Modern pedagogical technologies in institutions of additional education

The very word - "technology" comes from the Greek techno - it means art, skill, ability and logos - science, law. Literally, “technology” is the science of craftsmanship.
Pedagogical technology- this is a model of joint pedagogical activity for the design, organization and conduct of the educational process, which is thought out in all details, with the unconditional provision of comfortable conditions for students and teachers.
Pedagogical technologies for additional education of children are focused on solving complex psychological and pedagogical tasks: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.
Among the pedagogical technologies in the field of application in the educational field, the following can be distinguished:
- universal - suitable for teaching almost any subject;
- limited - suitable for teaching several subjects;
- specific - suitable for teaching one or two subjects.
The absence of strict regulation of activities in institutions of additional education for children, the humanistic relationships between participants in voluntary associations of children and adults, the comfort of conditions for the creative and individual development of children, the adaptation of their interests to any sphere of human life create favorable conditions for the introduction of modern pedagogical technologies in the practice of their activities.
Currently, a number of educational technologies are used in the practice of institutions of additional education for children.

1. Technology of personality-oriented developmental education.
The technology of personality-oriented developmental education involves the maximum development (rather than the formation of predetermined) individual cognitive abilities of the child based on the use of his life experience.
It is fundamental that the institution of additional education does not force the child to learn, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The task of the teacher is not to "give" the material, but to arouse interest, to reveal the possibilities of each, to organize the joint cognitive, creative activity of each child.
The preparation of educational material provides for taking into account the individual characteristics and capabilities of children, and the educational process is aimed at the "zone of proximal development" of the student.

2. Technology of individualization of education.
Learning individualization technology (adaptive) is a learning technology in which an individual approach and an individual form of learning are a priority (Inge Unt, V.D. Shadrikov).
Individualization of learning is a fundamental characteristic of additional education for children. Its main goal is to personify educational activity, to give it a personal meaning.
The main advantage of individual learning is that it allows you to adapt the content, methods, forms, pace of learning to the individual characteristics of each student, monitor his progress in learning, and make the necessary correction. This allows the student to work economically, control their costs, which guarantees success in learning.

3. Group technologies.
Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
Features of group technology are that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity. Learning is done through communication in dynamic groups, where everyone teaches everyone. According to the creators of the technology, the main principles of the proposed system are independence and collectivism (everyone teaches everyone and everyone teaches everyone).
During group work, the teacher performs various functions: controls, answers questions, regulates disputes, and provides assistance.

4. Technology of adaptive learning system.
A.S. Granitskaya proposed the Technology of an adaptive learning system, the central place in which is occupied by work in pairs of shifts, which is considered as one of the forms of organizing oral independent work in the classroom. The teaching function of the teacher is reduced to a minimum (up to 10 minutes), thus, the time for independent work of children is maximized. Working in pairs of shifts allows students to develop independence and communication skills.

5. Pedagogy of cooperation ("penetrating technology").
In additional education, Pedagogy of cooperation is widely used (S.T. Shatsky, V.A. Sukhomlinsky, L.V. Zankov, I.P. Ivanov, E.N. Ilyin, GK Selevko, etc.), which involves a joint developing activities of adults and children, sealed by mutual understanding, a joint analysis of its course and result. Two subjects of educational activity (teacher and child) act together, are equal partners.
The conceptual provisions of the pedagogy of cooperation reflect the most important trends in the development of modern educational institutions:
- the transformation of the pedagogy of knowledge into the pedagogy of personality development;
- at the center of the entire educational system is the personality of the child;
- humanistic orientation of education;
- development of creative abilities and individuality of the child;
- a combination of individual and collective approach to education.
A new interpretation of the individualization of learning in the pedagogy of cooperation is to proceed in the education system not from the subject, but from the child to the subject, to take into account and develop its potential; take into account the abilities of children and design individual programs for their development.

6. Technology of collective creative activity.
The most fruitful in the system of additional education is the technology of collective creative activity (I.P. Volkov, I.P. Ivanov), in which the achievement of a creative level is a priority goal. Technology involves such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any business.
Technology objectives:
- identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, essay, work, research, etc.);
- education of a socially active creative personality, which contributes to the organization of social creativity aimed at serving people in specific social situations.

7. TRIZ technology.
As a pedagogy of creativity, they consider the technology of "TRIZ" - the Theory of Inventive Problem Solving (Altshuller G.S.).
The purpose of the technology is to form the thinking of students, prepare them to solve non-standard problems in various fields of activity, and teach creative activity.
Principles of TRIZ technology:
- removal of the psychological barrier to unknown problems;
- humanistic nature of education;
- formation of a non-standard way of thinking;
- practice-oriented implementation of ideas.
TRIZ technology was created as a thinking strategy that allows every well-trained specialist to make discoveries. The author of the technology proceeds from the fact that everyone is endowed with creative abilities (everyone can invent).
The process of inventive activity is the main content of education.

8. Technology of research (problem) learning.
The technology of research (problem) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks. The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
A feature of this approach is the implementation of the idea of ​​"learning through discovery": the child himself must discover the phenomenon, law, regularity, properties, method of solving the problem, find the answer to an unknown question. At the same time, in his activity he can rely on the tools of knowledge, build hypotheses, test them and find the way to the right solution.
The difficulty of managing problem-based learning lies in the fact that the occurrence of a problem situation is individual, therefore, the teacher is required to use an approach that can cause active cognitive activity of the child.

9. Communicative learning technology.
A characteristic feature of most pedagogical technologies is an educational discussion, the involvement of children in which is associated with the formation of a communicative culture. For this purpose, additional education uses a special communicative learning technology, that is, learning based on communication. Relations between the participants in the educational process - the teacher and the child - are based on cooperation and equality.
The main thing in technology is the speech orientation of learning through communication. A feature of this approach is that the student appears for some time as the author of the point of view on the issue under discussion.
Examples of the implementation of such an approach in the system of additional education of children can be classes, the content of which contains a contradiction, an ambiguous view, an ambiguous decision. But the teacher must in advance design ways to involve students in a general conversation, think over counterarguments for the thesis and antithesis, and know the desired result of the discussion.
It is obvious that the assimilation of methods of learning actions occurs not in the process of listening to the teacher, but in the process of one's own free active activity.

10. Programmed learning technology.
Technology of programmed learning - provides for the assimilation of educational material, building it as a consistent program for the presentation and control of portions of information.
The technology of programmed learning involves the assimilation of programmed educational material with the help of learning devices (PC, electronic textbooks, etc.). The main feature of the technology is that all the material is fed in a strictly algorithmic order in relatively small portions.
As a type of programmed learning, block and modular learning have emerged.
Block training is carried out on the basis of a flexible program and consists of sequentially executed blocks that guarantee the assimilation of a specific topic:
- information block;
- test-information block (checking what has been learned);
- correctional information block;
- problem block (problem solving based on acquired knowledge);
- block of check and correction.
All topics repeat the above sequence.
Modular learning (P. Yu. Tsiaviene, Trump, M. Choshanov) is an individualized self-learning, which uses a curriculum made up of modules.
The module is the content of the course in three levels: full, reduced, in-depth. The student chooses for himself any level. The essence of modular training is that the student independently achieves the specific goals of educational and cognitive activity in the process of working with the module.
Another option for programmed learning is the technology of complete assimilation of knowledge. The technology of complete assimilation sets a single level of knowledge acquisition for all students, but makes the time, methods and forms of learning variable for everyone.
In working on this system, the main feature is the definition of a standard of complete assimilation for the entire course, which must be achieved by all students. Therefore, the teacher makes a list of specific learning outcomes that he wants to receive.

11. Information and communication technologies.
New information technologies (according to G.K. Selevko) are technologies that use special technical information tools (PC, audio, cinema, video).
New information technologies develop the ideas of programmed learning, open up completely new learning options associated with the unique capabilities of modern computers and telecommunications.
Computer technology can be implemented in the following ways:
- as a penetrating technology (application of computer training on certain topics or sections);
- as the main (the most significant of the parts used in this technology);
- as a monotechnology (when all training is based on the use of a computer).
The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling knowledge, skills and abilities. At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (game) environment.

12. Technology of project-based learning.
Project-based learning technology is a technology in which ready-made knowledge is not given, but the technology of protecting individual projects is used. Project-based learning is indirect, and here not only the result is valuable, but to a greater extent the process itself.
A project is literally “thrown forward”, that is, a prototype, a prototype of an object, type of activity, and design turns into a process of creating a project. The effectiveness of the application of project activities in additional education lies in the fact that:
- there is a development of creative thinking;
- the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is being eliminated, he has to not only and not so much teach, but help the child learn, direct his cognitive activity;
- elements of research activity are introduced;
- the personal qualities of students are formed, which develop only in activities and cannot be learned verbally;
- there is an inclusion of students in the "acquisition of knowledge" and their logical application.
The teacher turns into a curator or consultant.

13. Gaming technologies.
Game technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
The pedagogical game has an essential feature - a clearly defined goal of learning and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by an educational and cognitive orientation.
The goals of education of game technologies are extensive:
-didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
- educational: education of independence, cooperation, sociability, communication;
-developing: development of personality qualities and structures;
-social: familiarization with the norms and values ​​of society, adaptation to environmental conditions.
Game technologies can be used by teachers in working with students of different ages, from the youngest to high school students, and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life.

14. Interactive technologies.
Interactive learning technologies are, first of all, interactive learning, during which the interaction of the teacher and the student, as well as students with each other, is carried out.
The essence of interactive learning is that the learning process is organized in such a way that almost all students are involved in the learning process, they have the opportunity to speak out about what they know and think.
Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. In the conditions of an interactive lesson, there is an exchange of knowledge, ideas, methods of activity. This helps the participant in the interaction to form their own opinion, attitude, to develop the skills of behavior in a given situation, to create a system of their values. Moreover, since knowledge is not given in a ready-made form, their independent search is actively stimulated by all participants of the planned communication.

15. Health-saving technologies.
The concept of "health-saving technologies" has appeared in the pedagogical lexicon in the last few years and combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
In additional education, three main types of health-saving technologies are used:
- sanitary and hygienic;
- psychological and pedagogical;
- physical culture and health.
Sanitary and hygienic criteria are not only personal hygiene, but also the atmosphere and hygienic conditions in the office, in the sports or dance hall.
The psychological and pedagogical criteria, first of all, include the psychological climate in the classroom. Emotional comfort, a friendly environment increase efficiency, help to reveal the abilities of each child, and this ultimately leads to good results.
Physical culture and health criteria - the organization of classes, taking into account the moments of recovery, on which the functional state of students in the process of activity largely depends, the ability to maintain mental and physical performance at a high level for a long time and prevent premature fatigue.

In conclusion, I would like to note once again that all pedagogical technologies used in the additional education of children are aimed at to:
- wake up children's activity;
- equip them with the best ways to carry out activities;
- bring this activity to the process of creativity;
- Rely on the independence, activity and communication of children.

