now end not in XI, but in IX grade (together with logarithms, trigonometric functions, elements of stereometry). Let's also pay attention to the integrative subject "Patterns of the surrounding world" in grades VI - VIII. It's about probabilities. This subject introduces students to probabilities, probabilistic approaches, forms variant thinking.

Based on the interests of children, observational astronomy was transferred from the XI grade (when it is no longer interesting to students) to the "World around" in the V grade (when children are especially eager to comprehend the picture of the Universe). Atomic-molecular concepts, concepts of chemical elements, simple and complex substances, simple chemical reactions are formed in the fifth class. At the same time, children get acquainted with many physical concepts - force, energy, work, power. In the "World around" in the VI class, the concepts of the physical field (magnetic field and gravitational field) are introduced, ideas about the chemistry of the lithosphere, atmosphere and hydrosphere of the Earth are given, photosynthesis and its role in the earth's biosphere are considered.

The senior (lyceum) stage is focused on ecologization, which allows you to go to the problems of culture and morality (subjects "The Universe of Man", "Man and Nature", " Modern world”, “Lifestyle and human health”).

These courses are built in accordance with the ecological imperative, here a person (in particular, a student) is a part of nature itself, and not some abstract researcher observing it as if from the outside.

In the technology "Ecology and Dialectics" the leading side is not the methodical, but the content side.

However, ZUN is not a goal, but a means of development. The most important method is problematic. The development of a child's personality includes 3 stages:

1. development of ZUN and SUD through the game - elementary school;

2. development of the search functions of the intellect, mastery of formal and dialogic logic through problem-based learning - V-IX grades;

3. development of the main phases of the creative process - X-XI classes. The holistic learning model is used:

Harmonic teaching, addressed to the student as a whole;

Perception by all senses, work with the left and right hemispheres of the brain (example: drawing abstract concepts - current, sound), dramatization, visualization (in the imagination), emotionality, synectics - establishing connections, lateral thinking (humor, insight, creativity).

Student position:

Orientation to the personal perception of everything around: not an outside observer, but an interested researcher;

Personal responsibility for the consequences of their activities for other people and for nature;

Participation: people have achieved this, so it is available to me;

Global perception: everyone needs this, and so do I;

Consensus orientation: recognition of the right of others to have their own point of view;

The student is not required to memorize everything. Teacher position:

He is not a passive performer of a certain program, but represents a creative person who is distinguished by: erudition, love for a child, psychological literacy, relaxedness, environmental thinking.

Waldorf pedagogy (R. Steiner)

Rudolf Steiner (1861-1925) - German philosopher and teacher, author of the school education system, which received the name Waldorf from the name of the local factory "Waldorf-Astoria", in which the school was organized.

R. Steiner embodied in his school the philosophical doctrine developed by him - anthroposophy, according to which the development of the ability to know leads a person to perfection. Anthroposophy combines elements of subjective idealism (reality as a self-manifestation of the spirit), Goethe's objective idealism, and Christianity.

So, in Waldorf pedagogy, a child is a spiritual being, having, in addition to a physical body, also a soul - a divine principle.

The child - God's part comes to Earth with a specific mission. To release the soul of the child, to let this mission come true is the main task of the school.

Waldorf pedagogy is one of the varieties of the embodiment of the ideas of "free education" and "humanistic pedagogy". It can be characterized as a system of self-knowledge and self-development of an individual in partnership with a teacher, in the dual unity of sensory and supersensory experience of the spirit, soul and body.

Classification parameters

According to the level of application: general pedagogical.

According to the main factor of development: biogenic.

By orientation to personal structures: ZUN + COURT + SEN + SDP.

By the nature of the content: training + education, religious, educational, humanistic.

By type of management: "tutor" system + small group system

By organizational forms: alternative, club + academy, individual + group, differentiation.

By approach to the child: personality-oriented with informal leadership of the teacher.

According to the prevailing method: game + dialogue + creativity.

Target Orientations

1. Education is designed to form a holistic personality:

Aspiring to the maximum realization of their capabilities (self-realization, self-actualization);

open to new experiences;

Capable of making informed and responsible choices in a variety of life situations.

2. Not so much knowledge as ability (COURT + SEN + ZUN + SDP).

3. Development of self-determination, individual responsibility for one's actions (SUM).

Conceptual Provisions

Natural conformity: development takes place according to a predetermined, genetically determined program, goes ahead of learning and determines it; spontaneity of free development of natural inclinations; "Based on the child", the creation of the most favorable conditions for revealing the child's natural abilities.

Free education and training. All without coercion, without violence: spiritual and bodily.

Freedom as a means of education.

Education and training adapt to the child, not he to them.

In the process of learning, the child himself goes through, comprehends all stages of development
humanity. Therefore, there is no need to truncate "childhood", to intellectualize development ahead of time.

Education is inseparable from education: all education is at the same time the education of certain personality traits.

Ecology of health, cult of health.

The cult of creativity, creative personality, the development of individuality by means of art.

Imitation as a means of learning.

The combination of European and Eastern cultures: the teachings of Christ and the idea of personality as a combination of the physical body and the ethereal, astral.

The unity of the development of the mind, heart and hand.

School for everyone.

Common life of teachers and students.

Content Features

Harmonious combination of intellectual, aesthetic and practical-labor aspects of education.

Wide additional education (museums, theater, etc.).

Intersubject communications.

Compulsory subjects of art: painting, eurythmy (the art of expressive movements) and the image of forms (complex patterns, graphics), music (playing the flute).

A large role is assigned to labor education. Features of the content by class - learning "by era": Preschool period: walk, talk; think;

I: prototypes and fairy tales; from image to letter; singing, eurythmy; knitting;

II: miracles and legends; letter; arithmetic; flute, drawing, manual labor;

III: creation of the world and the Old Testament; sheet music, shape drawing, crochet;

IV: gap between the general and the particular; fractions; European myths; ornament, canon, embroidery;

V: harmony and antiquity, Greece; decimals, orchestra, woodwork;

VI: physics, percentages, geometry, planing;

VII: space and the Renaissance; algebra, poetry, sewing;

VIII: revolutions, 19th century; economics, chemistry, composers, work with metal;

IX: ecology, technological progress and morality, art history, carpentry; X: politics, history, society, physics, dramaturgy, ceramics;

XI: society, literature, music, sculpture, bookbinding;

XII: cultural history, improvisation in all areas.

Features of the technique

A pedagogy of relationships, not demands.

Immersion method, "epochal" technique.

Education without textbooks, without rigid programs (didactic materials, additional literature).

Individualization (taking into account the progress of the individual in development).

Lack of division into classroom and extracurricular activities.

The student is brought to the discovery of the personal significance of ZUN and, on this motivational basis, masters the content of subjects (areas).

Collective cognitive creativity in the classroom.

Teaching independence and self-control.

Lots of play (study should be fun).

Denial mark.

Student position.

The child is at the center of the pedagogical system.

The right to choose everything: from the form of the lesson to its plan.

The child's right to make mistakes.

Freedom of choice.

The right to free creative search.

Responsible relationship with the team.
The position of the teacher.

The activity of the teacher is a priority, the teacher leads the children for 8 years in all subjects.

The teacher is a senior friend.

With children to the subject, and not with the subject to the children.

Not to give knowledge, but to let children live in the classroom; joint spiritual life of student and teacher.

Waiting for the maturation of the forces laid down by nature.

Do not tell the child "no", "no".

Do not make comments (lack of highlighting weak and strong).

Don't give bad marks.

Do not leave for the second year.

Accept the child as he is (all children are talented).

R. Steiner's position on religious education: free Christian education, which is outside the general routine of the school, is conducted as private education within its framework.

Very important aspects of Waldorf pedagogy are attention to the health of children, teacher-parental self-government.

Notes, modern counterparts

The Center for Waldorf Pedagogy has been created and is operating in Russia.

The Moscow Free Waldorf School (research director A.A. Pinsky) operates without the usual director, head teacher, and other usual administrative attributes of a mass school. All affairs are managed by an elected board of children, teachers and parents.

Work is not divided into classroom and extracurricular. These species are very closely intertwined. After the main lesson, painting, music, needlework, English and German are taught (since the first grade at the same time), as well as disciplines specific to the Waldorf school - eurythmy (the art of expressive movements) and the image of forms - drawing complex patterns, graphics.

The program provides for the agricultural cycle, the construction of a wooden house (at the level of a large model). It's in the elementary grades. And in the seniors - work with metal. All children also master needlework - learn to sew, embroider.

School L.N. Tolstoy. L.N. Tolstoy put into practice the idea of "free education" in the Yasnaya Polyana school organized by him for peasant children. If we imagine the “school of L.N. Tolstoy” as a technology, then we can note its maximalist concept:

Education, as the deliberate formation of people according to certain patterns, is fruitless, illegal, impossible;

Education corrupts, not corrects people;

The more spoiled a child is, the less he needs to be educated, the more freedom he needs.

In the last period of L.N. Tolstoy went to the other extreme - pedagogical moralism with a religious tinge.

L.N. Tolstoy brought his concept to the level of methodology by writing a number of textbooks for elementary school.

At present, in a number of Russian schools (Yasnaya Polyana, Tomsk) attempts are being made to restore the domestic technology of free education, based on the ideas of Leo Tolstoy.

Technology of free labor (S. Frenet)

Frenet Celestin (1896-1966) - the most prominent French teacher and thinker, a rural teacher from the town of Vane. Having joined the movement for a new education at the beginning of the 20th century, he created and until the end of his life led an experimental rural elementary school, where he implemented his alternative technology.

