G.K.Selevko. This presentation discusses the essence of educational technologies, their classification, and main parameters. A brief description is given. Selevko city modern educational technologies Modern educational technologies Selevko city

Tutorial. - M.: Public Education, 1998. - 256 p. — ISBN 5-87953-127-9. The first two chapters provide a scientific basis for the concept of educational technology, reveal its complexity and versatility, propose a classification of educational technologies and a methodological basis for their analysis.
In subsequent chapters, the most extensive and rich material of advanced pedagogical experience, innovative movement and scientific developments (about 50 technologies) is given in a classified and generalized form in five main areas: traditional education, modernized technologies, alternative technologies, technologies of developmental education and proprietary schools. Each of them clearly traces the conceptual basis, features of the content and methodology, and provides the necessary material for understanding the essence of the process.
The final chapter reveals the implementation mechanism and formulates the conditions for the optimal implementation of a particular educational technology. Introduction
The child’s personality as an object and subject in educational technology
Personality as a meaningful generalization of the highest level
Structure of personality traits
Knowledge, abilities, skills (KUN)
Methods of mental action (MAT)
Self-Government Mechanisms of Personality (SGM)
The sphere of aesthetic and moral qualities of a person (SEN)
Educational technologies
The concept of educational technology
Basic qualities of modern pedagogical technologies
Scientific foundations of educational technologies
Classification of educational technologies
Description and analysis of pedagogical technology
Modern Traditional Training (TO)
Pedagogical technologies based on personal orientation of the pedagogical process
Pedagogy of cooperation
Humane-personal technology Sh.A.Amonashvili
E.N. Ilyin’s system: teaching literature as a subject that shapes a person
Pedagogical technologies based on the activation and intensification of student activities
Gaming technologies
Problem-based learning
Technology of communicative teaching of foreign language culture (E.I. Passov)
Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov)
Pedagogical technologies based on the effectiveness of management and organization of the educational process
Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control
Level differentiation technologies
Level differentiation of training based on mandatory results (V.V. Firsov)
Technology of individualization of learning (Inge Unt, A.S. Granitskaya, V.D. Shadrikov)
Programmed learning technology
A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
Computer (new information) teaching technologies
Pedagogical technologies based on didactic improvement and reconstruction of material
“Ecology and dialectics” (L.V. Tarasov)
“Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
Consolidation of didactic units - UDE (P.M. Erdniev)
Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich)
Subject pedagogical technologies
Technology of early and intensive literacy training (N.A. Zaitsev)
Technology for improving general educational skills in elementary school (V.N. Zaitsev)
Technology of teaching mathematics based on problem solving (R.G. Khazankin)
Pedagogical technology based on a system of effective lessons (A.A. Okunev)
System of step-by-step teaching of physics (N.N. Paltyshev)
Alternative technologies
Waldorf pedagogy (R. Steiner)
Technology of free labor (S. Frenet)
Technology of probabilistic education (A.M. Lobok)
Workshop technology
Natural technologies
Nature-appropriate literacy education (A.M. Kushnir)
Self-development technology (M. Montessori)
Developmental learning technologies
General fundamentals of developmental learning technologies
Developmental education system L.V. Zankova
Technology of developmental education D.B. Elkonina - V.V. Davydova
Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
Personally oriented developmental training (I. S. Yakimanskaya)
Technology of self-development training (G.K.Selevko)
Pedagogical technologies of copyright schools
Model "Russian school"
Technology of the author's School of Self-Determination (A.N. Tubelsky)
School-Park (M.A. Balaban)
Agroschool A.A. Katolikova
School of Tomorrow (D. Howard)
Conclusion: technology design and technology development

G. K. Selevko. Modern educational technologies.
"Public Education". 1988, p. 14.

The concept of pedagogicaltechnologies.

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

Pedagogical technology- a set of psychological and pedagogical attitudes,
defining the social set and arrangement of forms, methods, methods, teaching techniques,
educational means, it is the organizational and methodological tools of pedagogical
process. (B. T. Dikhachev).

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

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

Technology- this art, skill, skill, set of processing methods, changes
condition. (V.M. Shepel).

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

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

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

Concept educational technology can be represented by three aspects:

1.Scientific. Educational technologies- a guest of pedagogical science, studying and developing goals, content, teaching methods and designing pedagogical processes.

2 Professionally descriptive: description (algorithm) of the process, a 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, educational technology functions as a science that explores the most rational ways of teaching and as a system of methods, principles and results used in teaching and the actual learning process.

Concept "Pedagogical technology" in educational practice it is used on three hierarchically subordinate conditions:

1. General pedagogical: general pedagogical (general didactic, general educational)
technology is synonymous with the pedagogical system: goals, content, means and
teaching methods, algorithm of activity of subjects and objects of the process.

2 Private methodological:private subjectpedagogical technology- totality
methods and means for implementing the determined content of training and education within
one subject, class, teacher (methodology of teaching subjects, methodology
compensatory training, methods of work of teachers, educators).