Technology (in any field)- this is an activity that reflects to the maximum extent the objective laws of a given subject area, built in accordance with the logic of the development of this area and therefore ensures the greatest compliance of the result of the activity with the previously set goals for these conditions. ( Great Soviet Encyclopedia)

Technology(from Greek technē - art, craft, craftsmanship + ...logy) learning- a set of the most rational ways of scientific organization of labor, ensuring the achievement of the goal of training in the shortest possible time with the least expenditure of effort and money. The term gained popularity in the literature in the second half of the 20th century in connection with the development of programmed learning and was originally used to refer to learning with the use of technical teaching aids. In the 70s. the term began to be used in a wider context: both to refer to learning using TCO and as a rationally organized learning in general. Thus, in the concept of T. o. began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization. Nowadays, there has been a differentiation of two components of the content of the term: technology of teaching (Technology of Teacning) and technology in teaching (Technology in Teaching). The first term refers to the methods of the scientific organization of the teacher's work (NOT), thanks to which the set learning goals are best achieved, and with the help of the second term, the methods of using technical teaching aids in the educational process and such means themselves. The most important characteristics of T. o. the following are considered:

1) effectiveness (a high level of achievement of the set goal by each student), economy (per unit of time a larger amount of educational material is assimilated than without the use of such means, with the least effort of students to master the material);

2) ergonomics (learning takes place in an atmosphere of cooperation, a positive emotional microclimate, in the absence of overload and fatigue);

3) high motivation in the study of the subject, which contributes to an increase in interest in classes and allows the student to reveal the reserve possibilities. The majority of researchers considers T. about. as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity. In linguodidactics to T. about. It is customary to refer to: collaborative learning, project-based technologies (project method), student-centered learning, tandem method, case study technology, distance learning, computer technology, technology, intensive technology, NEO foreign language learning technology, game technology, etc. .

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Pedagogical technology- a direction in modern didactics concerning research in the field of: the use of technical teaching aids in the educational process; improving the structure and increasing the efficiency of the educational process (see learning technology). The term "P. t." became widespread in the domestic linguodidactic literature in the 60s of the XX century. in connection with the development of programmed learning and was originally interpreted as learning using technical means. In the 70s. the interpretation of the concept has expanded and virtually all the main problems of didactics aimed at improving the educational process began to be attributed to it. Nowadays, there has been a differentiation of two components of this term: technology of teaching as a set of methods of work of a teacher that ensures the achievement of the set goal of learning and forms the basis of its scientific organization of labor and technology in teaching (technology in teaching), i.e., the use technical means in education. Many researchers consider pedagogical technologies from the standpoint of the scientific organization of labor, teacher (Sh. A. Amonashvili, N. F. Talyzina, V. A. Slastenin). In the methodology of teaching languages, modern learning technologies include, in particular, the project method (project technology), collaborative learning, a student-centered approach, the use of technical teaching aids, and the use of a language portfolio. ( A new dictionary of methodological terms and concepts (theory and practice of teaching languages). - M.: Publishing house IKAR. E. G. Azimov, A. N. Schukin. 2009)

Pedagogical technology. The concept of "pedagogical technology" appeared in the early 1960s. Since 1966, conferences have been held in England every two years, based on which books “Aspects of Educational Technology” are published. The same term is also used in American pedagogical journals. In the 70s, the concept of "pedagogical technology" expanded, everything related to the improvement of the educational process began to be attributed to it.

Technology(from the Greek techne - art, skill, skills and logic - science) - a set of techniques and methods for obtaining, processing and processing raw materials. Pedagogical technology is “not just research into the use of 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. ( International Yearbook for Technology Education and Training, 1978/79. London - New York, 1978. S. 258 (in English, lang.) Cit. by Clarine M. V).

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

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

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

Pedagogical technology- this is a model of joint pedagogical activity for the design, organization and conduct of the educational process, thought out in all details, 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 learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education (UNESCO).

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

Concept " pedagogical technology" in educational practice is used at three hierarchical 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-methodical (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).

Pedagogical technology - a set of operations for the construction, formation and control of knowledge, skills and attitudes in accordance with the goals. Goals should be specific and measurable; operations are reproducible (the probability of implementing the technology by an individual subject should be high, other teachers can master this set of operations and use them successfully); operations must have a complete process to achieve the goal; Teacher subjectivism should be kept to a minimum. The teacher's freedom is possible and necessary in the range of actions that lead to the achievement of goals. Since the implementation of technology is influenced by many variables related both to the characteristics of teachers and the characteristics of students, and the conditions in which the pedagogical process takes place, the creativity of the teacher cannot be excluded. It is assumed in any technology at the level of individual operations, actions.

Considering the psychological aspect of school pedagogical technology, it is necessary to determine:

1. C - the goals of training and education, their psychological structure; mental materials, structures.

2. O - a set of operations to achieve these goals. Operations can be considered on the physical and psychological levels.

3. K - psychological characteristics of communicators (teachers) who realize these goals by the operations chosen for them.

4. R - psychological characteristics of recipients (students) participating in the act of communication with certain goals, interacting with specific communicators and carrying out certain operations to fulfill educational tasks.

5. SR - means used in the performance of certain operations.

6. PR - the principles of training and education, according to which the goals of training and education are constructed, operations are selected and implemented to achieve these goals.

Technology is a function (C, O, K, R, SR, PR).

In pedagogical technology, the following functional components of the activities of teachers can be distinguished: gnostic, design, constructive, organizational and communicative (N. V. Kuzmina).

Thus, the teacher's pedagogical technologies will consist of operations for the accumulation of knowledge, for designing the goals of training and education, for organizing the educational process, for transferring knowledge from the communicator (teacher) to recipients (students).

The gnostic component includes the teacher's knowledge of the goals of education and upbringing, the content of the subject of teaching, the study of himself, students, principles and technologies, conducting teaching and educating classes. The gnostic component also involves a set of operations to analyze the effectiveness of its activities. This task is one of the most important in mastering pedagogical activity at the stage of cognition.

The design component includes the design of distant goals (prospects), operations, and means. Design should be gender sensitive.

The constructive component involves a set of operations for the preparation of the upcoming lesson.

The communicative component includes a set of operations of verbal and non-verbal interaction with students.

The organizational component involves a set of operations for the preparation and conduct of classes with students. The last two components are closely related to each other.

There are various classifications of technologies. For this work, it is necessary to distinguish at least two types of technologies: pedagogical and psychological. *In pedagogical technologies, operations and actions are physically palpable. Psychological technologies are hidden: these are mental operations and actions in the psyche of a particular person. However, it is difficult to draw a clear line between them.

Sometimes the classification of technologies into psychological and pedagogical is carried out according to which of the sciences they are used in. However, this classification does not meet the classification requirements. If an operation was developed and applied in one science, but began to be applied in another, then to which science should it be attributed? Very often, technologies are developed at the intersection of two sciences, and it is very difficult to give their unambiguous relation.

Pedagogical technologies can also be classified as follows: technologies of training, education, development, diagnostics. Learning technologies can be divided into learning technologies and self-learning (learning). Learning technologies are understood as a set of operations for the formation of knowledge, skills and abilities.

Education technologies is a set of operations for the purposeful formation of relatively stable and permanent highly generalized relationships.

Development technologies are closely related to learning technologies. Mental development is the formation of mental skills, it is an increase in some operations in the human psyche. But during the formation of subject skills, there is also an increase in mental skills; without this, they cannot be formed. Thus, where the formation of skills takes place, mental development is always observed. However, if during training the end product is knowledge, subject skills, skills, then during development, the formation of mental skills is measured. For a subject teacher, the result is subject knowledge, skills, and the material is the content of the subject that must be learned. With mental development, the material of influence can be any, and the result (mental material) is the degree of formation of mental skills (operations). With physical development, the result is physical skills.

Thus, pedagogical technologies for development may not be limited to the specific content of subjects. Subject teachers see the goal of their work in mastering the material of subjects. Teachers involved in development see the goal of the work in the formation of mental or physical operations.

Speaking about school pedagogical technology, it can be noted that it is beginning to be used in determining and shaping readiness for school. At the first stage, teachers or psychologists diagnose school readiness, after which, if necessary, they use technologies for its formation.

A variety of technologies for training, education and development can be technologies for correction (correction), prevention (prevention), therapy (treatment), rehabilitation (recovery).

When developing pedagogical technology, it is relevant to determine the mental material that should be formed in the psyche of students.

(Encyclopedia of pedagogical technologies: A guide for teachers. - St. Petersburg: KARO. A. K. Kolechenko. 2002)

Pedagogical technology - a set of technological procedures that ensure the systematic and consistent implementation in practice of a pre-designed educational process. Pedagogical technology is not only the use of technical means in teaching (such was the initial understanding of pedagogical technology), it is a meaningful technique for implementing the educational process, namely: identifying principles and developing methods for optimizing the educational process by analyzing factors that increase educational efficiency through design and application of techniques and materials, as well as evaluation of the methods used. Materialization of pedagogical technology - a textbook, teaching methods, the activities of a teacher and a teacher-scientist. ( )

Pedagogical technology – a set of means and methods for reproducing theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the set education. goals. P. t. suggests the corresponding scientific. design, in which these goals are set quite unambiguously and the possibility of objective step-by-step measurements and a final assessment of the results achieved is retained.

P. t. is a relatively new concept of ped. Sciences. In the 60-70s. 20th century it was associated with arr. with the TCO method. In this sense, it is still used in pl. zarub. publications; special is published in the USA. scientific magazine "Educational Technology".

In research grew. specialists the concept of "P. t." received a broader meaning and is attached to a large circle of education. processes, is considered in ped. systems decomp. level: national and regional, uch. institutions or groups of students. Practically it is naib. widely used in describing ped. systems of general institutions and prof. education.

In any ped. system P. t. - a concept that interacts with didactic. task. If the didactic the task expresses the goals of training and education, then P. t. - the ways and means of achieving them. At the same time, in the structure of didactic tasks - certain personal qualities of students that are subject to transformation act as the goals of training and education in specific conditions (the content of education).

A meaningful description of the elements of ped. The system also gives an idea of ​​P. t. P. t. teacher to classes and the availability of appropriate TCO). From didactic point of view, the design of P. t. is the development of applied techniques that describe the implementation of ped. systems according to its dep. elements. These descriptions are based on theoretical ideas about ped. phenomena based on reliable research. data.

In P.t. max. difficult question. about the description of the personal qualities of the student. At all stages of ped. process, the chosen concept of personality structure can be used, but the qualities themselves must be interpreted in the so-called. diagnostic concepts, i.e. their description must satisfy a number of conditions: unambiguous certainty, providing a clear differentiation of a particular quality from others; the availability of appropriate tools to identify the diagnosed quality in the process of accounting. control; the possibility of determining dec. levels of formation and quality on a reliable scale of measurements.