Technology classification parameters

According to the level of application: general pedagogical. According to the main factor of development: biogenic + sociogenic. According to the concept of assimilation: associative-reflex. By orientation to personal structures: SUD + ZUN + SDP. By the nature of the content: educational + teaching, secular, humanistic, general education.

According to the type of cognitive activity management: the system of small groups.

By organizational forms: alternative.

According to the prevailing method: problematic, self-developing.

In the direction of modernization: alternative.

Target Orientations

■ Comprehensive education.

Conceptual Provisions

Learning is a natural process, it takes place naturally, in accordance with development; taking into account the characteristics of the age and diversity of abilities of children.

Relations between children and value orientations in their minds are the priority of the educational process.

Socially useful work at all stages of education.

Great attention to school self-government.

Purposefully encouraged emotional and intellectual activity of children.

New material means of education and upbringing are used (typography, handwritten study guides).

Organization Features

At Frenet's school:

There is no learning, but there is problem solving, trials, experimentation, analysis, comparison;

There is no homework, but questions are constantly asked - at home, on the street, at school;

There are no lessons from call to call;

No marks, but personal progress is noted - through peer evaluation
children and teachers;

There are no mistakes - there are misunderstandings, having figured out which together with everyone, you can avoid them;

There are no programs, but there are individual and group plans;

There is no traditional teacher, but the very forms of organizing a common cause are taught, designed by the teacher together with the children;

The teacher does not educate anyone, does not develop, but participates in solving common problems;

There are no rules, but the rules of the hostel accepted by the children themselves rule the class;

There is no instructive discipline, but the very feeling of one's own and collective security and joint movement disciplines;

There is no class in the general sense, but there is a community of children and adults.

Features of the technique

project method. The group builds collective projects that are discussed, accepted, hung on the walls (it can be any, even the most fantastic plans). The educator intervenes only when projects violate the freedom of others. During the project implementation, each student can act as a teacher in relation to another.

The class is an open system for communication and participation of others: children invite to their place, go to others themselves, correspond, travel. Cooperation and cooperation are encouraged, but not competition and competition.

Self management. A cooperative is created at the school, headed by an elected council that directs the self-education of students. The summarizing procedure is based on childish self-management and self-organization and occurs regularly: for the younger ones every day, for the older ones less often, as needed.

The cult of information. It is important to have knowledge, but it is even more important to know where and how to get it. Information is available in books, audiovisual and computer media, personal communication with the owner of the information is preferred.

The self-expression of a child's personality is also associated with information: children write free texts, essays, make typographic types themselves, make clichés, and publish books.

Written language and reading skills are formed on the basis of children's free texts, which each child writes and reads publicly. The class selects the "text of the day", fixes it, and everyone rewrites this text, while everyone can make their own additions and "editor's" corrections.

School textbooks have been replaced by special cards containing a piece of information, a specific task or control questions. The student chooses for himself a certain set of cards (individual training program). Frenet created a prototype of programmed learning - a training tape, to which cards with information, with an exercise, a question or task, and a control task were attached sequentially. With the help of the teacher, everyone makes an individual weekly plan, which reflects all types of his work.

The cult of labor. The school creates a school cooperative, of which all students are members. The daily routine provides for work in the workshops, garden, barnyard. The cooperative is led by an elected council, and a general meeting is held once a week. Much attention is paid to publicity. Everyone fills out four columns of a common newspaper sheet: “I did”, “I would like”, “I praise”, “I criticize”.

The cult of health. Caring for the child's health includes activities related to movement, physical labor, a vegetarian regimen, natural medicine techniques; the highest level here is the harmony of relations with nature.

Note. Their practical advice S. Frenet addressed the small rural primary school. However, the ideas, the pathos of the fight against the routine and inertia of the traditional education system make Frenet's technology relevant for all types of educational institutions.

At present, thousands of schools operate in France "according to Fresne". In Russia, the Association of Frenet Pedagogues is organized, spreading his ideas.

Technology of self-development (M. Montessori)

Montessori Maria (1870-1952) - Italian teacher, realized the ideas of free education and early development in kindergarten and elementary school.

The technology of self-development was created as an alternative to the drill and dogmatism in education, common at the end of the 19th century. M. Montessori perceived the child as a being capable of independent development, and determined the main task of the school - to supply "food" for the natural process of self-development, to create an environment that would contribute to it.

Classification parameters

According to the level of application: general pedagogical.

On a philosophical basis: anthroposophical.

According to the main factor of development: biogenic + psychogenic.

According to the concept of assimilation: associative-reflex + gestalt.

By orientation to personal structures: SUM + SUD + SDP.

By the nature of the content: educational + teaching, secular, general education, humanistic.

According to the type of cognitive activity management: the system of small groups + "consultant" + "tutor".

By organizational forms: alternative, club, individual + group.

By approach to the child: anthropocentric.

According to the prevailing method: play + creative.

In the direction of modernization: natural.

Target Orientations

■Comprehensive development.

■Education of independence.

■ Connection in the child's mind of the objective world and mental activity.

Conceptual Provisions

Education should take place quite naturally in accordance with development - the child develops himself.

The appeal of the child to the teacher “Help me do it myself * - the motto of Montessori pedagogy.

The whole life of a child - from birth to civil maturity - is the development of his independence and independence.

Accounting for sensitivity and spontaneity of development.

The unity of individual and social development.

There is nothing in the mind that was not previously in the senses.

Abandoning the mission to educate children; instead of training, provide them with conditions for self-development and development of human culture.

The child's thinking must go through all the necessary stages: from object-active to visual-figurative, and only after that the abstract level is reached.

The child's consciousness is "absorbent", so the priority of didactics is to organize the environment for such "absorption".

Content Features

The idea of an educative (cultural-developing, pedagogical) environment. The forces of development are inherent in the child, but they may not be realized if there is no prepared environment. When creating it, first of all, sensitivity is taken into account - the highest susceptibility to certain external phenomena.

Montessori material is a part of the pedagogical preparatory environment, which encourages the child to show the possibilities of his own development through amateur activities that correspond to his individuality, and responds to the child's desire for movement.

Montessori materials are, according to Vygotsky, psychological tools, tools for mediated perception of the world. Taking an object from the shelf, the child concentrates on a specific goal, meditates, looks inward; manipulating it, imperceptibly acquires skills.

Until the age of 5, a child is a builder of himself out of anything. He “refines”, according to Montessori, all his abilities - vision, hearing, diction, dexterity ... The educational environment for this period provides material for practical skills, the development of motor skills and sensory skills, hands, eyes, speech. Part of it is from everyday household items, different in size, shape, color, smell, weight, temperature, taste...

After 5 years, the development of consciousness takes place, the child turns into a researcher, begins to try everything, sort it out, ask about everything. Here you can acquaint the child with a huge number of objects and phenomena of the surrounding world (didactic materials are bright, visual). Mathematical materials are also here: numerical rods with plates of numbers, numbers made of paper with a rough surface, circles, geometric shapes, numerical material made of beads, etc.

The transition to the study of the text (as self-development) occurs in a child by the age of 8. By this time, the pedagogical environment includes letters of the alphabet, letters from rough paper, writing tools, texts, and a library.

Adult speech as a constructive material of the pedagogical environment contains stories, conversations, conversations, games. Adults support the manifestation of self-expression, speech development by listening to the child, answering questions.

In the school period, the whole system is the pedagogical environment: from the material base to the psychological way of life of the team. Literary and artistic creativity, music making. The place of Montessori materials is replaced by workshops, a stage, an easel, sewing machine, baths with clay and plasticine.

0-3 years: subject-sensory orientation;

3-6 years: sensitivity to speech, language acquisition, visual-figurative thinking;

6-9 years old: mastering abstract actions;

9-12 years old: completion of the first, primary school concentration;

12-18 years old: gymnasium and senior level.

Features of the methodology and organization

In a Montessori kindergarten, toys are not the main element of the environment, they are replaced by a variety of materials and objects such as cubes, plates, beads, strings.

The main task here is skill training: the development of fine motor skills of the hand, tactile memory. As technology researcher M. Montessori E. Hiltunen points out, it is not the game that is the main activity of the preschooler, but “free work” - independent activity with objects.

School period. There are no unified training programs; everyone carries out a unique path of development given by nature and God.

There are no lessons at school. The day begins with a general circle. Teachers sometimes call this circle reflexive, because it is here that the first attempts to comprehend reality take place, to convey sensations or observations by means of language and, through the description of the event and its analysis, come to the formulation of the question and approach the problem.

After the circle, everyone disperses to free work. Everyone chooses what he will do - mathematics, Russian, history, astronomy, literature, chemical or physical experiments. Someone is learning to write letters, and someone is preparing a report in the library. When this or that work is completely finished, the children show it to the teacher. The result is discussed.

What is a mark, children do not know, but they certainly receive an assessment of their work, most often in the form of approval from adults or other children. The main thing here is how the child evaluates himself.

No one gives children any tasks, no one explains a new topic, no one asks them at the blackboard. free work is based on absolute trust in the child, on faith in his desire to know the world around him, bestowed by nature, on the wise patience of adults who are waiting for independent discoveries to be made.

In the middle of the day there is another common activity, which is slightly longer for older children. This is immersion in the subject. For 15-20 minutes, children of the same year of study gather together. Teachers call this circle didactic. Here, knowledge on a particular subject is usually brought into the system, concepts are clarified, terminology is introduced, new didactic material is given, reports and messages are listened to and discussed.