3.Local (modular): local technology represents the technology of individual guests of the educational process (technology of individual types of activities, formation of concepts, lesson technology, acquisition of new knowledge, etc.)

Technology system- a conventional image of the process technology, dividing it into separate functional elements and indicating the logical connections between them.

Technologicalmap- 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.

Fingerless V.P. Componentspedagogical technologies.

Pedagogical system- the basis for the development of pedagogical technologies.

Any activity can be either technology,

or art. Art is based on intuition

technology - on science. It all starts with art

technology - ends so that then everything

started over.

1.1 .The essence of the pedagogical system.

By pedagogical system we understand a certain set of interrelated means, methods and processes necessary for an organized, purposeful and deliberate pedagogical influence on the formation of a personality with given qualities.

The structure of the pedagogical system currently appears to be the following interconnected set of invariant elements:

1 - students; 2 - educational goals (general and state); 3 - content of education; 4 -
principle of education and training; 5 - teachers or TSO (technical teaching aids); 6 - organizational forms of educational work.

Public-state order

The structure of the didactic task reflects the goal - the need to form certain personality qualities. Each didactic task is resolved with the help of adequate teaching technology; integrity is ensured by 3 components: organizational form, didactic process and teacher qualifications.

In the didactic process, a distinction is made between the educational process itself and the learning process.

What is the meaning of educational technologies?

Practical teaching should be transferred to the path of Preliminary Instructional Design
but educational process.

The design of the educational process determines the structure and content of the student’s educational and cognitive activity, which leads to high stability of success for almost any number of students.

An essential feature of pedagogical technologies is the process of goal formation.
The problem of goals is considered in 2 aspects:

1) diagnostic goal setting and objective quality control of students’ assimilation of educational material and

2) development of the personality as a whole.

4. Thanks to the idea of ​​the subject of pedagogical technology as a project of a certain pedagogical system, it is possible to formulate an important principle for the development of pedagogical technology and its implementation in practice - the principle of integrity.

2. Diagnostic methodology for goal setting - starting point for developmentpedagogical technologies.

2.1. Diagnostic setting of educational goalsand education, problems and methods.

The goal in the pedagogical system must be set diagnostically, that is, so precisely and definitely that one can unambiguously draw a conclusion about the degree of its implementation and build a well-defined didactic process that guarantees its achievement in a given time.

The goal of training (upbringing) is set diagnostically if:

a) gave such an accurate and definite description of the personal quality being formed that it can be accurately differentiated from any other personality qualities.

b) there is a method (tool) for unambiguously identifying the diagnosed personality quality in the process of objective control of its formation^

c) it is possible to measure the intensity of the diagnosed quality based on control data,

d) there is a quality assessment scale based on measurement results.

2.2.Methodology of diagnostic description of the goal of forming the experience of students at the stage of operational goal formation.

Description and measurement of levels of assimilation of experience (see Bespalko V.P.)

3. Pedagogical technology as a means of guaranteed achievement of learning goals.

3.1. Didactic process pedagogical technology.;

The structure of the didactic process can be represented in in the form of 3 interrelated and interpenetrating components: motivational, the actual cognitive activity of students and the management of this activity by the teacher.

Motivationalstage.

Motivation- a process in psychological and pedagogical science as a result of which a certain activity for an individual transforms a certain personal meaning, creates its stability

interest in it and turns the externally created goals of his activity into the internal needs of the individual.

Motivation for any activity is a complex psychological process that develops over time.

Motivation for educational and cognitive activity does not arise spontaneously; its creation is a task and a sign of the teacher’s skill.

Pedagogical methods of forming motivation.

1) Interesting nature of classroom activities or textbook text.

Entertaining has a subordinate, auxiliary value, mainly helping to maintain interest in learning, rather than creating an initial motivational attitude towards academic work;

2) The technique of creating motivational and problematic situations is more effective. This is the formulation of special educational and cognitive problem tasks, which displays the practical meaning of studying a given topic by subjects.

Stage of educational and cognitive activity.

The assimilation of knowledge occurs only as a result of their own educational and cognitive activities.
ness. ,

To help the teacher organize the didactic process in accordance with the learning objectives, certain methods of considering the educational and cognitive activity of students are recommended, taking into account the specifics of the subject being studied.

Students’ fulfillment of all educational and cognitive actions assigned to them will be complete if periodic monitoring of the quality of assimilation is carried out.

3.2.Methodology research and evaluation efficiency didactic process.

The main goal of organizing the didactic process is to carry out the formation of the student’s personality in accordance with predetermined goals in perhaps a shorter time. The presence of goals and time are the main differences between the organizational didactic process and the spontaneous one.

To do this, it is necessary to develop the necessary and sufficient requirements (principle) for conducting any didactic research:

A clear and definite description of the essence of the scientific search for the problem, the degree of its research in pedagogical science and those new scientific problems that are supposed to be solved subsequently.

Selection and justification of didactic parameters in accordance with each research task and objective methods for monitoring the degree of their change in the course of research work.