The method of diagnostic description of the experience of a person and his intellectual qualities is represented by a certain set of parameters and related criterion-oriented tests to control the degree of achievement by students of diagnostically set learning goals. This set includes parameters that characterize the content of training (the number of training elements, the degree of abstraction of their description, the degree of awareness of their study) and the quality of its assimilation (the level of assimilation and the degree of automation of the application of learned skills).

On the basis of diagnostic goal-setting, educational standards (that is, in fact, the content of training), curricula and textbooks are developed, as well as didactic processes are built that guarantee the achievement of set goals. Thanks to the diagnostic goal-setting in P. t., a reasonable dosing of the volume of academic disciplines included in the curriculum of educational institutions is carried out, and thus the overload of students is overcome. At the same time, P. t. allows you to accurately determine by calculation methods the necessary time for teaching subjects and the time for training as a whole, in accordance with the goals of training.

In designing the content of instruction, pedagogy attaches great importance to the methods of visual presentation of educational material, including the educational elements to be mastered.

The technology of teaching is a variable component of P. t.: the choice is determined by the characteristics of the didactic task. Of course, the choice of learning technology is subject to all the rules for making optimal decisions (the best for given conditions). P. t. provides the teacher with a wide range of didactic opportunities, provided qualities, criteria for their evaluation and selection.

P.t. provides the teacher with opportunities for a meaningful choice and instrumental optimization of the didactic process as a whole.

When using proven in P.t. methods, the requirements for art and the ability of the teacher to improvise are changing in the direction of exact observance of the instructions of P.t. (Russian Pedagogical Encyclopedia. - M: "Great Russian Encyclopedia". Ed. V. G. Panova. 1993)

Pedagogical technology- a set of means and methods for reproducing theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the set educational goals. P.t. involves appropriate scientific design, in which these goals are set quite unambiguously and the possibility of objective step-by-step measurements and a final assessment of the results achieved is preserved.

In the 60-70s. the concept of P.t. associated with the methodology for the use of technical training aids (TUT). In this sense, it is still used in pl. foreign publications; in the USA a special scientific journal "Educational Technology" is published.

P.t. consists of precepts of ways of activity (didactic processes), conditions in which this activity should be implemented (organizational forms of learning), and means of carrying out this activity (targeted teacher training and the presence of TCO). From a didactic point of view, P.t. - is the development of applied methods that describe the implementation of the pedagogical system for its individual elements.

In P.t. the most difficult is the question of describing the personal qualities of students. At all stages of the pedagogical process, the chosen concept of personality structure can be used, but the qualities themselves must be interpreted in the so-called. diagnostic concepts. The method of diagnostic description of the experience of a person and his intellectual qualities is represented by a certain set of parameters and related criterion-oriented tests to control the degree of achievement by students of diagnostically set learning goals. The above set includes parameters that characterize the content of training and the quality of its assimilation.

On the basis of diagnostic goal-setting, educational standards are developed (see Educational standards) - i.e. in fact, the content of training, educational programs and textbooks, as well as didactic processes are built that guarantee the achievement of the set goals.

Learning technology is a variable component of P.T. The choice of teaching technology is determined by the characteristics of the didactic task and is subject to all the rules for making optimal decisions.

To choose a method of activity in P.t. the concepts of functioning algorithm and control algorithm are used. The construction of the functioning algorithm (the rules of students' cognitive activity) is based on the psychological theory of knowledge assimilation adopted in this P.T. To build a controlled didactic process, a generalized scheme of the functioning algorithm has been developed. It covers several stages of learning: orientation (forming an idea of ​​the goals and objectives of mastering the subject; understanding the chosen sequence of the subject content and the corresponding learning methods), execution (studying individual topics of the course, intersubject communications, etc.), control and correction.

The control algorithm is a system of rules for tracking, controlling and correcting the cognitive activity of students in order to achieve the goal. To achieve a specific learning goal, a certain control algorithm is used.

When choosing a way to manage the didactic process, the question of the optimal TSS for the respective purposes is also decided. A particular problem in P.T. - purposeful choice of organizational forms of training. ( Bim-Bad B.M. Pedagogical encyclopedic dictionary. - M., 2002. S. 191)

Pedagogical technology- a body of knowledge about the ways and means of effective organization of educational activities, which lead to guaranteed and qualitative changes in the personality of students. This is the third (one of four) scientific direction developed by Professor A.Z. Rakhimov. ( Anniversary reference book dedicated to the 70th anniversary of Professor, Academician Rakhimov Akhmet Zakievich. - Ufa, 2004. S. 7, 28)

Pedagogical technology - this is a consistent and continuous implementation of interconnected components, methods, states of the pedagogical process and certain actions of its participants, teachers and students; a consistent interdependent system of teacher actions associated with the use of a particular set of methods of education and training and carried out in the pedagogical process in order to solve various pedagogical problems (structuring and concretizing the goals of the pedagogical process, transforming the content of education into educational material; choosing methods, organizational forms and means implementation of the pedagogical process, etc.). ( Glossary of terms in general and social pedagogy. - Ekaterinburg: GOU VPO USTU-UPI. A.S. Voronin. 2006)

Technology of training and education (pedagogical technology) - a new (from the 50s) direction in ped. science, which is engaged in the design of optimal learning systems, the design of educational processes. It is a system of methods, techniques, steps, the sequence of which ensures the solution of the problems of education, training and development of the personality of the pupil, and the activity itself is presented procedurally, that is, as a certain system of actions; development and procedural implementation of ped components. process in the form of a system of actions that provides a guaranteed result. P. t. serves as a concretization of the methodology. At the heart of T.o. and in. lies the idea of ​​complete controllability of the educational process, design and reproducibility of teaching and educational cycles. ( Pedagogical dictionary. - M.: Academy. G. M. Kodzhaspirova, A. Yu. Kodzhaspirov. 2005)

Pedagogical technology(from other Greek τέχνη - art, skill, skill; λόγος - word, teaching) - a set, a special set of forms, methods, methods, teaching methods and educational means systematically used in the educational process, based on the declared psychological and pedagogical installations. This is one of the ways to influence the processes of development, education and upbringing of the child.

Any technology in one way or another is aimed at the implementation of scientific ideas, provisions, theories in practice. Therefore, pedagogical technology occupies an intermediate position between science and practice. Pedagogical technologies can differ for various reasons:

According to the source of occurrence (based on pedagogical experience or scientific concept),

According to the goals and objectives (assimilation and consolidation of knowledge, education and development (improvement) of natural personal qualities), according to the possibilities of pedagogical means (what means of influence give the best results),

According to the teacher's functions that he performs with the help of technology (diagnostic functions, conflict management functions),

By which side of the pedagogical process a particular technology “serves”, etc.

Pedagogical technologies- a set of means and methods for reproducing theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the set educational goals. ( Dictionary-reference book on pedagogical psychology. M.V. Gamezo, A.V. Stepanosova, L.M. Khalizeva. 2001)

Innovative pedagogical technologies - innovations in the educational field, in which the integrated use of the latest achievements of didactics and the restructuring of the educational process in terms of implementing the principles of humanization, humanitarization and personal orientation of students are embodied. According to the level of innovative potential, technology can be classified into one of three types: modification innovations are associated with the improvement, modernization of what has an analogue or prototype; combinatorial ones suggest a new constructive connection of previously known methods; radical innovations cancel the existing forms and methods of work and contain the ideas of fundamental changes. ( Modern educational process: basic concepts and terms. - M.: Company Sputnik +. M.Yu. Oleshkov, V.M. Uvarov. 2006)

Innovative technologies- a set of methods, tools and activities that ensure innovation. (Kolosov V.G. Introduction to innovation. - St. Petersburg, 2002. P. 15) ( )

Innovative technologies in vocational education - technologies focused on the formation of systemic creative technical thinking of students and their ability to generate non-standard technical ideas when solving creative production problems. ( Professional education. Vocabulary. Key concepts, terms, actual vocabulary. - M.: NMTs SPO. CM. Vishnyakova. 1999)

Pedagogical innovations- such innovations that are developed and carried out not by state authorities, but by employees and organizers of the education and science system. ( Shmyreva N.A., Gubanova M.I., Kretsan Z.V. Pedagogical systems: scientific foundations, management, development prospects. - Kemerovo, 2002. P. 100)

Pedagogical innovations- innovation, innovation, but not any deviation from tradition, but advanced pedagogical experience, innovation. (Kicheva I.V.) ( Pedagogical terminological dictionary. - St. Petersburg: Russian National Library. 2006)

Pedagogical innovations- the latest, most modern ideas and trends in scientific and practical pedagogy. ( Glossary of terms for psychological counseling. 2010)

Learning technology- a system category, the structural components of which are:

learning objectives;

Content of training;

Means of pedagogical interaction;

Organization of the educational process;

Student, teacher;

The result of the activity.

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In pedagogical science and practice, technology was systematized by G. K. Selevko. Below is a brief description of the classification groups, compiled by the author of the system.

• By level of application general pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.
• On a 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.
• According to the leading factor of mental development: biogenic, sociogenic, psychogenic 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 any one single factor, method, principle - pedagogical technology is always complex. However, due to its emphasis on one or another side of the learning process, the technology becomes characteristic and gets its name.

• According to the scientific concept of learning experience: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.
• By orientation to personal structures: information technology (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 income (formation of an effective-practical sphere - SDP).
• By the nature of the content and structure: teaching and educating, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) and penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, 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.

• By 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):

Classical lecture training (control - open, scattered, manual);

Learning with the help of audiovisual technical means (open-loop, scattered, automated);

System "consultant" (open, directed, manual);

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

Ways of learning;

Computer training (cyclic, scattered, automated);

System "tutor" (cyclic, directed, manual) ~ individual training;

- "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 aspect 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 education 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 potential. The child's personality in this technology is not only a subject, but 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 anthropocentricity, 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, rejecting coercion, "profess" the ideas of all-round respect and love for the child, optimistic faith in his creative forces.

e) Technologies of cooperation realize democracy, equality, partnership in the subject relations of the teacher and the child. The teacher and students jointly develop goals, the content of the lesson, 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, the child realizes the position of the subject in the best way, 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.

• According to the category of students, the most important and original are:

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 for working 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.

• In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content. These include the pedagogy of cooperation, the humane-personal technology of Sh. A. Amonashvili, the system of teaching literature as a subject that forms a person, E. N. Ilyina, and others.

b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on V. F. Shatalov’s notes of reference signals, communicative learning by E. I. Passova, etc.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V. V. Firsov, N. P. Guzik), individualized learning technologies (A. S. Granitskaya, I. Unt, V. D. Shadrikov), perspective-anticipatory learning using reference schemes under commented control (S. N. Lysenkova), group and collective methods of learning (I. D. Pervin, V. K. Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of the educational material: the enlargement of didactic units (UDE) by P. M. Erdniev, the technology "Dialogue of cultures" by V. S. Bibler and S. Yu. Kurganov, the system "Ecology and dialectics" L. V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M. B. Volovich, and others.

e) Natural, using the methods of folk pedagogy, based on the natural processes of child development: education according to L. N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: R. Steiner's Waldorf pedagogy, free labor technology S: Frenet, A. M. Lobk's technology of probabilistic education.

g) Finally, many of the existing systems of copyright schools are examples of complex polytechnologies (the most famous are A.N. Tubelsky’s “School of Self-Determination”, I.F. Goncharov’s “Russian School”, E.A. "School-Park" by M. Balaban and others).