The structure of any didactic material fully corresponds to the internal logic of the formation of a certain concept. The arrangement of the material in the environment also reflects a certain logic of its gradual development, recorded in the study notebooks specially developed by teachers. The child has several such notebooks in three integrated subjects: native language, mathematics and space education (Montessori's term). Filling in the sheets one by one, the student, as it were, completes the logic of studying the subject, translates the material into the abstract, clarifies and systematizes his knowledge.

Position of the teacher: researcher, observer, organizer of the educational environment; respects the right of children to be different from adults and each other, the right to their individuality.

Position of the child: "Help me do it myself."

Note. M. Montessori's technology is rich in private ideas that are used today in many other local technologies and private methods. An example of such use is the technique of E.N. Potapova "Optimization of teaching 6-7-year-old children to write". It uses M. Montessori letter stencils and includes three steps:

1) training the small muscles of the hands by creatively drawing arbitrary figures using an engineering ruler and then shading them from left to right, top to bottom and bottom to top (in accordance with the elements of Russian writing, unlike, for example, Arabic);

2) remembering the spelling of a letter not only with the help of its visual perception, but also by turning on tactile memory, repeatedly (per lesson) feeling the letter with a sensitive pad of the index finger (the letter is cut out of fine sandpaper and pasted on cardboard);

3) repeated writing of letters, first through a letter stencil (letters are embossed through a copper plate), and then without it.

Thanks to the technique of E.N. Potapova's children learn to write calligraphically, their spelling vigilance increases and 20-30 hours of study time are saved.

To date, the term "learning technology" is not generally accepted in traditional pedagogy.
From one position, teaching technology is a complex of methods and means of processing, presenting, changing and presenting educational information, on the other hand, it is a scientific discipline about the ways a teacher influences students in the learning process using the necessary technical or information means.
Learning technology is a system category, the structural components of which are:

learning objectives
learning content
means of pedagogical interaction
organization of the educational process
student and teacher
performance result

There are many definitions of the essence of pedagogical technologies. This term has become very popular in recent years. Let's look at some of its interpretations.
Technology- this is a set of techniques used in any business, in art ("Explanatory Dictionary").
Learning technology is an integral procedural part of the didactic system (M. Choshanov).
- this is a meaningful technique for the implementation of the educational process (V.P. Bespalko).
- this is a description of the process of achieving the planned learning outcomes (I.P. Volkov).
- a system set and the order of functioning of all personal, instrumental and methodological means used to achieve a pedagogical goal (M.V. Klarin).
The concept of "pedagogical technology" can be represented in 3 aspects:

The concept of pedagogical technology in foreign and domestic literature
(Kukushin V.S. Pedagogical technologies).
Having originated more than three decades ago in the United States, the term "pedagogical technology" quickly entered the lexicon of all developed countries. In foreign pedagogical literature, the concept of “pedagogical technology”, or “teaching technology”, was originally correlated with the idea of technologization of the educational process.
In the 70s. in pedagogy, the idea of complete controllability of the educational process was sufficiently formed, which soon led to the following setting in pedagogical practice: the solution of didactic problems through the management of the educational process with precisely set goals, the achievement of which should be clearly described and defined.
Accordingly: pedagogical technology is “not just research in the field of using technical teaching aids or computers; these are studies with the aim of identifying principles and developing methods for optimizing the educational process by analyzing the factors that increase educational efficiency, by designing and applying techniques and materials, and also by evaluating the methods used.
The Japanese scientist T. Sakamoto wrote that pedagogical technology is the introduction of a systematic way of thinking into pedagogy, i.e. "systematization of education".
There are discrepancies in the understanding of the term "pedagogical technology" in the domestic pedagogical literature. V.P. Bespalko defines pedagogical technology as a set of means and methods for reproducing theoretically substantiated learning and upbringing processes that make it possible to successfully achieve the set educational goals. B.T. Likhachev believes that pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, and educational means. According to M.V. Klarin, pedagogical technology means a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. G. K. Selevko distinguishes three aspects in “pedagogical technology”:
scientific: pedagogical technologies - a part of pedagogical science that studies and develops the goals, content and megomas of education and designs pedagogical processes;
procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
procedural and effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
M.V. Klarin rightly noted that the concept of "pedagogical technology" in domestic pedagogy correlates with the processes of education and upbringing, in contrast to foreign ones, where it is limited to the field of education.
In educational practice, the concept of "pedagogical technology" is used at three hierarchically subordinate levels (G.K. Selevko):
General pedagogical (general didactic) level: general pedagogical (general didactic9 general educational) technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of teaching, an algorithm for the activity of subjects and objects of the process.
Private methodological (subject) level: the term “private pedagogical technology” is used in the sense of “private methodology”, i.e. as a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher's workshop (method of teaching subjects, method of compensatory teaching, method of work of a teacher, educator).
Local (modular) level: local technology is a technology of separate parts of the educational process, the solution of particular didactic and educational tasks (technology of certain types of activities, the formation of concepts, the education of certain personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and control of the material , technology of independent work, etc.).
The definitions presented above make it possible to single out the main structural components of pedagogical technology:
a) conceptual framework;
b) the content of the training:

learning objectives - general and specific;
content of educational material;

c) procedural part - technological process:

organization of the educational process;
methods and forms of educational activity of schoolchildren;
methods and forms of work of the teacher;
the activities of the teacher in managing the process of assimilation of the material;
diagnostics of the educational process.

Finally, any pedagogical technology must meet the basic methodological requirements.
Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals.
Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Manageability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guarantee the achievement of a certain standard of education.
Reproducibility implies the possibility of application (repetition, reproduction) of pedagogical technology in other educational institutions of the same type, by other subjects.

Technology for solving pedagogical problems.

What are the pedagogical problem, task and pedagogical situation?
Pedagogy should be considered as a special sphere of activity for the upbringing and education of a person.
How are they solved - in everyday life and professionally?
In life, there are various pedagogical problems - the formation of a humane and harmoniously developed person, the development of effective methods of adaptation to changing living conditions, the preparation of a student striving for new knowledge.
Pedagogical activity is defined as the solution of pedagogical problems.
The pedagogical task always arises when it is necessary to prepare a person’s transition from the state of “ignorance” to the state of “knowledge”, from “misunderstanding” to “understanding”, from “inability” to “ability”, from helplessness to independence.
That is, the pedagogical task is the result of the teacher's awareness of the purpose of training or education, as well as the conditions and methods for its implementation in practice. A person as a subject and object of interaction with a teacher in the process of solving a pedagogical problem should, as a result, have a new formation in the form of knowledge, skill or personality traits.
Since each person is unique, the solution of the pedagogical problem is complex and ambiguous. Therefore, there are various ways of transferring a person from one state to another.
All pedagogical tasks are divided into two large classes - tasks for teaching and tasks for educating a person. Each of the main classes is divided into task groups.
The pedagogical situation determines the set of conditions under which the pedagogical task is solved. These conditions can either promote or hinder the successful solution of the problem.
Algorithm for solving a pedagogical problem:

putting forward a hypothesis (choosing the directions of the teacher's actions, general methods of education, forecasting the results)
the choice of the optimal variant of the teacher's actions (the choice of methods of pedagogical influence, the choice of organizational forms, the choice of means)
detailing (thinking over the operational structure of the teacher's actions)
analysis of expected results (what changes should occur).

Education technologies. Continuity and novelty of domestic technologies of education

Pedagogical technologies of education have their own specifics. “Any activity,” says V.P. Bespalko - can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” This is most directly related to: the theory of education, for education is both a science and an art.
Difficulties in the creation and implementation of education technologies are explained by a number of features of education:
Education, understood in a broad and narrow sense, acts ambiguously in each specific case.

Education is of a holistic nature, it is difficult to divide it into components, which means that it is difficult to create a kind of algorithm for the educator's actions.

The child in the process of upbringing is both the object of influence of the teacher and the subject of diverse activities.

Education is a multifactorial process: many factors, including spontaneous ones, make their own adjustments.

Two of the three components of upbringing (educator, pupil, process) are living people, they assimilate everything that happens in a certain way, their actions are difficult to predict; Perhaps the emergence of "resistance to education."

Education is closely related to life: the logic and position of the subjects of education can be contradictory depending on the personal and pedagogical position; contradictions can also arise from the understanding of education either at the level of everyday life or at the scientific level.

Differences in the concepts of education among different teachers, and, consequently, different techniques education and upbringing in the approach to one child. О The purpose and objectives of education are most often associated with abstract categories: "relationships", "spirituality", "love", "self-actualization".

The theory and methodology of education cannot be unemotional, because love for children is the most important quality of a teacher, which determines the success of education. Often the teacher's actions are based on intuition.
At the heart of the development of upbringing technologies is the system of selection by the teacher, leading to a certain pedagogical position, i.e. to the confession of a certain concept of education and the corresponding methodology for its implementation in their own pedagogical experience, its further improvement and transfer to colleagues.

So, the choices that the educator makes:

The need to decide in relation to the main paradigm of education.
A clear formulation for oneself of the concept and essence of education (from a variety of modern definitions).
A clear formulation of the goal and strategic objectives of education.
Certainty in the selection of tactical tasks, clarity of planning.
Selection of a system of methods and techniques, selection of means of education.
Selection of the content of education.
The choice of a system of organizational forms of education that most fully realizes the goal and objectives.
The choice of style and tone of relations with pupils.