A clear and reproducible description of the didactic process being studied and those processes that are control in the study.

Adequate statistical processing and meaningful interpretation of research results.

Conclusion.

Scheme of the stages of development of any educational technology. Components of pedagogicaltechnologies.

Analysis of students' future activities.

Determination of training content for each level of training.

Selection of organizational forms of training and education that are most favorable for the implementation of the labeled didactic process.

Preparation of materials (text situations) for the implementation of the motivational component of the didactic process on individual topics and specific classes.

Development of a system of educational institutions and their inclusion in the meaningful context of teaching aids.

Development of texts for objective control over the quality of assimilation of educational knowledge and actions, according to the goals and criteria of learning, assessment of the degree of assimilation.

Development of the structure and content of training sessions aimed at effectively solving educational and educational problems, planning lessons and homework for schoolchildren.

Testing the project in practice and checking the completeness of the educational process.

FingerlessV. P. Textbook theory. Moscow,"Pedagogy";1988, pp.53-67.

3.2.Objective methodology for mastering quality control.

3.2.1.Goal setting for the quality of students' knowledge acquisition.

The degree of mastery of a student determines the perfection of his mastery of activities performed on the basis of assimilation of relevant information and “externally observed when he performs specially completed tests

The rules for performing an activity or its individual operations are called approximate OSnew activity (OOA).

Activities.

Algorithmic activity often called reproductive, because it is mainly performed by a person from memory.

♦ Examples of students' reproductive activities:

No new information is created during execution, it is simply imitative
activity;

Description of the features and properties of previously studied educational elements;

Calculation according to a proposed formula or a known calculation scheme, or activities according to instructions;

Presentation with analysis using known provisions;.

Retelling the information contained in the educational book in the same sequence;

Solving standard (adapted) problems.

Heuristic activity refers to productive. In the process of this activity, new information is created.

Examples of productive activities.

Solving non-standard problems;

Calculation using a self-selected formula;

Rationalization and inventive work;

Research work.

It should be emphasized that any activity is always remembered by a person on the basis of previously acquired information.

The development of a student's experience in studying a subject occurs through 4 levels of mastery.

1.2. Tests to identify the quality of what has been learned activities.

Tests-special testing tools.

Testing- a test to identify the properties of an object, used in combination with a very specific methodology for measuring and evaluating results (a general concept for doctors, engineers, psychologists).

The correct and complete method of performing a given activity for all operations, indicating among them the essential ones, i.e., reflecting the essence and content of the tests, is called standard. T (test) = 3 (task) + E (standard)

A test without a standard is not a test, but an ordinary control task.

Tests must meet certain requirements: adequacy (validity), certainty, simplicity, unambiguity and reliability.

A adequacy(validity) of a test is the exact correspondence of the content of the sample specified by the test to the meaning and content of the characteristic being detected.

Certainty- it is important that the student, when reading the test, understands well what activities he must perform, what knowledge he must demonstrate and to what extent.

Simplicity- the need to have in the test the clearest and most straightforward formulation of the activity task.

Unambiguity- tests should highlight some units that allow them to be conducted
confident processing and calculation in order to obtain a completely definite result.

Reliability- ensuring consistency of test results for one
and the same subject.

1.3. Techniques for constructing tests of various levels.

1. Zero level tests. The student’s readiness to perceive and assimilate new language
rial. It is based on the material of the academic subject to be studied.

Example: It is known that the training and education of the younger generation is carried out in pedagogical systems specially created for this purpose. The preliminary design of such systems is reflected in educational and methodological documents such as curriculum, training programs, teaching aids, and textbooks. These documents are different models in terms of the completeness of their representation of the pedagogical system.

Which model of the pedagogical system do you think is the most complete and specific?

a) curriculum; b) teaching aid (tool); c) curriculum; d) textbook. Reference: b) and d). Significant transactions - 2.

To check the quality of information assimilation, tests should be used that require the performance of recognition actions: a task to identify, distinguish or classify objects, phenomena and concepts, in which the result is the answer “Yes” or “No”.

2. First level tests. Algorithmic reproductive activity is performed by prompting,
because the answer is contained in the test itself.

In tests of this level there is no explanatory test on the basis of which the test task is formed. At this level, discrimination or selective tests are used.

Second level tests. These are special control tasks for checking and correcting assimilation, allowing you to reproduce and discuss information, and solve standard problems. These are tests -
performances, constructive tests.

Third level tests. These are atypical tasks that require heuristic activities to apply knowledge in real practical activities.

Example: Atypical task: “Develop a diagnostic technique for setting a goal for such a personality quality as hard work.”

Standard there is no.

5. Level 4 test. The ability of students to navigate and make decisions in
new, problematic situations.

Creating tests- is a complex pedagogical problem in itself.

Tests of the fourth level are problems, the solutions of which are creative activity, accompanied by the acquisition of objectively new information.