• Technology that involves the construction of the educational process on a conceptual basis :

Isolation of a single basis;

Isolation of interdisciplinary ideas.

• A technology that involves the construction of the educational process on a large-block basis. This technology is an alternative to those technologies that focus on the consistent construction of learning. The latter is well illustrated by such an example as the consistent study of personal, definite-personal, generalized-personal, indefinite-personal, impersonal sentences in the course of the Russian language. It is carried out over a number of lessons. Since a pattern can be seen between sentences - an increase in certainty, this allows all sentences to be studied in one lesson, which will give better results.Large-block technology (scientific development of N. Erdniev and V. Shatalov) involves a number of didactically interesting techniques; for example, combining several rules, definitions, characteristics in one definition, one characteristic, which increases their information capacity.This technology has its own requirements for the use of visual aids in teaching. We are talking about saving in time and space associative schemes, drawings, diagrams. This (symmetry, semi-symmetry, asymmetry) is the basis for the widespread reference signals. Combining the material into very large blocks (instead of 80-100 training topics - 7-8 blocks) can lead to a new organizational structure of the educational process. Instead of a lesson, a school day (biological, literary) can become the main organizational unit. It creates the possibility of a deeper immersion of students in the subject being studied. Four lessons, for example, literature for 30 minutes. M. Shchetinin repeats subject weeks three or four times during the academic year.
• A technology that involves the construction of the educational process on a proactive basis.Classical didactics is focused on learning from the known to the unknown: go forward, so to speak, looking back. The new didactics, without denying the path of movement from the known to the unknown, at the same time substantiates the principle of the teacher's cross activity, on the line of which there are anticipatory tasks, anticipatory observations and anticipatory experiments as varieties of anticipatory tasks set out with elements of anticipation. All of the above is called lead; it contributes to the effective preparation of students for the perception of new material, activates their cognitive activity, increases the motivation for learning, and performs other pedagogical functions.The idea of ​​anticipation, which was the basis of S. Lysenkova's training, S. Soloveichik called ingenious. Unlike the two-line logical structure of the lesson, which is typical for large-block learning, the advanced technology has a three-line lesson structure. The lesson, built on an advanced basis, includes both studied and passed, and future material. A new system of concepts for didactics is emerging, revealing the essence of lead: the frequency of lead, the length or distance of lead (near lead - within the lesson, medium - within the system of lessons, far - within the curriculum, intersubject lead).A capable and experienced teacher sees the future, knows not only his subject, feels with some sixth sense how his students are set, strives to work according to a proactive system.
• A technology that involves the construction of the educational process on a problem basis.Common explanatory and reproductive technologies are not able to ensure the development and self-development of students. They can give an increment of knowledge, skills, but not an increment of development. To ensure development, it is necessary to introduce the educational process "into the zone of proximal development" (L. Vygotsky, L. Zankov). This is what problem-based learning is about. It presupposes the presence of a special, internally contradictory, problematic content; but for learning to become problematic, this is not enough.Problems with an objective necessity should arise in the minds of students through a problem situation.Problem technology involves the disclosure of the method that will lead to problem knowledge. Therefore, the student must leave the lesson with a problem.Let us only pay attention to the fact that the logical structure of the problematic lesson is not linear (one-, two-, three-linear), but more complex - a spiral, "curvilinear" form. The logic of the educational process is manifested very visibly here. If at the beginning of the lesson, suppose, a problem is posed, and the subsequent course of the lesson will be aimed at solving the problem, then the teacher and students will periodically have to return to the beginning of the lesson, to how the problem was posed.
• A technology that involves building the educational process on a situational basis, primarily on a game basis.There is too big a gap between academic and practical activities that imitate reality and thereby help to fit the educational process into the context of the real life of children.Technology that involves the construction of the educational process on a dialogue basisDialogue, as you know, is opposed by the teacher's monologue, which is still widespread. The value of the dialogue is that the teacher's question evokes in students not only and not so much an answer as, in turn, a question. Teacher and students act as equals. The meaning of the dialogue, therefore, is that the subject-subject relations are realized in the lesson not only in the familiar, but also in the moral and ethical sphere.
• A technology that involves the construction of the educational process on a reciprocal basis.

Technologies built on an algorithmic basis (M. Landa).

Technologies built on a programmed basis (V. Bespalko).

All this "fan" of technologies can open and develop in the hands of an experienced teacher, because the conditions for their applicability depend on many factors; In addition, technologies are closely interconnected.

Next, the technologies most commonly used at the first stage of training will be considered. Their range is determined by the age characteristics of the child, the nature of his thinking and perception, the level of general development.

• Traditional pedagogical technology.The term "traditional education" means, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya. A. Comenius, and still prevailing in the schools of the world.Distinctive features of the traditional classroom technology are the following:

Students of approximately the same age and level of training make up a class that retains a largely constant composition for the entire period of schooling;

The class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

The main unit of classes is the lesson;

The lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

The work of students in the lesson is led by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

Educational books (textbooks) are mainly used for homework.

The school year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the class-lesson system.

In Soviet pedagogy, learning objectives were formulated as follows:

Formation of a knowledge system, mastering the basics of science;

Formation of the foundations of the scientific worldview;

Comprehensive and harmonious development of each student;

Education of ideologically convinced fighters for communism, for the bright future of all mankind;

Education of conscious and highly educated people capable of both physical and mental labor.

Thus, by its nature, the goal of learning technologies (TO) is the education of a person with given properties.

In terms of content, the goals of TO are focused primarily on the assimilation of knowledge, skills, and skills (ZUN), and not on the development of the individual (comprehensive development was a declaration).

In the modern mass Russian school, the goals have changed somewhat - ideologization has been excluded, the slogan of comprehensive harmonious development has been removed, there have been changes in the nature of moral education, but the paradigm of presenting the goal in the form of a set of planned qualities (training standards) has remained the same.

The mass school with traditional technology is still a "school of knowledge", retains the primacy of individual awareness over its culture, the predominance of the rational-logical side of cognition over the sensory-emotional side.

The conceptual basis of TO is formed by the principles of pedagogy, formulated by Ya. A. Komensky:

Scientific (false knowledge cannot be, there can only be incomplete);

Natural conformity (learning is determined by development, not forced);

Consistency and systematicity (sequential linear logic of the process, from particular to general);

Accessibility (from known to unknown, from easy to difficult, assimilation of ready-made ZUN);

Strength (repetition is the mother of learning);

Consciousness and activity (know the task set by the teacher and be active in executing commands);

Visibility (attracting various senses to perception);

Connection of theory with practice (a certain part of the educational process is devoted to the application of knowledge);

Accounting for age and individual characteristics.

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All new teaching technologies are "calculated" on the ability of students to learn independently; but, just as traditional didactics did not set the task of teaching students how to learn and used elements of the activity approach to solve only particular problems of learning, so teaching technology retains this shortcoming. The didactic essence of the main known teaching technologies is often the development of no more than one or two of the parameters noted above. Currently existinggeneral didactic technologies(about 50) differ from each other in principles, features of the means and methods of organizing educational material and the educational process, as well as an emphasis on certain components of the methodological system of education. Let's highlight the main ones:

- Yes, there is a groupdomain-specific technologiesbuilt on the basis of didactic improvement and reconstruction of educational material (primarily in textbooks). In the modular-rating technology (P. Yatsyavichene, K. Vazina, I. Prokopenko, etc.), the main emphasis is placed on the types and structure of modular programs (enlargement of blocks of theoretical material with a gradual transfer of cycles of knowledge into cycles of activity), rating scales for assessing assimilation. In the technologies "Ecology and Dialectics" (L. Tarasov) and "Dialogue of Cultures" (V. Bibler, S. Kurganov) - to redesign the content of education in the directions of dialectization, culturalization and integration.

AT differentiated learning technologies(N. Guzik, I. Pervin, V. Firsov, etc.) and related group technologies, the main focus is on the differentiation of setting learning goals, on group learning and its various forms, providing specialization of the educational process for different groups of students.

AT developmental learning technologiesthe child is given the role of an independent subject interacting with the environment. This interaction includes all stages of activity, each of which makes its own specific contribution to the development of the individual. Important in this case is the motivational stage, according to the method of organization of which subgroups of developmental learning technologies are distinguished, based on: cognitive interest (L. Zankov, D. Elkonin - V. Davydov), individual personality experience (I. Yakimanskaya), creative needs (G. Altshuller, I. Volkov, I. Ivanov), self-improvement needs (T. Selevko). This group also includes the so-called nature-friendly technologies (education of literacy - A. Kushnir, self-development - M. Montessori); their main idea is to rely on the forces of development inherent in the child, which may not be realized if there is no prepared environment, and when creating this environment, it is necessary to take into account, first of all, sensitivity - the highest susceptibility to certain external phenomena.

AT technologies based on the collective way of learning(V. Dyachenko, A. Sokolov, A. Rivin, N. Surtaeva, etc.) learning is carried out through communication in dynamic pairs, when everyone teaches everyone, special attention is paid to the options for organizing students' workplaces and the teaching aids used.

To pedagogical technologies based on the personal orientation of the educational processinclude technology of developing education, pedagogy of cooperation, technology of individualization of education (A. Granitskaya, I. Unt, V. Shadrikov); based on the activation and intensification of students' activities - game technologies, problem-based learning, programmed learning, the use of schematic and symbolic models of educational material (V. Shatalov), computer (new information) technologies (I. Robert and others). The latter, using programming languages ​​for presenting information, translate it into machine language.

- Technology for improving general educational skills in elementary school(V.N. Zaitsev) is based on the following provisions: the main reason for the failure of children in school is poor reading; the psychological reason for poor reading and counting is the lack of RAM; diagnostics and self-diagnosis should serve as the basis for the development of general educational skills; there should be continuity and constant maintenance of the achieved level of skills.

- Most of the so-calledalternative technologies- Waldorf pedagogy (R. Steiner), the technology of free labor (S. Frenet), the technology of probabilistic education (A. Lobok), the technology of workshops (P. Kollen, A. Okunev) are an alternative to the classroom organization of the educational process. These technologies use the pedagogy of relationships (rather than requirements), a nature-friendly learning process (which differs from the lesson both in design and in the placement of educational and nurturing accents), comprehensive education, learning without rigid programs and textbooks, project method and immersion methods, non-judgmental creative activity students. These, apparently, include the technology of integrating various school disciplines, the purpose of which is to create in students, as a result of education, a more distinct unified picture of the world and attitude.