Determination of attitudes towards pedagogical axioms such as “children must be loved”, “do not humiliate the dignity of the child”, “there must be a measure in everything”, “children cannot be pampered”, etc.
Some of the leading ideas that characterize them are the basis of modern upbringing technologies:

the transition in modern conditions of transformations taking place in society and in education, from the paradigm of education as the formation of personality in the command-administrative system of relations to the paradigm of education as the creation of conditions for self-actualization of the personality;
humanization and democratization of the educational process in school management, in relations between administration and teachers, teacher and students, in relations between students;
the possibility of a situation of choosing conceptual ideas, pedagogical positions, educational technologies, variable pedagogical methods, means and organizational forms of education, technological solutions to educational problems, etc.;
the possibility of experimental and experimental-pedagogical activities of teachers and schools, the creation of author's concepts and schools of education and upbringing;
collective nature of pedagogical innovation, rich opportunities for creative activity team of like-minded teachers.

Examples: The system of education in the Pavlysh school V.A. Sukhomlinsky.
Model of labor education A.A. Katolikov according to the system of the commune of A.S. Makarenko; The educational system of the International Children's Center "Artek" - private educational technologies

Technologies of the class teacher.

(Pedagogy. Bordovskaya N.V., Rean A.A.)

Classroom teacher- "the formal and actual leader of the group, organizer, inspirer, assistant, guardian, entertainer, manager, coordinator, informant, employee."
IN various types schools (gymnasiums, lyceums, colleges, general education and special, private and state educational institutions) determine the status and appointment of the class teacher in different ways.
In a modern school there is no strict regulation, there are no instructions from above for the activities of the class teacher. He himself chooses his position, he himself selects the content and means, sets the style and tone of relations with students, uses the organizational forms he himself chooses and creatively instrumented. But all this is possible only under one condition: if he has a good idea of the goal of the students' organized activity, if he knows how to correctly set and formulate educational tasks for himself and for the students.
In the conditions of the modern school, the goal and main purpose of the pedagogical activity of the class teacher is to create conditions for the versatile development of the self-actualizing personality of the student in the conditions of personality-oriented collective creative activity.
In accordance with this, the class teacher gives himself some peculiar settings:
As a bearer of culture, I include children in various activities.
I am like a leader of children, stimulating their self-knowledge and self-education.
I am an organizer and participant in the collective creative activities of children.

Predicting the future program of his activity, the class teacher first of all analyzes the conditions of the educational process.
As a result of the analysis of these conditions of life and upbringing of children, the class teacher determines the specific goal and strategic objectives of his activity for the six months, a year, for several years remaining until the students graduate from school.
Functions of the class teacher:
creation of an educational environment (development of a children's team, interaction with a small teaching staff and out-of-school public institutions and organizations, work with parents of students, creation of a subject environment);
stimulation of a healthy lifestyle of teachers and pupils as the basis of education;
organization of collective creative activity of pupils, implemented in various organizational forms of educational work - traditional and creative;
interaction with multidisciplinary children's associations and amateur children's organizations;
adjustment of the individual path of development of each pupil, stimulation of his self-knowledge and self-education, differentiation and individualization of the upbringing process;
giving psychological and pedagogical meaning to the functions of a school teacher.
The organization of education as a self-actualization of the personality and the teacher (class teacher), and students in the class team allows you to take a different look at the traditional functions of the class teacher, specified by status and recorded in the relevant administrative documents: registration of personal files of students and a class journal, checking children's diaries, writing characteristics , various certificates, mandatory declarative holding of parent-teacher meetings.
All these functions can be performed formally, under the yoke of "obligation". And you can do it differently: spiritualize, make them participatory in the soul of the child and your own. And then they will not seem to the teacher an unpleasant necessity. As before, the class teacher should take care of:
about keeping a diary - it shows progress in the development of the child;
about writing characteristics - they show the result of studying the student and outline the prospects for his further growth;
about keeping a class journal as a means of orderly conducting class affairs;
about holding parent-teacher meetings as a means of gaining the necessary interaction with the closest people, and therefore those who are interested in the fate of the child, in order to find a way out of situations that have arisen, etc.

Technologies of pedagogical diagnostics.

Pedagogical diagnostics is a procedure for assessing the general state of the pedagogical process or its individual components in a specific time interval.
Objects of pedagogical diagnostics:
1. personality of the student (development, manifestation of individual qualities);
2. the personality of the teacher;
3. the team and its impact on the individual;
4. social environment;
5. family;
6. student activities;
7. activity of the teacher.
Diagnostic technology includes:
1. setting the goal of diagnosis;
2. definition of criteria for diagnosed signs;
3. choice of diagnostic methods and techniques;
4. implementation of diagnostics;
5. processing and analysis of the results (assessment, highlighting the level of development of the studied quality);
6. fixing the results (filling in the cards of upbringing, writing characteristics, etc.).

Technology of goal formation in the pedagogical process.

The pedagogical process was created by teachers to carry out the upbringing, education and training of students. In addition to the goals set by the teacher, each student has his own goal of learning, as well as the methods and means by which he acquires this knowledge. For an ideal pedagogical process, the goals of the teacher and the goals of the student, even during the same lesson, must coincide.
Very often in practice we see something completely different: the goals of the teacher and the student do not coincide, while the pedagogical process worsens. For a better state of the pedagogical process, it is necessary that the external process of teaching and the internal process of learning be closer, ideally, practically coincide. It follows from this that not only the pedagogical process will go better, but also educational relations will be better built.
The term "goal" has many definitions, since it is a philosophical category. More precisely, we can say that the goal is an ideal expression of the result of an activity that is ahead of human consciousness.
In turn, the pedagogical goal is the prediction by the teacher and the student of the results of their interaction when performing any actions.
The types of pedagogical goals are numerous. You can break them down into the following classes:
normative state goals of education are the most general goals that are described in state documents and education standards;
public goals - exist in parallel with state goals, are for the purposes of various sections of society, as well as reflecting their needs, for example, the goals of employers;
the initiative goals of teachers and students are the goals of teachers-practitioners themselves, which are developed together with students, taking into account the type of educational institutions, profiles of specialized classes, taking into account the level of development of students, etc.
Based on the above classes, three groups of goals are distinguished:
group A - the goals of the formation of knowledge, skills and abilities;
group B - the goals of forming attitudes to various aspects of life;
group C - the goals of forming the creative abilities of students, their interests, activities, views.
There are also organizational goals that are set by the teacher in the field of his managerial function. For example, an organizational goal might be to empower learners to assist in the learning process.
It is impossible not to mention the methodological goals that are associated with the expansion and development of teaching technology, as well as extracurricular activities, for example, changing the teaching method in the educational process, in a particular lesson, or introducing new, innovative forms of education in a particular team.
In this way, pedagogical goals designed to improve the teaching process. The result of training depends on how the goal is set correctly. The teacher should strive to ensure that his goals coincide with the goals of the students, which is essential condition success of the pedagogical process.

Organization of interaction between teachers and parents of students

(Malenkova L.I. Theory and methods of education. Textbook).

Everyone related to the methodology of education knows that the family, together with the school, creates that most important set of factors in the educational environment that determines the success or failure of the entire educational process. That is why, with a great variety of responsibilities, the work of the school with the family is so significant in pedagogical activity.
Recently, in the theory of education, and then in the educational practice of schools, the term “parenting education” arose, becoming international, which means “helping parents in the performance of their functions as educators of their own children, parental functions ... To imbue a positive impulse for education , parents themselves must be aware of the possibility and necessity of their internal growth - from which the upbringing of parents begins.
At the same time, it is believed that the upbringing of parents has two tasks: "the accumulation of pedagogical knowledge necessary for parents to raise children, and self-education (self-development) of parents."
These tasks are quite solvable if we organize a single process of interaction between educators, children and parents in school life. In our practice of education, five functions of the work of the school and the class teacher with the parents of students have developed. They also determine the content of this work:
The first function is to familiarize parents with the content and methodology of the educational process (So, at the first parent meeting, the class teacher, who has just received a class, acquaints parents with his own life and pedagogical position, with the goal, objectives and program of his future activities, with the plan of educational finds possible ways to implement this program together with parents.
The second function of the work of the class teacher with parents is their psychological and pedagogical education.
The third function is to involve parents in joint activities with children. (In the practice of a modern school, various forms of involvement can be used - the provision of material assistance in the implementation of various parents in joint activities with children: participation in all forms of extracurricular activities organized by the class teacher)
The fourth function of the work of the school and the class teacher with parents is the adjustment of education in the families of individual students. (The first aspect of it is the provision of psychological and pedagogical assistance in organizing family education of various categories of students (gifted, showing a tendency to study certain academic subjects, or interest in any form of extracurricular activities; Another area of concern for the class teacher is to provide parents with psychological - pedagogical assistance in solving difficult problems of family education: resolving the contradictions of adolescence, overcoming the difficulties of raising girls and boys during puberty;)
The fifth function is the organization of work with the parent asset and interaction with public organizations of parents.
In the practice of schools, such organizational forms of work with parents are used, in which several or almost all functions are actually implemented at once. Let's name some of them: parent meetings and conferences, open days at school and in the classroom, correspondence (of a positive nature) between teachers and parents, letters of thanks to parents, final joint meetings with students demonstrating the achievements of children over the past period; children's holidays dedicated to parents; various kinds of competitions "Adults and children" (intellectual, sports, games).