Gavrilenko G.V., teacher of computer science and ICT MBOU "Secondary School No. 15"

The child is an unrecognized genius

Among everyday gray people.

M. Voloshin.

Education has reached its goal when a person has the strength and will to educate himself and knows the way and means to accomplish this.

A. A. Disterweg.

Development and education cannot be given or imparted to any person. Anyone who wants to join them must achieve this through their own activity, their own strength, and their own effort.

K. D. Ushinsky.

One of the most important global trends in education is the transition from an explanatory and illustrative method of teaching to developmental technologies.

The ideas of developmental education originate in the works of I.G. Pestalozzi and K.D. Ushinsky. A truly scientific substantiation of the theory of developmental learning was first given in the works of L.S. Vygotsky, who in the early 30s of the XX century. put forward the idea of ​​education that goes ahead of development and is focused on the development of the child as the main goal. According to his hypothesis, knowledge is not the ultimate goal of learning, but merely a means of student development. In this regard, L.S. Vygotsky proposes to focus training not on the established characteristics of mental development, but on those that are still emerging, not to adapt the content of training to abilities, but to introduce content that would require new, higher forms of thoughts. The transition of thinking processes to a new level constitutes the main content of developmental education.

In recent decades, theorists and practitioners of domestic education have been paying more and more attention to this problem, devoting scientific works to it, creating teaching aids and special programs. Moreover, one of the main principles of reforming the Russian school is the principle of developmental education.

Man is a part of nature, and his life activity is subject to its general laws. Therefore, all pedagogical means used must be natural and follow the natural process of child development. The growth and development of a person as a living organism is controlled by a program transmitted by special molecular structures (genes). The process of such programmatic “self-biological” development is influenced by the environment in which a person lives and acts, and the process of socialization occurs (the assimilation and reflection of social experience and norms by the individual).

Russian physiologist Alexei Alekseevich Ukhtomsky was the first to put forward a hypothesis about the mediating role of the internal psychological world in the reflective activity of the body. According to this hypothesis, brain activity is based on the principle of freedom of choice and free will in making the required decision.

Acquiring certain experience and qualities in the process of activity (based on internal needs), a person begins on this basis to freely and independently choose goals and means of activity, manage his activities, while simultaneously improving and developing his abilities to implement them, changing and educating himself.

This fact is the most important for pedagogy and lies in the fact that a person develops not only according to the hereditary program inherent in him and under the influence of the environment, but also depending on the experience, qualities, and abilities that develop in his psyche.

Such development, which is determined by the content and level of mental development of the individual at the moment, can be called self-development.

These ideas formed the basis of the technology of self-development of German Konstantinovich Selevko, candidate of pedagogical sciences, scientific director of the author’s “School of Dominant Personal Self-Improvement” (Rybinsk, Yaroslavl region). His teaching technology is based on the use of motives for personal self-improvement and represents a new level of developmental education. It can also be called self-development training.

The technology of self-development (according to G.K. Selevko) training includes all the essential qualities of developmental training technologies and complements them with the following important features:

The child’s activity is organized not only as satisfaction of cognitive needs, but also of a number of other needs for personal self-development:

In self-affirmation (self-education, self-education, self-determination, freedom of choice);

In self-expression (communication, creativity and self-creation, search, identification of one’s abilities and strengths);

In security (self-determination, career guidance, self-regulation, collective activity);

In self-actualization (achieving personal and social goals, preparing oneself for adaptation in society, social tests).

The goal and means in the pedagogical process becomes the dominant element of personal self-improvement, including attitudes towards self-education, self-education, self-affirmation, self-determination, self-regulation and self-actualization. The idea of ​​personality development based on the formation of a dominant self-improvement belongs to the outstanding Russian thinker A.A. Ukhtomsky.

In order for the processes of self-improvement to become dominant, the organization of three groups of conditions is necessary:

1. An individual’s awareness of the goals, objectives and opportunities for his development and self-development.
2. Participation of the individual in independent and creative activities, a certain experience of success and training for achievements.
3. Adequate style and methods of external influences: conditions of training and education and way of life.

Creating in students a dominant attitude-motivation for self-education, the formation of a cult of self-improvement at school will help solve many of today's educational problems, in particular such important ones as motivation to learn without external coercion, self-education.

The emphasis of the goals in the technology of self-development training is as follows:

Formation of a self-improving person (homoself-studius, self-mademen).

Formation of self-governing mechanisms of personality (SUM).

Nurturing the dominant self-improvement, self-development of the individual.

Formation of an individual style of educational activities.

Personal self-education technology: goal setting and tasks

In the most general form, a modern school is guided by the following educational models:

a) a model of an educated, intellectually developed graduate prepared to master the professional stage of education;

b) a model of a physically healthy person;

c) a model of a morally educated person and citizen;

d) model of a successful (productive, creative) personality;

e) a model of an adaptable personality, capable of adapting to existing social conditions and possessing entrepreneurship and competitiveness.

The concept of self-education puts forward another model of the educational ideal that is new to the Russian school: a self-educating, self-improving, self-developing personality.