- Technologies of copyright (innovative) schoolsare built on original (author's) ideas, which, as a rule, are clear from their name. These are the school of adaptive pedagogy (E. Yamburg, B. Broide), the school of self-determination (A. Tubelsky), the "Russian School" (I. Goncharov, L. Pogodina), the school-park (M. Balaban), the agricultural school (A. Catholics).

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Practitioners in life demand that part of general pedagogy, which is called applied and which answers the questions: how, how to optimally build the educational process, help the individual in self-determination, self-realization, self-esteem and self-actualization. Scientists also call this component of the general pedagogy of the teacher "pedagogical technology" or "pedagogical technique", which is understood as a form of organization of the teacher's behavior in the circumstances of the lesson and is a set of professional skills, including acting and directing (according to Ilyev V.A. .).

- Among pedtechnologiesby scope in the educational field can be distinguished:

· universal, i.e. suitable for teaching almost any subject, subject cycle or educational field;

· limited- for several subjects or areas;

· specific- for one or two items.

- Depending on thepsychological structures(I.Ya. Lerner) the following technologies are distinguished and classified:informational(formation of knowledge, skills, skills - ZUNov);operational(shaping ways mindactions - COURT);emotional, moral(formation of the sphere of aesthetic and moral relations - SEN);self-development technologies(formation of self-developing personality mechanisms - SUM);heuristic(development of creative abilities - RTS).

- By management stylepedagogical technologies are divided into:authoritarian(rigid organization of children's life, suppression of the initiative and independence of students);didactic-centric(priority of education over education);personality-oriented(the center of education is the personality of the child). Within the framework of the most promising personality-oriented technology,collaboration technologies(strive for democracy, equality, partnership, subject-subject relations);technologies of free education(they focus on giving the child freedom of choice, independence in his life activities).

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New pedagogical technologiescurrently used in educational institutions are created on the basis of humanization and democratization of relations (personality-oriented technologies): probabilistic education (A. Lobok), developmental education - RO (L.V. Zankov, V.V. Davydov, D.B. Elkonin), "School of the Dialogue of Cultures -" ShDK "(V.S. Bibler), humanitarian- personal technology "School of Life" (Sh.A. Amonashvili), teaching literature as an art and as a human-forming subject (E.N. Ilyin), design pedagogy.

The specifics of pedagogical technology withis that the pedagogical process built on its basis should guarantee the achievement of the set goals. The second characteristic feature of technology is the structuring (algorithmization) of the process of interaction between the teacher and students.

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Pedagogical technology is that pedagogical phenomenon that concentrates in itself the possibility of solving many problems, and the most significant - it can help in the personal improvement of the teacher-educator himself, the formation in him of such qualities as tolerance, sincerity, creativity ( E.F. Shirokov).

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Pedagogical technologies These are organized learning processes in a certain way. When determining pedagogical technologies, the following classification is used: 1) a description of the pedagogical process, which should lead to the planned result; 2) algorithmization of the activities of teachers and students based on the design of all learning situations; 3) the project of the process of personality formation; 4) a scientifically based prescription for the effective implementation of the pedagogical process.

Pedagogical technologies contribute to more effective learning, achieved by increasing students' interest and motivation for it. There is a huge number of pedagogical technologies that differ in all sorts of criteria. Conventionally, they can be divided into three groups: 1) explanatory-illustrated training based on verbal and visual presentation of the material; 2) personality-oriented learning, aimed at an individual approach and self-development of the individual; 3) developmental education, the basis of which is the inclusion of internal mechanisms of personality development. Each of these groups uses several different learning technologies.

Technology of formation of receptions educational work is one of the most important pedagogical technologies and is recommended for use mainly by novice teachers. It is presented in the form of rules, patterns, algorithms, plans, descriptions and characteristics.

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Technological structure of the pedagogical process

One of the characteristic features and features of pedagogical technology is cyclicity, i.e. repeatability of individual operations. The system of sequential operations forms a complete circle of development, which leads to a shift in the formation of personality. One full cycle of pedagogical technology includes the following processes:1) pedagogical interaction; 2) pedagogically diagnosedie; 3) goal setting, or goal setting; 4) the process of achieving goals: a) designing (designing) the interaction of the components of the pedagogical system subject -> means -> object; 6) implementation of the pedagogical process, regulation; 5) management, comparison of the result with the goal, evaluation, correlation.

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Pedagogical technique and pedagogical technology. Back in the 20s of the XX century. the concept of “pedagogical technique” arose, and since then it has been studied by many teachers and psychologists (V.A. Kan-Kalik, Yu.I. Turchaninova, A.A. Krupenin, I.M. Krokhina, N.D. Nikandrov, A. A. Leontiev, L. I. Ruvinsky, A. V. Mudrik, S. S. Kondratiev, etc.). Pedagogical technique is included in pedagogical technology as its instrumental side. Those. in any pedagogical process, including those of a technological nature, there is always a pedagogical technique. The educator, influencing the pupils, seeks to convey to them his ideas, thoughts, feelings. And the channels of communication, the transmission of their intentions and, if necessary, orders, requirements for pupils, are the word, speech, expressive gesture, facial expressions.

Pedagogical technique- this is a complex of skills that allows the educator to clearly express himself and successfully influence the pupils, to achieve an effective result. This is the ability to speak correctly and expressively (the general culture of speech, its emotional characteristics, expressiveness, intonation, impressiveness, semantic accents); the ability to use facial expressions and pantomime (expressive movements of the face and body) - with a gesture, look, posture to convey to others an assessment, attitude to something; the ability to manage one's mental state - feelings, mood, affects, stress; the ability to see yourself from the outside. Psychologists call this social perception - it is also included in the pedagogical technique. This also includes the ability to reincarnate, the ability to play, neurolinguistic programming (NLP).

Depending on the extent to which the educator owns the means and channels of interaction, one can also speak of pedagogical skill. A good mastery of the pedagogical technique by the educator is a condition necessary for his effective work. Noting the role of pedagogical technology in the work of the educator, A.S. Makarenko said that a good teacher knows how to talk to a child, owns facial expressions, can restrain his mood, knows how to “organize, walk, joke, be cheerful, angry”, every movement of the teacher educates. In pedagogical universities, it is imperative to teach both the production of the voice, and the pose, and the possession of one's face. "All these are questions of educational technology."

What is the role of pedagogical technology in pedagogical technology?

As already mentioned, pedagogical technology includes goal-setting, diagnostics, and the educational process. In striving to achieve the goal, good results are achieved by the educator who is fluent in various methods of pedagogical technology, uses humor, is sympathetic and at the same time persistent in communicating with students, reveals resourcefulness and the ability to improvise. All these are methods of pedagogical technology that are used in pedagogical technology.

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The essence of pedagogical technology lies in the fact that the goal and result of the activity are described accurately, specifically, diagnostically, which implies the ability to measure the result of the activity with an accurate measure, compare it with a given goal and standard, and assess the degree of achievement of the goal. Thus, the pedagogical process becomes manageable, and the result of the activity is predictable.

Pedagogical technology is especially effective when training sessions are organized at the reproductive level. It is also productive in the classroom for the development of students' verbal and motor skills, promotes the interaction of the teacher with the student in the educational process. It can be used by a highly qualified teacher. Meanwhile, there are sections of school subjects that are difficult to teach at the technological level.

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

Technology is a collection tricks, used in any business, skill, art (explanatory dictionary).

Pedagogical technology - a set of psychological and pedagogical settings that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is organizational and methodological tools pedagogical process (B. T. Likhachev).

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

. Pedagogical technology is description the process of achieving the planned learning outcomes (IP Volkov).

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

Learning technology is a component procedural part didactic system (M. Choshanov).

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

Pedagogical technology is system method creation, application and definition of the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which sets as its task the optimization of forms of education (UNESCO).

Pedagogical technology means system set and operation procedure all personal, instrumental and methodological means used to achieve pedagogical goals (M. V. Klarin).

In our understanding, pedagogical technology is meaningful summary, absorbing 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 designing pedagogical processes;

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

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

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.

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 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 same subject, class, teacher (method of teaching subjects, method of compensatory teaching, method of work of a teacher, educator).

3) Local (modular) level: local technology is the technology of separate parts the educational process, the solution of particular didactic and educational tasks (the technology of individual 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 control of the material, the technology of independent work, 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 - conditional image of the process technology, its division into separate functional elements and the designation of logical connections between them.

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

Terminological nuances

In the literature and practice of schools, the term pedagogical technology often used as a synonym for the concept 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 sides.

Technology differs from methods in its reproducibility, stability of results, the 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 (collective way training, method Shatalova, system Paltyshev, Waldorf pedagogy and etc.). Unfortunately, it is not always possible to avoid terminological inaccuracies that make understanding difficult.

Introduction

Chapter 1. The concepts of "technology", "pedagogical technology", Signs of pedagogical technology

1 Classification of pedagogical technologies

2 Principles of pedagogical technology

3 The structure of pedagogical technology

Chapter 2. Comparative analysis of pedagogical technology and methods of teaching and education

1 Technology of educational business

List of used literature

Introduction

Modern domestic pedagogical theory considers training and education in unity. This presupposes not a denial of the specifics of education and upbringing, but a deep knowledge of the essence, functions, organization, means, forms and methods of education and upbringing.

In the didactic aspect, the unity of education and upbringing is manifested in the common goal of personality development, in the real relationship between teaching, developing and educational functions. This didactic aspect served as a condition for the accumulation of the presented experience.

The educational aspect of learning, as is known, is associated with the expansion of the volume of assimilated content, developing - with an increase in the number and complication of the nature of the connections established in the mind of the student, between the elements of the content. The educational aspect is associated with the purposeful formation of a personal attitude to this content and to society as a whole. The development of a student involved in the educational process is characterized by the interaction between pedagogical conditions and the active reaction of the student's personality to them. The extracurricular work described in the experiment is dedicated to this.

The relevance of research. The connection between education and upbringing is one of the most urgent problems of education. V.F. Shatalov wrote, "learning without education is like a sharp sword in the hands of a madman." Most practicing teachers absolutely agree with this statement, since we are not indifferent to what the knowledge gained by the student will be directed to in the future.

The connection between training and education from the point of view of organizing activities is determined by the fact that the main thing in education is the acquisition by pupils of personal life experience, positive spiritual impressions. This is facilitated, in our opinion, by the deep integration of the subjects of the humanitarian cycle and extracurricular work.

The purpose of the study is a theoretical review of modern author's pedagogical technologies.

Research objectives:

Consider modern technologies for teaching students.

To reveal modern technologies for organizing the educational process.

The object of the research is pedagogical technologies.

The subject of the research is pedagogical technologies developed in modern pedagogical science.