Traditional learning technology

Technology is focused on the transfer of knowledge, skills and abilities. It ensures that students assimilate the content of education, check and evaluate its quality at the reproductive level.
This type of technology is the “oldest” (Komensky), and is widespread at the present time (especially in high school). Its essence is in training according to the scheme: learning new - consolidation - control - evaluation. This technology is based on an educational paradigm, according to which it is possible to determine the amount of knowledge sufficient for successful life and transfer it to the student. The main teaching methods underlying this technology are explanation combined with visualization; leading activities of students - listening and memorization; the main requirement and the main criterion of effectiveness is the unmistakable reproduction of what has been learned.

Within the framework of traditional technology, the trainee is assigned performing functions of a reproductive nature. The actions of the teacher are associated with explanation, demonstration of actions, assessment of their performance by students and correction.
This technology It has a number of important advantages: it is economical, makes it easier for students to understand complex material, provides a fairly effective management of the educational process, and new ways of presenting knowledge organically fit into it.
At the same time, traditional technology also has certain disadvantages: it has insignificant opportunities for individualization and differentiation of the educational process, and it poorly develops the mental potential of students.

Developmental learning technology

Of all existing domestic technologies learning technology developmental learning is one of the most recognized. Its origins were such outstanding psychologists and teachers as L. S. Vygotsky, L. V. Zankov, D. B. Elkonin, V. V. Davydov and many others. The works of L.S. Vygotsky, the creator of the cultural-historical theory of human mental development.
To L.S. Vygotsky believed that the development of the child, in particular the development of the intellect, follows education and upbringing. L.S. Vygotsky proved that pedagogy should focus not on yesterday, but on the future of child development. Only then will it be able, in the process of learning, to bring to life those developmental processes that at the given moment lie in the zone of proximal development. The meaning of the concept of "zone of proximal development" is that at a certain stage of development, the child can solve learning problems under the guidance of adults and in cooperation with smarter comrades.
However, before L.V. Zankov's ideas of L. S. Vygotsky were not in demand in relation to didactics and teaching practice. L.V. Zankov managed to develop a pedagogical experiment on the basis of primary school education, which was based on the idea that it is possible to accelerate the development of schoolchildren by increasing the effectiveness of education.
The implementation of the idea required the development of a number of new didactic principles. The decisive role was assigned to the principle of teaching at a high level of difficulty, which is characterized not by the fact that it raises some abstract "average norm of difficulty", but by the fact that it reveals the spiritual forces of the child, gives them scope and direction. If the educational material and methods of studying it are such that there are no obstacles for schoolchildren to overcome, then the development of children is going poorly.

The principle of learning at a high level of difficulty determines the selection and construction of the content of education. The educational material becomes more extensive and deep, the leading role is given to theoretical knowledge, while, however, the importance of practical skills and abilities of students does not decrease.
L.V. Zankov also argued that in the study of program material, one should move forward at a fast pace. Unintentional slowing down of the pace associated with repeated and monotonous repetition of what has been covered creates interference or even makes it impossible to learn at a high level of difficulty.
The developmental learning technology was also actively developed by D.B. Elkonin, V.V. Davydov and their numerous students. D B. Elkonin, taking into account the age characteristics of schoolchildren, substantiated a system-activity approach to learning.
The didactic ideas of the technology of developmental education also include the idea of stimulating the reflection of students in various situations of educational activity. Reflection is understood as awareness and comprehension by students of their own actions, techniques, methods of learning activities.
Since the procedures of reflection are closely related to the procedure of self-control and self-assessment, they are also given great importance in training (according to the technology of developing education).
The ideas of developmental education technology in our country have become widespread among teachers. However, a number of provisions of this technology remain debatable. Research by the Institute of Psychology of the Russian Academy of Sciences has shown that children with congenital slow dynamic personality characteristics are doomed to inevitable difficulties when working at a uniform pace for the whole class. Therefore, the requirement to teach everyone at a fast pace and at a high level of complexity is not feasible for all students.

Lecture, abstract. Pedagogical technologies - concept and types. Classification, essence and features. 2018-2019.

Technology of phased formation of mental actions

Technology phased formation of mental actions was developed on the basis of the corresponding theory of P. Ya. In the course of practical activity, an indicative basis is formed in a person as a system of ideas about the goal, plan and means of carrying out an action. That is, for an error-free execution of an action, a person must know what will happen in this case, what aspects of what is happening need to be paid attention to in order not to let the main thing out of control. These provisions form the basis of the theory of learning as a phased formation of mental actions.
According to this theory, the technology of learning is built in accordance with the indicative basis for performing an action that must be mastered by the trainee. The cycle of assimilation consists of a number of stages:
First step involves the actualization of the corresponding motivation of the student.
Second phase associated with the awareness of the scheme of the orienting basis of activity (action). Students first get acquainted with the nature of the activity, the conditions for its flow, the sequence of indicative, executive and control actions. The level of generalization of actions, and hence the possibility of transferring them to other conditions, depends on the completeness of the orienting basis of these actions.
There are three types of orientations:
a specific sample (for example, a show) or a description of an action without instructions on the methodology for its implementation (an incomplete system of orientations);
full and detailed instructions on the correct performance of the action;
The orienting basis of action is created by the trainees independently on the basis of the acquired knowledge.
Third stage — performance of an action in an external form, material or materialized, that is, with the help of any models, diagrams, drawings, etc. These actions include executive and control functions, and not just orientational ones. At this stage, students are required to talk about the operations they perform and their features.
Fourth stage — external speech, when students say out loud those actions that are being mastered. There is a further generalization, automation of actions. The need for an orienting basis of action (instruction) disappears, since its role is played by the student's external speech.
Fifth stage — the stage of inner speech, when the action is said to oneself. It has been established that in the process of inner speech, the generalization and curtailment of the action is most intensive.
Sixth stage associated with the transition of the action to the internal (mental) plan (internalization of the action).
The management of the learning process according to this theory occurs by changing the named stages and exercising control from the teacher.
The technology of gradual formation of mental actions has both positive and negative sides.
Virtues of this technology are:
Creation of conditions for the work of the student at an individual pace;
Reducing the time for the formation of skills and abilities by showing the exemplary performance of the actions being learned;
· achievement of high automation of performed actions in connection with their algorithmization;
Ensuring accessible quality control of the performance of both the action as a whole and its individual operations;
the possibility of prompt correction of teaching methods in order to optimize them.

disadvantages technologies for the gradual formation of mental actions are:
Limitation of opportunities for the assimilation of theoretical knowledge;
the complexity of developing methodological support;
· the formation of stereotyped mental and motor actions in trainees to the detriment of the development of their creative potential.

Technology of collective interaction

The technology of collective interaction was developed by (Alexander Grigorievich) A. G. Rivin, his students and followers V. V. Arkhipova, V. K. Dyachenko, A. S. Sokolov and others.
Collaboration technology includes three components:
a) preparation of educational material;
b) student orientation;
c) the technology of the course of the training session itself.

The preparation of educational material consists in the selection of educational texts, additional and reference literature on the topic; the division of educational material into units of assimilation (semantic paragraphs); in the development of targets, including home tasks.

Student Orientation includes two stages:
· preparatory, the purpose of which is to form and develop the necessary general educational skills and abilities: navigate in space; listen to your partner and hear what he says; work in a noisy environment; find the information you need; use sheets of individual accounting; translate an image into words and words into images, etc. These skills are worked out during special training sessions;
· introductory, which has various modifications, the common element of which is the communication of target settings, the assimilation of the "rules of the game", ways to take into account the results of the exercise, etc.
The course of the lesson depending on the content of the lesson, the volume of educational material and the time allotted for its study, the age of the trainees, the chosen version of the technology, it can proceed in different ways.

The most characteristic variant of the technology of collective mutual learning has the following stages:
1) each student works out his own paragraph (this can be a sentence, part of the text, description, characterization, paragraph or paragraph of the textbook, article, historical document, etc.);
2) the exchange of knowledge with a partner, taking place according to the rules of the role-playing game "teacher - student". Role reversal is required. The teacher offers his own version of the title of the paragraph, his own plan, answers the questions posed, offers control questions or tasks, etc.;
3) elaboration of the information that has just been received and the search for a new partner for mutual learning, etc.
4) Accounting for completed tasks is carried out either in a group sheet, which indicates all the educational elements and the names of the participants in the organized dialogue, or in an individual card.

The practical implementation of this technology shows the feasibility of "immersing" students in the topic for the time required to complete the training cycle. Under learning cycle is understood as a set of actions of the teacher and the student, which lead the latter to the assimilation of a certain fragment of content with predetermined indicators.
Advantages: In the conditions of the technology of collective mutual learning, each student works at an individual pace; increased responsibility not only for their own success, but also for the results of collective work; an adequate self-assessment of the individual, his capabilities and abilities, advantages and limitations is formed. The teacher does not need to restrain the pace of advancement of some and stimulate other students, which has a positive effect on the microclimate in the team. Discussion of one information with several interchangeable partners increases the number of associative links, and, consequently, provides a stronger assimilation of the material.