A mature level of self-improvement is characterized by:

1. spirituality, ideological orientation, connection of motives (goals) of working on oneself with the spiritual core of the personality;
2. sustainability of goals and objectives of self-improvement, turning them into a dominant feature of life;
3. possession, equipment with a set of self-improvement skills;
4. conscious behavior aimed at improving oneself and one’s personality;
5. high level of individual independence, readiness to be involved in any activity;
6. the creative nature of human activity;
7. effectiveness, efficiency of personality self-formation.

A child must approach this level of self-education as a result of using a certain pedagogical technology aimed at self-education and self-development.

Content Features

Self-development learning includes three interconnected, interpenetrating subsystems. (See picture)

1. “Theory” - mastering the theoretical foundations of self-improvement. A significant, fundamentally important component is being introduced into the school curriculum - the course “Personal Self-Improvement” from grades I to XI.

2. “Practice” - the formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon.

3. “Methodology” - implementation of forms and methods of self-development training in teaching the fundamentals of science.

Its essence is that, in accordance with the recommendations of A.A. Ukhtomsky to form the dominant activities of the student: 1) given theoretical knowledge about his psychology; 2) conditions are provided to satisfy needs and exercise abilities in positive activities; 3) an adequate moral and psychological climate (way of life) is created for all life activities of the student, including academic ones. This allows the student to form a dominant focus on self-improvement - constant moral growth, enriching himself with knowledge and experience.

Mastering the theoretical foundations of personal self-improvement - subsystem "Theory". According to Ukhtomsky, the effectiveness of the processes of self-improvement, self-education, and the influence of the individual on himself is determined by the level awareness child’s goals and opportunities for their development. In traditional technology, these processes occur spontaneously in the psyche; the child is not aware of them and therefore cannot influence them.

In the technology of self-development, the “secret” of the processes taking place in his psyche is revealed to the child; a series of special subjects and courses introduces students to the theoretical concepts and laws of self-knowledge, self-education, and self-education. A significant, fundamentally important component is introduced into the school curriculum - the course “Personal self-improvement” from grades I to XI.

Dominant of personal self-improvement becomes in the pedagogical process purpose And means , including attitudes towards self-education, self-education, self-affirmation, self-determination, self-regulation and self-actualization.

The technology of personal self-development sets a promising goal - create and maintain in students a dominant focus on self-improvement, on conscious and purposeful improvement by the individual of himself. Creating a dominant motivation for self-improvement among students and forming a cult of personal self-improvement in school will help in solving many of today’s educational problems, in particular, the main problem - creating motivation to learn without external coercion (in its explicit form).

ZUN. The content of the fundamentals of science is determined by the current educational standards.

Variations in the didactic structure of educational subjects (enlargement of didactic units, deepening, immersion, advance, integration, differentiation) are determined by didactic approaches to their study. In the general context of special subject knowledge, general educational skills and knowledge, as well as related knowledge, are of particular importance.

A special group of students is represented by knowledge in the course “Personal Self-Improvement”, which serves as a system-forming and integrating theoretical basis for the entire process of school education.

Rice. Self-development learning technology

The course provides the child with basic psychological and pedagogical training, a methodological basis for consciously managing his development, helps him find, understand and accept goals, a program, and learn practical techniques and methods for his spiritual and physical growth and improvement. This course implements the position about the leading role of theory in personality development; it is the theoretical basis for all educational subjects.

The course is built taking into account age capabilities and presents the following structure by class.

Grades I-IV - Basics of ethics (self-regulation of behavior);

V class - Know yourself (personality psychology);

VI class - Do yourself (self-education);

VII grade - Learn to study (self-education);

VIII class - Culture of communication (self-affirmation);

IX class - Self-determination;

X class - Self-regulation;

XI class - Self-actualization.

Methods of mental action (SUD). Methods of mental action are the operational part of the intellect; they dispose, manage, and apply the information available in the ZUN storehouses. At the same time, COURTS in a conscious form represent a special kind of knowledge - methodological, evaluative and ideological.

In SRO technology, much attention is paid to this knowledge: it is acquired both in a special course and when studying the fundamentals of science.

In the educational process, the entire arsenal of methodological techniques for forming a data management system in the technology of D.B. is used. Elkonina - V.V. Davydov, with the only difference that empirical (classical logical) methods of mental action are used on an equal basis with theoretical (dialectical logical) methods.

Within each academic subject, connections are established with the course “Personal Self-Improvement”.

SUM. The most important quality of the self-governing complex, underlying the purposeful activity of a person, is the psychological dominant. It represents the dominant focus of excitation in the nervous system, giving the mental processes and behavior of the individual a certain direction and activity in this area. Russian physiologist and philosopher A.A. Ukhtomsky created the theory of the dominant and substantiated the need to educate the dominant for constant moral self-improvement. For this purpose, SRO technology provides:

The child’s awareness of the goals, objectives and opportunities for his development;

Participation of the individual in independent and creative activities;

Adequate style and methods of external influences.