The research methodology is based on a set of techniques, methods and principles used in science. The study used the methods of analysis of documents and literature, comparative analysis.

The novelty of the study lies in the fact that we put “educational learning” at the center of the described experience, in which an organic connection is achieved between the acquisition of knowledge, skills, and skills by students, the assimilation of the experience of creative activity and the formation of an emotional and valuable attitude to the world, to each other, to the educational material being digested. . The term "educational education" was introduced into pedagogy by I.F. Herbart.

Goals and objectives determined the structure of the work. It consists of an introduction, two chapters, a conclusion and a list of references.

Chapter 1. The concepts of "technology", "pedagogical technology". Signs of pedagogical technology

Any technology proceeds from ideas about the sources, the root causes that determine the mental development of a person. Depending on the main leading development factor on which the technology relies, we can distinguish:

§ biogenic technologies suggesting that the development of the psyche is determined by the biological hereditary (genetic) code; the external environment only implements hereditary data;

§ sociogenic, representing a person as a "tabula rasa", on which a person's social experience is recorded, learning outcomes;

§ psychogenic, the result of development, in which it is determined mainly by the person himself, his previous experience, psychological issues of self-improvement;

§ idealistic, suggesting the non-material origin of the personality and its qualities.

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);

§ constituent 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 layout of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.P. 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).

§ Technology is art, craftsmanship, ability, 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 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 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.

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

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

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.

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

) 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.

) Private-methodical (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).

) 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 material, technology of independent work, 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).

A technological scheme is a conditional image of a technology, the process of dividing it into separate functional elements and designating the 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. The concept of a system is broader than technology, and, unlike the latter, includes both the subjects themselves and the object, activities.

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 it difficult for a pony to understand.

1.1 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 to the pedagogical process something of his own, individual, in connection with which they say that each specific technology is the author's. 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 (Fig. 1).

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.

§ According to the leading factor of mental development: biogenic, sociogenic, psychogenic and idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of 6iogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider

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: information technology (formation of school knowledge, skills, skills in the subjects of 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) and - group and differentiated ways of teaching, when the teacher has and 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):

)classical lecture training (management - open, scattered manual);

)training with the help of audiovisual technical means (open-loop, scattered automated);

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

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

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

)computer training (cyclic, scattered, automated);

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

)“software learning” (cyclic, directed, automated); for which there is a predefined program.

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

§ the traditional classical classroom system of Ya.A. Kamensky, representing a combination of the lecture method of presentation and independent work with the book (didachography);

§ modern traditional education 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, and also 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.

) Didactocentric technologies are distinguished by a high degree of inattention to the personality of the child, in which the subject also dominates - the object relations of the teacher and the student, 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 anthropocentricity, 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 - the 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, the child realizes the position of the subject in the best way, 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.);

§ technologies of compensatory education (pedagogical correction, support, leveling, etc.);

§ various victimological technologies (surdo-, ortho-, typhlo-oligophrenopedagogy);

§ technologies for working 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 endowed with the content of those modernizations 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 called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content. These include the pedagogy of cooperation, the humane-personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that forms a person E.N. Ilyina and others.

b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on V.F. Shatalov’s notes of reference signals, E.I. Passova’s communicative learning, etc.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), prospective-anticipatory learning using support schemes with commented management (S.N. Lysenkova), group and collective methods of learning (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdniev, technology "Dialogue of cultures" V.S. Bibler and S.Yu. Kurganova, the system "Ecology and Dialectics" by L.V. Tarasov, the technology for implementing the theory of the stage-by-stage formation of mental actions by M.B. Volovich and others.

e) Natural, using the methods of folk pedagogy, based on the natural processes of the development of the child; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frenet, technology of probabilistic education by A.M. Pubis.

g) Finally, examples of complex polytechnologies are many of the existing systems of author's schools (of the most famous - "School of Self-Determination" by A.N. Tubelsky, "Russian School" by I.F. Goncharov, "School for All" by E.A. Yamburg, “School-Park” by M. Balaban and others).

Description and analysis of pedagogical technology.

The description of the technology involves the disclosure of all its main characteristics, which makes it possible to reproduce it.

Description (and analysis) of pedagogical technology can be presented in the following structure.

.Identification of this pedagogical technology in accordance with the accepted systematization (classification system).

.The name of the technology, reflecting the main qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of the modernization of the educational process.

.Conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and operation):

§ goals and orientations;

§ main ideas and principles (the main development factor used, the scientific concept of assimilation);

§ the position of the child in the educational process.

.Features of the content of education:

§ orientation to personal structures (3UN, SUD, SUM, SEN, SDP)

§ volume and nature of the content of education;

§ didactic structure of the curriculum, material, programs, form of presentation.

Procedural characteristic:

§ features of the methodology, application of methods and teaching aids;

§ motivational characteristic;

§ organizational forms of the educational process;

§ management of the educational process (diagnostics, planning, regulations, correction);

Software and methodological support:

§ curricula and programs;

§ educational and methodical grants;

§ didactic materials;

§ visual and technical teaching aids;

§ diagnostic toolkit.

The examination of pedagogical technology is multifaceted. The conceptual part is considered from the standpoint of novelty (innovation), alternativeness, humanism and democracy, modernity.

In the procedural characteristic, first of all, the expediency and optimality of individual elements, the complexity of all methodological means, controllability, adequacy of the content of education and the contingent of students are determined.

Software and methodological support must meet the requirements of scientificity, manufacturability, sufficient completeness and reality of implementation

The main criterion for evaluating pedagogical technology is its effectiveness and efficiency. The fulfillment of these requirements is considered in the appendix to the teacher, student and social-parent contingent of persons.

1.2 Principles of pedagogical technology

To describe such complex objects as pedagogical technologies, one should first of all single out their main general qualities (principles).

Consistency

The most important quality of any technology is consistency as a special quality of a set of components organized in a certain way, expressed in the presence of this set of integral properties and qualities that its components lack.

Complexity. The multifactorial nature and content diversity of pedagogical processes make pedagogical technologies complex, requiring coordination and interaction of all elements.

Integrity. The integrity of pedagogical technology lies in the presence of its general integrative quality while maintaining the specific properties of the elements.

Scientific

Pedagogical technology as a scientifically based solution to a pedagogical problem includes the analysis and use of experience, conceptuality, predictability and other qualities, is a synthesis of the achievements of science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

Conceptuality. The pedagogical process is always carried out in the name of some global social goals based on a system of views on the pedagogical process, ideas, principles on the basis of which activities are organized.

The developing nature of modern pedagogical technologies.

Structured

The presence of a certain internal organization of the system (goals, content), backbone links of elements (concept, methods), stable interactions (algorithm) that ensure the stability and reliability of the system.

Hierarchy. Four hierarchically subordinated classes (levels) of pedagogical technologies, which were mentioned above, adequate to the organizational levels of socio-pedagogical structures of activity, form the “matryoshka” model:

.Metatechnologies (socio-political level).

.Branch macrotechnologies (general pedagogical and general methodological levels).

.Modular-local mesotechnologies: particular methodical (modular) and narrowly methodical (local) levels.

.Microtechnologies (contact-personal level).

Logic. The formal descriptive aspect of technology is expressed in the logic and clarity of actions recorded in various documents (project, program, regulation, charter, manual, flow chart, map) and educational and methodological equipment (educational manual, developments, plans, diagnostic and training methods).

The algorithmic nature of the spatial structure of this technology consists in the division into separate meaningful sections (steps, steps, frames, portions, etc.), which are performed in a certain order, according to the algorithm.

Continuity. Any of the lower technologies in the hierarchy is a part of the higher one, i.e. connected with it by ties of continuity: it adopts an ideology, solves a certain part of a common task, and coordinates in terms of content, time, and other parameters.

The systemic qualities of pedagogical technologies also appear in the unity of the scientific, procedural-effective and formal-descriptive aspects. In the activity aspect of technology, there are also the qualities of the subject (professionalism) and the qualities of the object (abilities, needs).

The variability and flexibility of the technology are based on changing the sequence, order, cyclicity of the elements of the algorithm, depending on the conditions for implementing the technology.

Processuality (time algorithm). Pedagogical technology is considered as a process - the interaction of its participants that develops over time, aimed at achieving the set goals and leading to a pre-planned change in the state, transformation of the properties and qualities of objects. The development of a purposeful and controlled technological process includes successive stages of goal setting, planning, organization, goal realization and analytical.

Controllability.

Management proceeds from the strategic direction of technology, determined by its values ​​and goals. It implies the possibility of diagnostic goal-setting, planning, designing the pedagogical process, varying means and methods in order to correct, adapt, etc. Goals and management are considered as system-forming factors of pedagogical technologies.

Diagnostics is expressed in diagnostically formulated goals, in the possibility of obtaining information about the course of the process and monitoring its individual stages, the possibility of monitoring the results.

The predictability of results is a generalized quality of any technology and is expressed, in particular, in the "guaranteed" achievement of certain goals.

Pedagogical processes are characterized by a probabilistic nature and obey statistical laws, not deterministic ones. The predicted result is also characterized by the degree of its probability and permissible deviations. A guarantee can only be given with a certain degree of probability and within a certain confidence interval of the result values.

Efficiency. The effectiveness of technology is understood as the ratio of the result to the amount of resources expended. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs.

Optimality is the achievement of the maximum result at the minimum cost; the optimal technology represents the best possible for given conditions.

Reproducibility implies the possibility of using (transferring, repeating, reproducing) pedagogical technology in other conditions and by other subjects.

Criteria for manufacturability of the pedagogical process. All of the above qualities are both methodological requirements for technologies and criteria for manufacturability. The presence and degree of manifestation of these qualities is a measure of the technological effectiveness of the pedagogical process. The main criteria for manufacturability are: consistency (complexity, integrity);

§ scientific character (conceptuality, developing character);

§ structuredness (hierarchical, logical, algorithmic, continuity, variability);

§ processuality (controllability, diagnostics, predictability, efficiency, optimality, reproducibility).

1.3 The structure of pedagogical technology

vertical structure. Any pedagogical technology covers a certain area of ​​pedagogical activity. This area of ​​activity, on the one hand, includes a number of its components (and related technologies), on the other hand, it can itself be included as an integral part of an activity (technology) of a broader (higher) level. In this hierarchy (vertical structure), four subordinate classes of educational technologies (adequate to the levels of organizational structures of the activities of people and organizations) can be distinguished.

Metatechnologies represent the educational process at the level of implementation of social policy in the field of education (socio-pedagogical level). These are general pedagogical (general didactic, general educational) technologies that cover a holistic educational process in a country, region, educational institution. Examples: the technology of developing education, the technology of quality management of education in the region, the technology of educational work in a given school.

Macro-technologies, or sectoral pedagogical technologies, cover activities within the framework of any educational industry, area, direction of education or upbringing, academic discipline (general pedagogical and general methodological levels). Examples: technology of teaching a subject, technology of compensatory education.