Multi-level learning technology

The technology of multi-level education involves the creation of pedagogical conditions for the inclusion of each student in activities corresponding to the zone of his proximal development. Its appearance was due to the fact that the traditional class-lesson system, focused on teaching all children according to unified programs and methods, cannot ensure the full development of each student. The teacher in the educational process deals with students who have different interests, inclinations, needs, motives, features of temperament, thinking and memory, emotional sphere. In the traditional class-lesson system, these features are difficult to take into account.
Multi-level learning technology provides for level differentiation by dividing flows into mobile and relatively homogeneous groups, each of which masters the program material in various educational areas at the basic and variable levels (the basic level is determined by the state standard, the variable one is creative, but not lower than the basic level).
Three variants of differentiated learning are used:
1) on the basis of a preliminary diagnosis of the dynamic characteristics of the personality and the level of mastery of general educational skills, students from the beginning of training are distributed into classes working on programs of different levels;
2) intra-class differentiation occurs in the middle link, depending on cognitive interests, groups of in-depth study of individual subjects are created on a voluntary basis;
3) differentiation through specialized education in elementary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-knowledge and self-determination of the student.

Differentiated multi-level training provides for:
creation of cognitive motivation and stimulation of cognitive activity of students;
· voluntary choice by each student of the level of assimilation of educational material (not lower than the State Standard);
organization of independent work of students at various levels
Full assimilation of the basic component of the content of education;
pair, group and collective (work in pairs of shifts) forms of organization of the educational process;
current control over the assimilation of educational material;
Introductory and final control for each enlarged unit of assimilation of educational material (for students who have not completed the key tasks, corrective work is organized until they are fully assimilated);
· advanced training of students according to individual plans in any educational areas.
Under the conditions of using the technology of multi-level training, such lessons in time are preferable that allow you to implement the full cycle of training on an enlarged learning unit.
The specificity of the lesson, associated with the characteristics of the educational area (subject), has a significant impact on the selection, content and temporal correlation of its various stages.
The stage of preparation for the implementation of the main activity involves the creation of a target setting. Further, an introductory control is carried out in the form of a test, dictation, explanation of the basic definitions, rules, algorithms, etc. The work ends with the correction of the identified gaps and inaccuracies.
To provide a complete indicative basis of activity, the trainees are informed of the volume of the obligatory and excess parts of the work, assessment criteria, and homework.
At the stage of assimilation of new knowledge the explanation is given in a capacious, compact form, which ensures the transition to independent processing of educational information by the majority of students. For the rest, a second explanation is proposed using additional didactic means. Each student, as he masters the information being studied, is included in the discussion, answers the questions of his comrades, and poses his own questions. This work can be done in groups or in pairs.
The stage of knowledge consolidation involves self-checking and mutual checking of the mandatory part of the tasks. The above-standard part of the work is first evaluated by the teacher, and then the most significant results are reported to all students.
Summing up the lesson includes control testing. After self-checking and peer-checking, students evaluate their work in the lesson.

Adaptive Learning Technology

A variety of multi-level learning technology is the technology of adaptive learning, which implies a flexible system for organizing training sessions, taking into account the individual characteristics of the trainees. The central place in this technology is given to the student, his activities, the qualities of his personality. Special attention is given to the development of their learning skills.
When using adaptive learning technology, the teacher works with the whole class (tells the new, explains, shows, trains, etc.) and individually (manages students' independent work, exercises control, etc.). The activities of students are carried out jointly with the teacher, individually with the teacher and independently under the guidance of the teacher.
Learning in the context of the application of adaptive learning technology becomes predominantly an active independent activity: it is reading compulsory and additional literature, abstract work, problem solving different levels difficulties, laboratory and practical work, individual work with a teacher, knowledge control, etc.
Adaptive learning technology involves the implementation control of all types: teacher control, self-control, mutual control of students, control using technical means and machineless control programs, etc. In contrast to the traditional single-channel feedback (student-teacher), which poorly performs a teaching function, student-student, teacher-student group, student-student group), suggesting completely different forms of relationships between them.
The learning process with the considered technology can be represented by three stages:
explanation of new educational material (the teacher teaches all students);
· individual work of the teacher with the students against the background of an independent class;
Independent work of students.
Since priority is given to independent work when using adaptive learning technology, this requires optimization of the stage of explaining new educational material. It is necessary to highlight the material that the teacher will teach frontally to schoolchildren; divide it into enlarged blocks; throughout training course plan a system of training for all students; determine the necessary and appropriate visual aids.
The purpose of the second stage is to teach students the methods of independent work, the search for knowledge, solving problematic problems, and creative activity. Previously, the teacher creates the necessary emotional atmosphere, conditions for individual work, he sets up students for independent work.
Against the background of independently working students, the teacher, according to a special schedule, deals with some of them individually on adaptive tasks of three levels that require reproductive, partially search and creative activity.
Independent work of students, which involves communication "student - student", "student - a group of students", is carried out in paired groups (static, dynamic and variational).
A static pair combines at will two students who change the roles of "teacher-student". It provides constant communication with each other. In pair communication, the speech and mental activity of students is activated, everyone has the opportunity to answer questions and ask them, explain, prove, suggest, check, evaluate, correct errors at the time of their occurrence. In a static pair, two weak and two strong students, a weak one and a strong one, can study.
Dynamic pairs are formed within a microgroup, which consists of more than two students. The microgroup is given one common task, which has several parts for each student. After completing his part of the task and its control by the teacher or self-control, the student discusses the task with each partner in the microgroup. Moreover, each time he needs to change the logic of presentation, emphasis, tempo, etc., i.e., adapt to the individual characteristics of his comrades.
When working in variational pairs, each member of the group receives his task, performs it, and analyzes the results together with the teacher. After that, the student can conduct mutual learning and mutual control on this issue. At the end of the work, each student learns all parts of the content of the educational task.
Thus, the technology of adaptive learning implies a diverse, flexible system for organizing training sessions that take into account the individual characteristics of schoolchildren. The explanation of new material may take up the whole lesson or part of it. The same applies to independent work of students. This technology makes it possible to purposefully vary the duration and sequence of training stages.
The organization of training in variational pairs creates a comfortable environment and a situation of success that stimulate the cognitive interest of students and contribute to the development of their educational and communication skills.

Programmed learning technology

The technology of programmed learning began to be actively introduced into educational practice from the mid-60s. XX century. The main goal of programmed learning is to improve the management of the learning process. The origins of programmed learning were American psychologists and didacticists N. Crowder, B. Skinner, S. Pressy.
In domestic science, the technology of programmed learning was developed by P. Ya. Galperin, L. N. Landa, A. M. Matyushkin, N. F. Talyzina and others.
Programmed learning technology is a technology of independent individual learning according to a pre-developed training program using special tools (programmed textbook, special learning machines, computers, etc.). It provides each student with the opportunity to exercise in accordance with his individual characteristics (the pace of learning, the level of learning, etc.).
Characteristic features of programmed learning technology:
The division of educational material into separate small, easily digestible parts;
· the inclusion of a system of prescriptions for the consistent implementation of certain actions aimed at mastering each part; checking the understanding of each part. With the correct completion of control tasks, the student receives a new portion of the material and performs the next step of learning; if the answer is wrong, the student receives help and additional explanations;
fixing the results of the performance of control tasks, which become available both to the students themselves (internal feedback) and to the teacher (external feedback).
The main means of implementing the technology of programmed learning is a training program. It prescribes a sequence of actions to master a certain unit of knowledge. Tutorials may be in the form of a programmed textbook or other type of printed manual (machine-free programmed learning) or as a program delivered by a teaching machine (machine-programmed learning).
Three principles of programming form the basis of training programs: linear, branched and mixed.
At linear programming principle the trainee, working on the educational material, sequentially moves from one step of the program to the next. In this case, all students consistently follow the prescribed steps of the program. Differences can only be in the pace of study of the material.
Using branched programming principle the work of students who gave correct or incorrect answers is differentiated. If the student has chosen the correct answer, he receives reinforcement in the form of confirmation of the correctness of the answer and an indication of the transition to the next step of the program. If the student has chosen an erroneous answer, he is explained the essence of the mistake made, and he is instructed to return to some of the previous steps of the program or go to some subroutine.
The principle of branched programming, compared to linear programming, allows more individualization of student learning. A student who gives correct answers can move forward faster, moving from one piece of information to another without delay. Students who make mistakes progress more slowly, but read additional explanations and fill in gaps in knowledge.
Also developed mixed technologies of programmed learning. Sheffield and block technologies are known as such.
Regardless of the nature of the technological system of programmed learning, the learning program can be presented using textbooks or machines. There are textbooks with linear, branched and mixed programming material structures.

Modular learning technology

The modular approach is usually interpreted as the design of educational material and procedures in the form of complete units, taking into account attributive characteristics.
In its original form, modular training originated in the late 60s. 20th century and quickly spread to English-speaking countries. Its essence was that the student could almost independently or completely independently work with the individual curriculum offered to him, which includes a target lesson plan, an information bank and a methodological guide to achieve the set didactic goals. The teacher's functions ranged from information-controlling to consultative-coordinating. Modular education is currently used exclusively in higher education institutions.
Based on the theory of modular learning, a module is a relatively independent part of a system that carries a certain functional load, then in learning theory it is a certain “dose” of information or action sufficient to form certain professional knowledge.
A training module is a logically completed form of a part of the content of an academic discipline, including cognitive and professional aspects, the assimilation of which must be completed by an appropriate form of control of knowledge, skills and abilities formed as a result of mastering this module by students.
The module contains 2 characteristics:
· cognitive(formation of theoretical knowledge);
· professional(formation of professional skills and abilities based on acquired knowledge).
The proposed structure of the module allows in a simple and visual form to identify internal and external relations within each module and, on this basis, to give scientifically based recommendations for studying the course.
The theory of modular learning is based on specific principles that are closely related to general didactic principles.
General direction of modular training, its goals, content and methodology of organization are determined by the following principles:
· modularity(defines the approach to learning, reflected in the content, organizational forms and methods);
· separation of separate elements from the content of training(requires to consider the educational material within the framework of the module as a single integrity aimed at solving an integrated didactic goal, i.e. the module has a clear structure);
· dynamism(free change in the content of the modules, taking into account the social order - the educational material must be constantly, almost annually, revised and updated);
· effectiveness and efficiency of knowledge and their system(training should be organized on the basis of a problematic approach to the assimilation of knowledge in order to ensure a creative attitude to learning);
· flexibility(requires the construction of a modular program and, accordingly, modules in such a way that it is easy to ensure the possibility of adapting the content of training and ways of mastering it to the individual needs of trainees);
· conscious perspective(requires a deep understanding of the learning stimuli by students);
· versatility of methodological consulting(requires ensuring professionalism in the cognitive activity of the student and pedagogical activity).