One of the concentrations for the formation of SUMs is the course “Personal Self-Improvement”. During classes, half of the teaching time is devoted to practical, laboratory and training forms of work, including

Psychological and pedagogical diagnostics and self-diagnosis of students;

Drawing up self-improvement programs by sections and periods of development;

Understanding, reflection of life activity;

Trainings and exercises on self-education, self-affirmation, self-determination and self-regulation.

Another focus of the formation of SUMs is creative activity as the main area of ​​personal self-improvement; here interests, inclinations, abilities, positive aspects of the self-concept are formed, and self-discovery of the individual occurs.

The creative activities of students are organized in the system of the school’s club space, which includes creative associations of interests and areas, extracurricular work in subjects, social activities, participation in olympiads, competitions, competitions. In addition, extracurricular creative activities are organized according to the teaching and educational system of I.P. Volkova.

The club space makes an irreplaceable contribution to the formation of a positive self-concept, convinces the child of the enormous possibilities of his personality (I can, I am capable, I am needed, I create, I am free, I choose, I evaluate).

SEN. The sphere of aesthetics and morality in SRO is widely represented both in the curriculum and in extracurricular creative activities by universal human values. But the most important thing is, given the current climate of lack of ideology and faith in our society and in school, the formation of the ideal of self-improvement as the meaning of life, combined with the individual’s faith in himself, which will be the ideological basis of the new system of upbringing and education.

The organization of the educational process (content and methods of child activity) in self-development technology has the following fundamental features:

• turning pedagogical guidance of self-education and self-education into a priority for organizing the educational process;
• the use of not only cognitive, but also moral and volitional motivation for students’ activities;
• emphasis on independent creative activity of students;
• activation and stimulation of the process of understanding the teaching, the subject entering a reflective position;
• shifting the center of gravity of the pedagogical process towards the formation of methods of mental action;
• systematic and consistent formation of general educational skills.

The content of educational subjects especially emphasizes those sections that are of greater importance for self-education (problems of morality, worldview, communication, etc.). The methods of subject teaching themselves are being restructured. During the period of study, the student “passes” through most of the general school technologies (methods of work), which form a gradually more complex and developing system of involving the child in the process of personal self-construction.

Features of the technique

Main motivation: moral-volitional + cognitive. Teacher's position: business partner, senior comrade, knowing a higher truth. Student position: freedom of choice, self-determination.

The main task of private methods in SRO is to form a dominant (psychological attitude) in students for self-improvement. To achieve it, adequate style and methods of external influences and the way of life of the child are of considerable importance. In a school setting, they are created by humane-personal relationships and the methodological organization of the educational process.

Interpersonal relationships “teacher-student” are determined by a humane-personal approach (“to love, understand, accept, sympathize, help”). Reliance on positive stimulation (pedagogy of success), denial of external coercion, cooperative partnerships create conditions for satisfying the needs of self-improvement, and orient the student towards developing positive creative dominant behavior.

The organization of the educational process in subjects is based on

Shifting the emphasis from teaching to learning;

Transformation of pedagogical guidance into self-education and self-education of the individual, with priority given to the organization of the educational process;

The use of moral-volitional motivation for activity (along with cognitive);

Priority of independent methods and techniques.

The general methodological level of the educational process is created by the richness and variety of methods used. To create conditions for self-determination (opportunities for self-testing) of a child in various styles and methods of activity, SRO uses a system for planning methods used in academic subjects. Each student during the period of study must work in all the most important methodological modes (technologies).

In SRO technology, the organization of mutually agreed upon education of students, teachers and parents, coordination of the functioning of all three subsystems: theory, practice and methodology is of great importance.

Some “grow” into others (Vygotsky). Their formation is a single multidimensional process, which should be the subject of teaching psychology. She has no right to ignore the processes of spontaneous (or at least directly unregulated) development.

- “Everyday” concepts are situationally connected, suggesting the movement of the child’s consciousness in a “semantic field” (Vygotsky). The child’s knowledge is situational knowledge (this does not necessarily mean a present, but a generalized and imaginary situation).

Situational and extra-situational, theoretical knowledge corresponds to two forms of mental representation of information studied by modern psychology: categorical (network) and schematic (scenario, dynamic).

The development of cognition in a child is the gradual formation of both forms of mental representation in their unity and interdependence.

Situational (figurative) presentation of information involves turning to the concept of objective meaning as a sensory (figurative) equivalent of verbal meaning, as a building material for the image of the world.

It is the introduction of objective meaning that makes it possible to reconcile the theoretical nature of knowledge about the world with overcoming the verbalization of the world.

The concept of meaningful generalization has developed and is developing on the material of objects oriented more towards the structure and means of our knowledge about the world, rather than towards this objective world itself.

Not every scientific description of an object (its scientific model) is, by definition, its scientific theory, i.e. displays its deep, fundamental characteristics and connections.