Mesotechnologies, modular-local, are technologies for the implementation of individual parts (modules) of the educational process, aimed at solving private, local didactic, methodological or educational tasks. Examples: the technology of certain types of activities of subjects and objects, the technology of studying a given topic, the technology of a lesson, the technology of assimilation, repetition or control of knowledge.

Microtechnologies are technologies aimed at solving narrow operational problems and related to individual interaction or self-influence of the subjects of the pedagogical process (contact-personal level). Examples: technology for the formation of writing skills, trainings to correct individual qualities of an individual.

The structure of the concept of "pedagogical technology" can be represented as a logical-semantic model (semantic fractal according to V.E. Steinberg). The semantic fractal represents the logical and semantic model of knowledge in the form of a multidimensional coordinate system. Geometrically, it is depicted as a flat radial-concentric frame, on which the semantic elements of knowledge (sign-symbolic elements, reference signals, conceptual, graphic and symbolic designations) are placed, forming a semantically coherent system. The invariant multidimensional structure of pedagogical technologies contains the following components:

§ level of technology (metatechnologies, sectoral, modular-local, microtechnologies);

§ scientific component (ideas, principles, patterns, classifications, philosophical foundations, methodological approaches, development factors and mechanisms, technical base, generalization of best practices, etc.);

§ formalized descriptive component (content, model, goals and objectives, structure);

§ procedural and activity component (goal-setting, planning, accounting of resources, organization, forms and methods of activity, implementation of goals, management, analysis of results, reflection);

§ properties of the subject of technology (orientation of pedagogical interaction, professionalism, technological competence, communication, pedagogical technique, skill, creativity, individuality, approach to students, style);

§ properties of the technology object (training, learning, abilities, needs, I - concept, upbringing, orientation, individual and age characteristics).

The horizontal structure of pedagogical technology contains three main aspects:

) scientific: technology is a scientifically developed (developed) solution to a specific problem, based on the achievements of pedagogical theory and best practice;

) formal descriptive: the technology is represented by a model, a description of the goals, content, methods and means, algorithms of actions used to achieve the planned results;

) procedural-activity: technology is the very process of implementing the activities of objects and subjects, their goal-setting, planning, organization, implementation of goals and analysis of results.

So, pedagogical (educational) technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results (G.K. Selevko).

The technological approach opens up new opportunities for the conceptual and design development of various areas and aspects of educational, pedagogical, social reality; it allows:

§ to predict results with greater certainty and manage pedagogical processes;

§ analyze and systematize on a scientific basis the existing practical experience and its use;

§ comprehensively solve educational and social educational problems;

§ provide favorable conditions for personal development;

§ reduce the effect of adverse circumstances on a person;

§ optimal use of available resources;

§ choose the most effective and develop new technologies and models to solve emerging socio-pedagogical problems.

However, it should be noted that the technological approach to educational and pedagogical processes cannot be considered universal, it only complements the scientific approaches of pedagogy, psychology, sociology, social pedagogy, political science and other areas of science and practice.

Thus, pedagogical technology functions both as a science (an area of ​​pedagogical theory), which investigates and designs the most rational ways of learning, and as a system of algorithms, methods and regulators of activity, and as a real process of training and education. It can be represented either by the whole complex of its aspects, or by a scientific development (project, concept), or by a description of an action program, or by a process actually implemented in practice.

Chapter 2. Comparative analysis of pedagogical technology and methods of teaching and education

Teaching methods.

There are several classifications of teaching methods. Among teachers, the traditional didactics reflected in all textbooks is widespread: verbal, visual, practical methods, etc. This classification is based on the method of presenting educational information to students. If the classification is based, for example, on the degree of independence of the student in acquiring knowledge, we get a different set of methods: reproductive, partially exploratory, exploratory, research. Consider the classification of teaching methods proposed by V.A. Oganesyan:

§ explanatory and illustrative - OI;

§ programmed - PG;

§ heuristic - E;

§ problematic - PB;

§model - M.

Let us introduce some explanations of the above classification of teaching methods.

Since this model refers to a certain period of study, here the end result is understood as the planned learning outcomes for this period, and the initial conditions are the current state of the student at the beginning of the period. In a particular case, a lesson can be considered a learning period. Then the initial conditions are those knowledge, skills, ideas, values ​​that the student already has and to which new learning outcomes should be added.

If the student knows what to start from, what intermediate results to go through in studying the topic, how to achieve them, then his functions in teaching come down to remembering all this and reproducing it at the right time. Thus, we can speak of a reproductive or explanatory-illustrative method (EI).

If intermediate results are not brought to the student, but everything else is open, then we have programmed learning (PG). Indeed, the student knows what to start from and what to do. Having received the results of the first part of the action program, it is necessary to proceed to the implementation of the second part of the program and so on until the planned results are obtained. If the intermediate results are open, but the way to get them is not reported to the student, then you have to try different ways, using a variety of heuristics. This is repeated after each declared intermediate result is received. Before us is a standard heuristic search scheme, that is, we are talking about a heuristic learning method (E).

Further, if both the intermediate results and the ways to achieve them are not known, the student is faced with a contradiction between the available knowledge and the necessary ones, that is, he finds himself in a problem situation. His search becomes more complex. In this case, the teacher uses a problem-based learning method (PB).

The considered methods were based on the fact that the student knew the initial conditions. This was achieved through homework, introductory review, special survey forms, and so on. However, recently, training has become increasingly popular, in which the initial conditions are not allocated by the teacher, but are selected by the student himself, depending on his understanding of the problem. From these conditions, he receives results, compares them with the planned ones. If there are discrepancies with the goal, the student returns to the initial conditions, makes changes to them and again goes all the way. This process repeats the process of modeling, as a result of which the method was called model (M). It is possible that, by closing different elements of the scheme together with the initial conditions from the student, we will get varieties of the model method, for example, the model-heuristic method.

Situations with an unknown final result are not typical for schools, they are used in the training of scientific personnel, as well as in such specific areas of pedagogy as the theory of inventive problem solving.

Bringing together all the teaching methods, we can schematically present their classification.

Forms of organization of training. Diversity Matrix.

The considered teaching methods can be implemented in different forms. Therefore, let us now consider the methods and forms of organizing training in their interrelation. For concreteness, we restrict ourselves to two elements of the educational process: the study of new material and consolidation.

Let's represent the relationship of forms and methods of teaching in the form of a matrix. Let's arrange teaching methods horizontally, and organizational forms vertically (without claiming any completeness of enumerating the forms of studying new material and fixing, we will choose ten of them).

Perhaps one of the indicators of the teacher's skill is how many cells of this matrix he can fill.

Naturally, the more filled cells the teacher has, the higher the variety of his activities in managing the educational and cognitive process.

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 sides. 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, or other technologies are part of teaching methods.

2.1 Technology of educational work

Education is one of the main, but very ambiguous categories of pedagogy; it is a social phenomenon, an activity, a process, a value, a system, an impact, an interaction, etc.

In the domestic pedagogical literature, education is distinguished:

) in a broad social sense, as the impact of society and the social environment on a person as a whole, I.e. actually identify upbringing with socialization;

) in a broad pedagogical sense, as a pedagogical component of socialization, a targeted impact on the child by the educational institutions of society;

) in a narrow pedagogical sense - educational work as a purposeful formation in children of a system of certain moral and aesthetic qualities;

) in an even narrower sense - the solution of specific educational tasks (for example, the education of certain moral qualities).

The modern school is a complex socio-pedagogical system - a meta-technology for preparing the younger generations for life, work, further professional education, for inclusion in public life, social functioning. These goals are achieved through education and training.

School education is that part of the socialization process that is organized, goal-setting, planned, carried out and monitored by specialists - pedagogical workers.

For the process of upbringing, as well as for learning, the right choice of pedagogical means is very significant, which, on the one hand, help the child to internalize social norms, on the other hand, to realize himself and, accordingly, determine his individual way of behavior in the social structure.

School groups are one of the most important educational means. Their integrative characteristics (cohesion, value orientations, public opinion, psychological climate, etc.) greatly affect the results of raising children.

Along with the collective, the means of individual education are of great importance. An individual approach to education allows you to take into account the needs and abilities of each child. At the same time, individual education considers its object as a subject.

The concept does not yet represent technology, it only defines the scientific and methodological platform on which educational technology can be built. Many of these concepts have not been brought to the level of technology or exist only in a local version.

The educational process is subject to the following general patterns:

§ education is determined by the culture of society;

§ the nature and content of education are determined by socio-historical conditions;

§ upbringing and training are two interpenetrating, interdependent processes with the defining role of upbringing;

§ the effectiveness of education is due to the activity of a person, his involvement in self-education;

§ the effectiveness and efficiency of education depend on the harmonious connection of all structural elements involved in the educational process: goals, conceptual platform, content, forms, methods and means - on the technology used. There are various interpretations of the differences between education and upbringing, suggesting different ways of combining them into a single process. According to one point of view, education serves cognitive activity and plays a leading role in shaping the worldview, while upbringing (in the narrow sense) is aimed mainly at organizing social and other activities and forms moral and legal norms.

Another position proceeds from the definition of education (in the broad sense) as a purposeful, specially designed and organized activity to introduce a person to the life of society.

The two components of this activity are learning as an activity for the transfer of intellectual experience by teachers through teaching and its assimilation by students in the course of training and education as an activity for the direct inclusion of students and educators in life.

In real pedagogical reality, these activities merge. However, such unity can be ensured only through specially organized work. This is the reason for the distinction between teaching methods and upbringing methods.

The integrity of the educational process is not its inherent property. Any training leads to the formation of a student's certain attitudes towards society, nature, his own personality and activities, character traits and personality traits.

Not all learning automatically entails good breeding. Education that does not take into account consciously set educational goals can lead the student to success in learning, but at the same time to the formation of negative personality traits in him. Although in this case, the process of social formation takes place. This shows the relative autonomy of both education and training as integral objects.

Didactic relations that develop in the educational process differ in their nature from educational relations. If the didactic attitude "teaching-learning" is presented through a variety of educational situations created by the teacher, then the educational attitude directly contributes to the socialization of the individual, directly brings the student to life.

Special educational work is needed because it is not the activities and forms of relations that are transmitted through training, but their ideal model, general principles, norms fixed in the minds of society.

In the course of training, by including specially prepared educational material (subjects of the humanitarian cycle) in its content, it is possible to influence the formation of certain personality traits, however, the use of only teaching methods may not be sufficient for behavioral skills in real life situations.

It is advisable to distinguish between the moment of mastering the norms of behavior in the process of learning and the moment of learning in the process of behavior formation.

The educational function of learning is realized more fully when combining educational and extracurricular activities of students (for example, reader's conferences, full-time and correspondence excursions, school evenings, literary and musical drawing rooms, etc.). The teacher-educator uses in the process of learning the knowledge that students have, life experience and information that they receive outside of school. On the other hand, the results of educational activities are applied in the student's extracurricular life (for example, possession of practical literacy, communication skills formed in the lessons of the Russian language and literature).