Lecture, abstract. - concept and types. Classification, essence and features. 2018-2019.

Educational technologies

Technology of pedagogical design

Educational design - this is a preliminary development of the main details of the upcoming activities of students and teachers.

Pedagogical design is a function of any teacher, no less significant than organizational, gnostic (search for content, methods and means of interaction with students) or communicative.

Thanks to the design, the educational process at school and vocational schools becomes technological.

Pedagogical technology is a consistent and continuous movement of interconnected components, stages, states of the pedagogical process and the actions of its participants.

This principle is based on the following rules:

1. Subordinate the designed pedagogical systems, processes, situations to the real needs, interests and abilities of your pupils.

2. Do not impose on students the implementation of their projects, constructs, be able to step back, replace them with others.

3. Do not design rigidly and in detail, leave room for improvisation for students and yourself.

When designing, the teacher is recommended to put himself in the place of the student more often and mentally experiment with his behavior, feelings that arise under the influence of the system, process or situation created for him. This is enough to make the necessary adjustments to plans, notes, etc. already during the design process.

The principle of self-development of designed systems, processes, situations means making them dynamic, flexible, capable of changes, restructuring, complication or simplification in the course of implementation.

The theoretical support of design is the search for information: a) about the experience of similar objects in other places; b) about the experience of designing similar objects by other teachers; c) about theoretical and empirical studies of the influence of pedagogical systems and processes on a person and one or another solution of pedagogical situations.

Methodical design support includes the creation of design tools: preparation of diagrams, sample documents, etc.

The theoretical support depends on how creative we are in the design itself.

The spatio-temporal provision of design is due to the fact that any project only then receives real value and is able to be implemented if a specific time and a certain space are taken into account in its development.

Temporary design support is the ratio of the project to time in terms of its volume, i.e., activities that fit within a certain period, in terms of the pace of implementation, in terms of rhythm, sequence, speed, etc.

Technology for the development of critical thinking through reading and writing.

(Selevko G.K. Pedagogical technologies based on activation, intensification and effective management)

The technology of RKMChP (critical thinking) was developed at the end of the 20th century. in USA.

The RCMCHP technology is an integral system that forms the skills of working with information in the process of reading and writing. It is aimed at mastering the basic skills of an open information space, developing the qualities of a citizen of an open society, included in intercultural interaction. The technology is open to solving a wide range of problems in the educational field.

Critical thinking is one of the types of human intellectual activity, which is characterized by a high level of perception, understanding, objectivity of the approach to the information field surrounding it.

The term "critical thinking" can refer to almost all mental activity. Critical thinking skills-oriented teaching involves more than just students actively seeking information to learn, but something more: relating what they have learned to their own experience, and comparing what they have learned with other research in the field. Students have the right to question the reliability or authority of the information received, check the logic of the evidence, draw conclusions, construct new examples for its application, consider the possibilities of solving the problem, etc.

Reject unnecessary or incorrect information; .question the logical inconsistency of spoken or written language;

Separate the main from the unimportant in the text or in speech and be able to focus on the first.

4. Formation of a reading culture, which includes the ability to navigate information sources, use different reading strategies, adequately understand what is read, sort information in terms of its importance, “screen out” secondary information, critically evaluate new knowledge, draw conclusions and generalizations.

5. Stimulating independent search creative activity, launching the mechanisms of self-education and self-organization.

The technology is based on a basic didactic cycle consisting of three stages (stages).

Each phase has its own goals and objectives, as well as a set of characteristic techniques aimed first at activating research and creative activity, and then at comprehending and generalizing the acquired knowledge.

The first stage is the "challenge", during which the students' previous knowledge is activated, interest in the topic awakens, and the goals of studying the upcoming educational material are determined.

The second stage - "comprehension" - is meaningful, during which the direct work of the student with the text takes place, and the work is directed, meaningful. The reading process is always accompanied by student activities (marking, tabulation, journaling) that allow you to track your own understanding. At the same time, the concept of "text" is interpreted very broadly: it is a written text, a teacher's speech, and video material.

The third stage is the stage of "reflection" - reflections. At this stage, the student forms a personal attitude to the text and fixes it either with the help of his own text or his position in the discussion. It is here that an active rethinking of one's own ideas takes place, taking into account the newly acquired knowledge.

Lesson organization. Lesson forms in RKCHP differ from lessons in traditional education. The students do not sit passively, listening to the teacher, but become the protagonists of the lesson. They think and remember to themselves, share reasoning with each other, read, write, discuss what they read.

The role of the teacher is mainly coordinating.

A popular method of demonstrating the process of thinking is the graphic organization of material. Models, drawings, diagrams, etc. reflect the relationship between ideas, show students the train of thought. The process of thinking, hidden from the eyes, becomes visible, takes on a visible embodiment.

Case study technology

The case-study method (developed by Harvard University) is learning by analyzing specific situations.

A distinctive feature of the case study method is the creation of a problem situation based on facts from real life.

The most common in the Russian school are cases that illustrate a problem, solution or concept as a whole. It was from them that many teachers of business disciplines began to use cases. “Video clips” from educational and even feature films have become widespread today.

The case method of teaching involves not only the presence of a bank of cases, but also methodological recommendations for their use, questions for discussion, assignments for students, didactic materials to help the teacher.

The case method allows you to establish the optimal combination of theoretical and practical aspects of learning.

The case study method develops the competence qualities of a person:

Analytical skills (the ability to distinguish data from information, classify, highlight essential and non-essential information, analyze, present it, detect the absence of information and restore it).

Practical skills (use in practice of academic theory, methods and principles).

Creative skills (logic alone, as a rule, cannot solve a case situation; creative skills are very important in generating alternative solutions that cannot be found in a logical way).

Communication skills (the ability to lead a discussion, convince others, use visual material and other media, cooperate in groups; defend one's point of view, convince opponents, write a concise, convincing report).

Social skills (assessment of people's behavior, the ability to listen, support someone else's opinion in a discussion or argue one's own, etc.).

Technologies of pedagogical support

Understanding the educational process as an integral relationship between upbringing, education, socialization and self-determination of the individual, the teacher must recognize the child's right to build his own, individual social experience. In the pedagogical process, this requires a special technology called "pedagogical support". Its author is the innovative teacher Oleg Semenovich Gazman.

The concept of "pedagogical support" is very ambiguous. IN " explanatory dictionary to support the living Great Russian language" by V. Dahl means "to serve as a support, a stand, to support, not to let collapse and fall

The interpretation of V. Dahl's Dictionary also indicates that it is possible to support only what has already developed and gives positive results. Hence the second theoretical idea of the technology of pedagogical support: in the process of upbringing and education, it is necessary to support the child's sociality, his children's social life. In terms of content, the technology of pedagogical support is aimed at:

Support for the health and physical strength of the child: organization of a health-saving mode of life for children, introducing them to individually selected forms of motor activity, to activities that improve health; support for their desire to get rid of bad habits that destroy health;

Support for the intellectual development of children: identifying and developing the cognitive interests of each child, creating conditions for successful educational activities, assistance in choosing an individual educational route, including one that goes into the field of a future profession;

Support for the child in the field of communication: creating conditions for the humanistic interaction of children, assistance in a conscious choice of behavior, support for the manifestation of the individual abilities of children in leisure activities;

Child family support: a study family relations, interaction with the most authoritative family members for the child.

Pedagogical support organizes a special creative atmosphere and constantly cultivates situations of choice in the lives of children. Such situations require from pupils not only the application of knowledge and skills, but also the experience of reflection, independent decision-making, manifestation of will and character. As O. S. Gazman accurately noted, if pedagogy does not know how to work with the natural life situation of the child, with his initiative, self-determination, it will always experience a crisis in the technology of education.

The technology of pedagogical support radically changes the very organization of the pedagogical process. Education begins to be planned not from the tasks of society, social order, but "from the child", and not so much from his interests, leisure aspirations, but, above all, from his life problems.

The technology of pedagogical support significantly transforms the role and functions of the traditional organizers of the pedagogical process - school teachers, class teachers.

In the practice of our education, the technology of pedagogical support turned out to be more in demand in the field of extracurricular activities and communication of schoolchildren, and the released class teacher became its main organizer.

The technological algorithm of pedagogical support is built around the specific problems of the child or the children's community (maybe not yet become a team) and includes five stages:

1. Diagnostic stage

Pedagogical support is carried out only on the basis of knowledge of the individual characteristics of pupils. The initial stage of this technology is the recognition and diagnosis of conflicts, difficult life problems of children, the identification of their emotional states. Each child has his own individual range of possibilities, they should open up not only to the educator, but also to the child himself, whom the teacher includes in self-examination of his personality.