Literature:

1. Selevko, G.K. Modern educational technologies: textbook. allowance / G. K. Selevko. -M. : Public education, 1998. – 256 p.

Material provided by O.Yu. Zakharova, methodologist of MKOUDO "IMC".

The final chapter reveals the implementation mechanism and formulates the conditions for the optimal implementation of a particular educational technology. Table of contents

Introduction

II. Educational technologies

2.1. The concept of educational technology

2.2. Basic qualities of modern pedagogical technologies

2.3. Scientific foundations of educational technologies

2.4. Classification of educational technologies

2.5. Description and analysis of pedagogical technology

III. Modern Traditional Training (TO)

IV. Pedagogical technologies based on personal orientation of the pedagogical process

4.1. Pedagogy of cooperation

4.2. Humane-personal technology

4.3. Ilyina: teaching literature as a subject that shapes a person

V. Pedagogical technologies based on the activation and intensification of students’ activities

5.1. Gaming technologies

5.2. Problem-based learning

5.3. Technology of communicative teaching of foreign language culture ()

5.4. Technology of intensification of learning based on schematic and symbolic models of educational material ()

VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process

6.1. N.Lysenkova: forward-looking learning using reference schemes with commented control

6.3. Level differentiation of training based on mandatory results ()

6.5. Technology of individualization of learning (Inge Unt,)

6.7. Collective way of teaching CSR (,)

6.9. Computer (new information) teaching technologies

VII. Pedagogical technologies based on didactic improvement and reconstruction of material

7.1. "Ecology and dialectics" ()

7.2. "Dialogue of Cultures" (,)

7.3. Consolidation of didactic units - UDE ()

7.4. Implementation of the theory of gradual formation of mental actions ()

VIII. Subject pedagogical technologies

8.1. Technology of early and intensive literacy training ()

8.2. Technology for improving general educational skills in elementary school ()

8.3. Technology of teaching mathematics based on problem solving ()

8.4. Pedagogical technology based on a system of effective lessons ()

8.5. System of step-by-step teaching of physics ()

IX. Alternative technologies

9.1. Waldorf pedagogy (R. Steiner)

9.2. Technology of free labor (S. Frenet)

9.3. Technology of probabilistic education ()

9.4. Workshop technology

X. Natural technologies

10.1 Nature-based literacy education ()

10.2. Self-development technology (M. Montessori)

XI. Developmental learning technologies

11.1 General fundamentals of developmental learning technologies

11.2 Developmental education system

11.3 Technology of developmental education -

11.4 Systems of developmental education with a focus on developing the creative qualities of the individual (G. Altshuller)

11.5 Personally oriented developmental training ()

11.6. Self-development learning technology ()

12.2. Model "Russian school"

12.4. School Park ()

12.5. Agricultural school

12.6. School of Tomorrow (D. Howard)

XIII. Conclusion: technology design and technology development

Introduction

Currently, a new education system is being established in Russia, focused on entering the global educational space. This process is accompanied by significant changes in the pedagogical theory and practice of the educational process.

There is a change in the educational paradigm: different content, different approaches, different law, different relationships, different behavior, different pedagogical mentality are offered.

Traditional methods of information - oral and written speech, telephone and radio communications are giving way to computer teaching aids and the use of global telecommunication networks.

The most important component of the pedagogical process is the personality-oriented interaction between the teacher and students.

A special role is given to the spiritual education of the individual, the formation of the moral character of Man.

Further integration of educational factors is planned: school, family, micro and macro society.

The role of science in the creation of pedagogical technologies adequate to the level of public knowledge is increasing.

In psychological and pedagogical terms, the main trends in improving educational technologies are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static model of knowledge to dynamically structured systems of mental actions;

From focusing on the average student to differentiated and individualized educational programs;

From external motivation for learning to internal moral-volitional regulation.

In Russian education today, the principle of variability has been proclaimed, which makes it possible for teaching staff of educational institutions to choose and design the pedagogical process according to any model, including author’s ones. The progress of education is also going in this direction: the development of various options for its content, the use of the capabilities of modern didactics in increasing the efficiency of educational structures; scientific development and practical justification of new ideas and technologies.

At the same time, it is important to organize a kind of dialogue between different pedagogical systems and teaching technologies, testing new forms in practice - additional and alternative to the state education system, and using integral pedagogical systems of the past in modern Russian conditions.

In these conditions, the teacher, leader (educational process technologist) it is necessary to navigate a wide range of modern innovative technologies, ideas, schools, trends, and not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies, which is what this book is intended for.

The first two chapters provide a scientific justification for the concept of educational technology, reveal its complexity and versatility, propose a classification of educational technologies and a methodological basis for their analysis.

In subsequent chapters, the most extensive and rich material of advanced pedagogical experience, innovative movement and scientific developments (about 50 technologies) is given in a classified and generalized form in five main areas: traditional education, modernized technologies, alternative technologies, technologies of developmental education and proprietary schools. Each of them clearly traces the conceptual basis, features of the content and methodology, and provides the necessary material for understanding the essence of the process.