In shaping the worldview of students, each subject performs its specific function. It is the systematic study of the entire set of humanitarian subjects that raises the level of all work on the assimilation of spiritual culture and moral standards by schoolchildren.

Educational education is also provided by activating the cognitive and practical activities of students, strengthening the role of independent work with a book (educational and fiction), contributing to the conscious assimilation of knowledge and creating conditions for their creative application.

Educational education not only involves the assimilation of knowledge and norms of behavior by students, but also requires a personal attitude to the worldview and moral concepts being assimilated, the development of a system of views and beliefs on their basis, which become principles, motives of behavior.

This goal can be achieved only on the basis of active, emotionally colored activity of students. The implementation of the tasks of nurturing education requires the teacher-educator to master the methods of teaching and educating as a single method of the educational process, the implementation of an integrated approach to educating the mind and soul of the child.

The task of educators and leaders is to diversify the methods of educational work, to choose those means and forms that will allow the shortest way to form the necessary knowledge, skills and abilities. Constant analysis of the effectiveness of classes helps to tighten the weak links while relying on the strong ones. A comparative assessment of the capabilities of certain methods for solving a specific problem determines the choice of the most effective in a given situation.

List of used literature

1.Atemaskina Yu.V. Theologian L.G. Modern pedagogical technologies in preschool educational institutions. - St. Petersburg: Publishing house "Childhood-Press". - 2011. - P.89.

2. Atutov P.R. Technology and modern education / P.R. Atutov // Pedagogy. - 1996. - No. 2.-S.236.

Belkin A.S. Vitagenic learning with holographic projection method / A.S. Belkin // School technologies. - 1998. - No. 3.

Bespalko V.P. Pedagogy and progressive learning technologies / V.P. Bespalko. - M., 1995.- P.287.

5. Bulanova - Toporkova M.V., Duhavneva A.V. etc. Pedagogical technologies. - Rostov n / a: Publishing Center "March", 2002.- P.47.

Guzeev V.V. Educational technology: from admission to philosophy, - M.: September. - 1996.- P.156.

7. Klarin M.V. Innovations in world pedagogy / M.V. Clarin. - Riga Experiment, 1995. - S.-478.

8.Ksenzova G.Yu. Perspective school technologies: - M.: Pedagogical Society of Russia, 2000. - P.214.

9. Kudryavtsev V.T. Problem-based learning: origins, essence of perspective / V.T. Kudryavtsev. - M.: Knowledge, 1991.- P.26.

10. Kukushkin V.S. Modern pedagogical technologies. Elementary School. A guide for the teacher. - Rostov n / a: publishing house "Phoenix", 2003.- S.59-64

11. Lednev V.S. . The content of general secondary education. M.: Pedagogy, 1980.- P.85. 12. Lerner I.Ya . Didactic foundations of teaching methods. M.: Pedagogy, 1981.- P.159. 13. Matyunin B.G. Non-traditional pedagogy / B.G. Matyunin. - M., 1995.

Pedagogical technologies: Textbook for students of pedagogical specialties / Ed. B.C. Kukushina. - Moscow: ICC "March", 2004. - P.336.

15. Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sphere, 2005.- P.57.

16. Selevko G.K. Educational technologies. - M.: Research Institute of School Technologies, 2005.- P.269.

Selevko G.K. Modern educational technologies. - M.: People's education, 1998. - P.73.

18. Fomenko V.T. Non-traditional systems for organizing the educational process / V.T. Fomenko. - Rostov n / a: GNMC, 1994. - S.70-74.

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I. The concept of pedagogical technology, its essence and main features.

II. The problem of pedagogical technology in the history of pedagogy.

III. Structure and levels of pedagogical technology. Differences in teaching methods and pedagogical technology.

IV. Classification of pedagogical technologies.

I. Technology- a set of methods, processes and materials used in any industry (Nekrasov S.I., Nekrasova N.A. Philosophy of science and technology: a thematic dictionary. - Eagle: OSU. 2010).

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

Pedagogy - the science of human education and training (Big Encyclopedic Dictionary. 2000).

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).

The formation of technology as a science is associated with the development of industrial production, in the 17th century, when metallurgy and mechanical engineering began to develop intensively, including the production of industrial equipment, the production of steamboats, steam locomotives, and firearms. With the formation of technology as a science, it became possible to replicate technology and, on this basis, carry out mass training of specialists and organize mass production. In the conditions of intensive development of science, engineering and technology, the following requirements are imposed on the education system:

a) development of skills: individual and independent work; creative work with scientific and technical information;

b) development of abilities; original and non-standard solution; working capacity;

c) individualization of learning (due to different learning abilities);

d) formation: mobility of knowledge, critical thinking, creativity and flexibility in work; adaptability; to rapidly changing production conditions.

It is natural that "Technology" and "Pedagogy" as sciences were formed in the historically identical period of time. Since the organization of expanded and mass production required the presence of mass training. Such is precisely the scientific heritage of Ya.A. Comenius, who developed the foundations of mass education.

The same pattern is the emergence of pedagogical technology that meets the incomparably high and complex requirements of intensive scientific and technological progress in the second half of the twentieth century.

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 designing pedagogical processes;

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

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

Essence - the meaning of a given thing, that it is in itself, in contrast to all other things and in contrast to the changeable (under the influence of certain circumstances) states of a thing (Philosophical encyclopedic dictionary. - M., 1989).

Pedagogy has always been looking for ways to achieve high results in working with a group of students, and has constantly improved its tools, methods and forms. She sought to find some technique or set of techniques that would allow her to achieve her desired goal. As a result, various methods have emerged. With the accumulation of pedagogical experience, new, more effective methods were created. However, the results of practical work on the created methods did not always meet the ever-increasing requirements. Problems of stability in training, guarantees of achieving the planned results remained.
The obstacles to achieving an idealized unified teaching method are: the variety of learning goals; variety of elements of the content of education (types of educational material); individual characteristics of students.

In the practice of teaching, a wide variety of techniques, methods and forms of teaching are used. However, the search for a single effective (integral) approach to teaching continues more and more intensively. There is a search for such didactic approaches, such didactic means that could turn learning into a kind of production and technological process with a guaranteed result. With the advent and spread of machines in the 50s in the educational process, the stage of development of pedagogical technology began, which in industrial production corresponded to the emergence of systems engineering - a scientific direction that solved the problem of building human-machine complexes. Important in this scientific direction is the definition of the role of man in the "man-machine" system. To date, three stages can be distinguished in solving this problem:

First stage – designing a machine independently of a person, guided by the principle “a machine can do everything”.

Second phase - designing a machine, including the process of interaction between a person and a machine, based on the principle of distribution of functions between a person and a machine.

Third stage - characterized by the refusal to consider a person as a component of a technical system, the design is based on the principle of human activity, that is, a system of human activity began to be designed.

sign - an indicator, a sign, a sign, by which you can find out, determine something (Wikipedia).

G.E. Muravyova, based on the analysis of the literature, identifies the main features or characteristics of learning technology as operation procedures:

• purposefulness;
• integrity;
• scientific validity;
• focus on results;
• planning;
• high efficiency;
• consistency;
• comfort for teachers and students;
• legitimacy;
• projectability;
• reliability;
• result guaranteed.

V.V. Yudin singled out the following features of pedagogical technology:

• clarity and certainty in fixing the result;
• availability of criteria for its achievement;
• a step-by-step and formalized structure of the activity of subjects of training, which determines the portability and repeatability of experience.

E. O. Ivanova points out that the most important features of pedagogical technologies include:

• pedagogical idea, that is, a certain methodological, philosophical position (technology of the process of transferring knowledge and technology of personality development);
• a fixed sequence of pedagogical actions, operations, communications, built in accordance with the goals, a specific expected result;
• the process of interaction between the teacher and students, taking into account their individual characteristics and didactic principles of teaching;
• reproduction by any teacher of an element of pedagogical technology, which guarantees the achievement of the planned results (state standard) by all students;
• diagnostic procedures containing criteria, indicators and tools for measuring performance.

II. Problem - in a broad sense - a complex theoretical or practical issue that requires study, resolution; in science - a contradictory situation, acting in the form of opposite positions in the explanation of any phenomena, objects, processes and requiring an adequate theory to resolve it; in life, the problem is formulated in a way understandable to people “I know what, I don’t know how”, that is, it is known what needs to be obtained, but it is not known how to do it ( Great Soviet Encyclopedia. - M.: Soviet Encyclopedia. 1970-1978).

The problem of pedagogical technology in the history of pedagogy:

The term is relatively recent;

The discussion about whether pedagogical technology exists in nature as a specific tool for teaching and educating, which every teacher can master, continues to this day;

Not all components of pedagogical technology have acquired the same development. Especially difficult is the creation of education technology, although this industry has significant developments.

III. Structure - internal arrangement, spatial structure of something (Wikipedia).

Level - the degree of magnitude, development of something (Wikipedia).

According to G.K. Selevko, 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.

The concept of "pedagogical technology" in educational practice is used at three hierarchically subordinate levels (G.K. Selevko):

1) General pedagogical (general didactic) level: general pedagogical (general didactic, 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 used in the sense of "private technique", 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 presents is a 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 control of the material, the technology of independent work, etc.).

Methodology - description of specific methods, methods, techniques of pedagogical activity in individual educational processes; "collection of rules of educational activity" (K. D. Ushinsky).

Education - a purposeful pedagogical process of organizing and stimulating active educational and cognitive activity of students in mastering knowledge, skills and abilities, developing creative abilities and moral ethical views (Wikipedia).

Teaching methodology - a targeted system of teaching methods that provides a fairly complete solution to learning problems (http://neudoff.net/info/pedagogika/osnovnye-ponyatiya-didaktiki/).

Differences in teaching methods and pedagogical technology. The methods prescribe the activities of the teacher in the classroom, while the teaching technologies, as a rule, describe the activities of the students themselves. If the methods are soft, recommendatory in nature (the teacher has the right to follow the advice of methodological manuals to a greater or lesser extent), then teaching technologies prescribe a certain sequence of activities of the trainees and the teacher's control actions, deviation from which violates the integrity of the educational process, which may hinder the achievement of the planned result. It is far from always correct to say about technology “my technology”, since this manifests a claim to universality, to the scientific validity of what is being said, to the fact that it is reproducible and can be accepted by others without cuts. After all, no one completely repeated the system of V. F. Shatalov. He has an author's technique, which at the same time includes a large number of reproducible, technological fragments.

IV. Classification - "a special case of applying the logical operation of dividing the volume of a concept, which is a certain set of divisions (dividing a certain class into types, dividing these types, and so on)" (Philosophical Dictionary / Edited by I. T. Frolov. - 4th ed.-M.: Politizdat, 1981. - 445 p.).