2. Search stage

Together with the child, ways to overcome the problem are determined. First independent choice the child must do in that area where he already has experience and some past success. At this stage, the educator creates situations in which children simply cannot but make their own choice.

3. Negotiation stage

Assistance to the child in the conscious choice of his behavior and activities is organized:

All classifications of teaching methods involve testing students' knowledge, assessing the nature of their activities, and correcting these activities. It is known that the purpose of testing and assessing students' knowledge is to ensure the quality of their knowledge, their level of development.

Often the concepts of "assessment" and "mark" are identified. Evaluation is a process, activity (or action) of evaluation carried out by a person. Evaluation functions, as is known, are not limited only to the statement of the level of learning. The assessment of knowledge in our national school did not remain unchanged. So, until 1935, there was a three-point assessment: "very satisfactory", "satisfactory" and "unsatisfactory". Then it was recognized as unsuitable, as it leads to an equalization in the knowledge of students. Then the five-point system, which has survived to this day, was introduced. When assessing knowledge, it is also necessary to take into account some incidental points: for example, current or final knowledge (exam, quarterly assessment, etc.), the student's diligence, the stability of his academic work, etc. are assessed.

Evaluation is one of the real means at the disposal of the teacher, stimulating learning, positive motivation, and influence on the individual. It is under the influence of objective assessment that schoolchildren develop an adequate self-esteem, a critical attitude towards their successes.

The most important principle of controlling students' learning as one of the main components of the quality of education are: objectivity, systematic, visibility (publicity). A peculiar method for control is the daily, systematic observation of the teacher over the students. It is necessary to take into account the individual characteristics of students when choosing control methods.

Recently, instead of the traditional concept of "control", the concept of monitoring has been increasingly used. Monitoring is a continuous control action in the "teacher-student" system that allows you to observe (and correct as necessary) the student's progress from ignorance to knowledge. Monitoring is a regular monitoring of the qualities of mastering knowledge and skills in the educational process. A specific method of checking and assessing knowledge is examinations, which are also a means of state control over the work of educational institutions. In the domestic school, exams were introduced in 1932 (before that, "tests" were held).

The main condition for choosing methods for measuring and evaluating students' competencies is the ability to use them to carry out multidimensional measurements, conduct a comprehensive assessment, and determine the integrated qualities of a personality. Quite numerous attempts to move away from the digital, symbolic system are changing in the countries of Europe and America. In Germany, there was an experiment on the introduction of diagnostic sheets, in which verbal and numerical assessments of students' knowledge were given. They were entered into tables. In England, like this, there are so-called "profiles". They make up the test and the results, summarized in a matrix table.

Control methods: oral survey, written control, dictation, test, independent work, test, practical work, laboratory work, test. There are also non-traditional control methods. In each topic, key concepts and terms are highlighted that can be laid out as a basis: crossword puzzles, puzzles, rebuses, charades, quizzes. In addition to traditional control methods (pedagogical tests, USE, GIA), new ones are offered: case meters, projects, portfolios, katanotests, contextual tasks. A case is a package of tasks, individual or group, they outline a real problem that does not have a single and obvious solution. Case-meters are classified as innovative evaluation tools.

What is a project? From the teacher's point of view, this is a task formulated as a problem; purposeful activity of students and the result of the activity as a way of solving the problem found by them; it is a means of development, training and education of students.

The project method is based on the development of students' cognitive skills, the ability to independently construct their knowledge and navigate the information space, and the development of creative thinking.

Portfolio as a method of assessing the personal achievements of schoolchildren, has recently been quite common. The portfolio allows you to take into account the results achieved by the student in a variety of activities - educational, creative, social, communicative and others

The next evaluation method is katanotest. Tasks in the test correspond to 5 levels of difficulty in ascending order. In the katanotest, the text of the tasks is composed in such a way that until the student answers the question, the next one does not open.

One of modern methods knowledge assessment is a contextual task. This is a task of a motivational nature, in which a specific life situation is described, the requirement of the task is to analyze, comprehend and explain this situation or choose a method of action in it, and the result of solving the task is to meet the educational problem and realize its personal significance.

The concept of " pedagogical technologies” made their way into pedagogical science for several decades, since pedagogy as a humanitarian science was more familiar and understandable with didactic definitions of methods of teaching and education, which were formed over centuries, if you start with Y. A. Comenius, and even millennia, if you remember pedagogy ancient world. But everything changes, and in pedagogy, as in a mirror, the characteristic features of the 20th century were reflected, namely: at the beginning of the 20th century. there was a technical revolution, and at the end - a technological one, "the transition from machines to systems of activity." Technology affects not only the development of any branch of science and technology, but also the educational process. She breaks into him, dictates her own rules and laws. So, in the 1950s, a lot of all kinds of technical teaching aids (TOE) appeared in higher and secondary educational institutions. At first, these were the toggle simulators "OM-Zsk", "Spark", "Lingua" and the display device "K-54" and many others, and then the computers went on the offensive on a wide front.

In the 1960s and 1970s, a great deal of trust was placed on TSOs; some considered them almost a panacea for all pedagogical ills. But over time, the understanding came that technology is a positive, but far from a decisive factor in the education of the younger generation, that it should not be used instead of a teacher (unfortunately, there were such judgments), but where it is appropriate.

With the introduction of technology into the educational process in the West, they started talking about learning technology, initially linking it with TCO. In Russia, the concept of "learning technology" has been expanded to the term "pedagogical technologies", meaning by this the meaningful technique of the educational process.

The very word "technology" (from the Greek techne - "art, craft, science" + logos - "concept, teaching") means "a set of knowledge about the methods and means of carrying out production processes, for example, metal technology, chemical technology, construction technology etc.". Understanding the "set" of this knowledge as a "system", the authors of a number of works talk about the technology of the educational process. But didactics also came to a systemic understanding of education. Didactics deals with the content, methods and means of education, the goals of education, the activities of the teacher and the student. Pedagogical technologies do the same, using well-known didactic principles: scientific, systematic, systematic, strength of learning; the unity of training, education and development of the student, taking into account the individual abilities of students in the collective nature of the educational process, etc. So what then is the difference between didactics and pedagogical technologies? Is this not a tribute to the fashion introduced by engineer-teachers, who are more engineers than teachers, since they often do not have a pedagogical education?

It turns out that there is a big difference. Briefly, you can say this: didactics- this is the theory of education in general, and pedagogical technology is a specific, scientifically based, specially organized training to achieve, again, a specific, actually implemented goal of training, education and development of the student in particular. Not just a general goal is set, for example, the training of a highly qualified specialist, but scientifically based specific goals are developed for the stages of training, the content, methods and means of achieving these goals, ultimately leading to the optimal path to the final goal, the formation of a highly qualified specialist that meets modern requirements for its use. at all stages of professional activity: research, development, design, implementation, operation of equipment, etc. When developing a teaching technology, a very specific activity of the teacher and the student is predicted with or without the use of TSS.

There is an opinion that pedagogy is an art. But after all, art is feasible not for everyone, but only for a master of his craft, who has certain abilities. Unfortunately, not all teachers have pedagogical skills, but everyone can master pedagogical technology, because "art is based on intuition, and technology is based on science." To master this science means to become a good teacher. One cannot but agree with V.P. Bespalko that “a good, scientifically based technology of training and education is pedagogical skill”.

What does evidence-based learning technology mean? This means that it is based on a scientific analysis of the activity, in our case, of a student, a future specialist, the selection of those qualities, knowledge, skills and abilities that he will need in his professional activity; analysis and clear selection of educational information, i.e. the content of educational material intended for teaching and monitoring its assimilation; analysis of the means of pedagogical communication (textbooks, manuals, TCO and guidelines for them, etc.; choice of forms and methods of teaching, educating and developing students); specifying the activities of the teacher and student. After a scientific analysis of all of the above, the stage of developing the learning technology itself follows on the basis of a pedagogical system, where all components are interconnected and work as a whole. This is followed by verification of the developed technology in experiential learning, its correction, addition and change, if necessary, and only then - the stage of its implementation in natural learning conditions. It should be noted that pedagogical technology is not something frozen and given for all time. It can be improved or changed depending on the changing learning conditions.

It is important that each teacher introduces scientifically based adjustments to the existing technology of teaching students in a particular discipline, depending on the number of students, taking into account their psychological characteristics, the development of the relevant science (the principle of cultural conformity), their educational readiness, as well as the requirements of the time. At present, the training of specialists who will have to work in a market economy is required, and this cannot be ignored.

These are basically the stages in the development of pedagogical technologies that lead the teacher to mastering pedagogical skills, and students to mastering their professional activities. Is this hard to achieve? Naturally, it is difficult if the teaching technology is developed by one teacher. You can develop it all your life, and it's hard to stop, because the best is the enemy of the good, you constantly want to improve. However, a team of teachers is quite capable of developing such a learning technology in which the knowledge, skills and abilities acquired by students would form the natural-science worldview of students, would have a moral impact on them, would teach students not just to study and work, but to study beautifully, without triples. Three - it's immoral, it's dullness.

problematic,
programmed,
adaptive,
modular,
suggestive learning,
business games.

However, these are not teaching methods, but namely teaching technologies based on a scientific approach, a diagnostic specific research goal and designing students' cognitive activity and other features inherent in pedagogical technologies. These learning technologies are based on one or another didactic method, and all general didactic methods can be used.

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