The final chapter reveals the implementation mechanism and formulates the conditions for the optimal implementation of a particular educational technology.

Descriptions of technologies are largely borrowed from well-known publications, observations of the work of advanced teachers, as well as the author’s own work experience. The analysis and interpretation of these technologies are also the author's. All descriptive analyzes are built according to a single plan and include a brief classification description of the technology, an analysis of its features, and a list of references.

Unfortunately, due to the limited volume of the book, it did not include some domestic and foreign educational technologies of past years, technologies embedded in modern variable textbooks, and educational technologies. These aspects will form the program of another book.

The author expresses deep gratitude to the teams and leaders of innovative schools who implemented and tested many of the described technologies: Yaroslavl - No. 26 (), No. 59 (), No. 70 (), Rybinsk - No. 2 (), No. 8 ( ), No. 18 (), No. 19 (), Tugaev - No. 3 ().

I. The child’s personality as an object and subject in educational technology

Pedagogy as a field of human activity includes subjects and objects of the process in its structure. In traditional subject-object pedagogy (I. Herbart), the child is assigned the role of an object to whom the older generation (teachers) transfers experience. Preparing a child for life is the ultimate goal of the system. What is fundamentally important is what and how to formulate in order to achieve it.

Modern pedagogy is increasingly turning to the child as a subject of educational activity, as an individual striving for self-determination and self-realization. From this point of view, it is necessary to answer the questions: what is a child as an integral person? What structures determine his subject positions? What qualities should he develop?

The pedagogy of subject-subject relations is conquering more and more parties, and all progressive educational technologies are, to a greater or lesser extent, aimed at implementing this idea.

1.1. Personality as a meaningful generalization of the highest level

Academician of the Russian Academy of Education introduced the term "meaningful generalization" meaning a theoretical image obtained in the human consciousness through mental operations that establish the unity of the system of concepts and their interrelations and thus represent generalization of generalizations. A generalization of this level is the concept of personality.

A person-individual represents (conditionally) a totality of physical and mental content. The human psyche (in the materialistic concept, a product of highly organized matter), in turn, is divided (not sharply) into two parts: emotions and consciousness. Consciousness distinguishes a person from an animal; it reflects the world around him in the human brain. Consciousness forms the basis of what is called personality.

Existing in a certain social and material environment, interacting with surrounding people and nature, participating in social production, a person manifests himself as a complex self-governing system with a huge range of different qualities and properties. This system is personality.

The objective manifestation of personality is expressed in each and every interaction with the outside world. Subjectively, it manifests itself as a person’s awareness of the existence of his “I” in. world and society of one’s own kind (self-awareness).

Personality is the mental, spiritual essence of a person, appearing in various generalized systems of qualities:

- a set of socially significant human properties;

- a system of relationships to the world and with the world, to oneself and with oneself;

- a system of activities, performed social roles, a set of behavioral acts;

- awareness of the world around you and yourself in it;

- system of needs;

- a set of abilities, creative possibilities; - a set of reactions to external conditions, etc.

All this forms a meaningful generalization "personality".

1.2. Structure of personality traits

IN Personal qualities combine hereditary (biological) and acquired during life (social) components. Based on their relationship in the personality structure, four hierarchical levels-substructures are distinguished, bearing the following conventional names (by).

1) Temperament level includes qualities most determined by heredity; they are associated with the individual characteristics of the human nervous system (features of needs and instincts, gender, age, nationality and some other personality traits).

2) Level of characteristics of mental processes form qualities that characterize the individual nature of sensations, perceptions, imagination, attention, memory, thinking, feelings, will. Mental logical operations (associations, comparisons, abstraction, induction, deduction, etc.), called modes of mental action (MOA), play a huge role in the learning process.

3) Level of experience of the individual. This includes qualities such as knowledge, skills, habits. They distinguish those that are formed in the process of studying school academic disciplines - ZUNs, and those that are acquired in labor, practical activities - SDP (effective-practical sphere).

4) Level of personality orientation combines social qualities that determine a person’s attitude to the world around him, serving as the guiding and regulating psychological basis of his behavior: interests, views, beliefs, social attitudes, value orientations, moral and ethical principles and worldview. Direction (together with needs and self-concept) forms the basis of the self-governing mechanism of the individual (conventionally - SUM).

Moral, ethical and aesthetic views and personality traits, together with a complex of corresponding ZUN, represent the sphere of aesthetic and moral qualities (conventionally - SEN).

These levels can be represented as concentric layers, in the center of which there is a core of biologically determined qualities, and the shell is formed by “direction” - the social essence of a person.

However, in the personality structure there are a number of qualities that can manifest themselves at all levels, as if “penetrating” them along radii. These qualities, or more precisely, groups of qualities: needs, character, abilities And Self-concept Personalities, together with levels, form a certain “framework” of personality. All groups of personality traits are closely interconnected, condition and often compensate for each other, representing a complex integral system.

1.3. Knowledge, abilities, skills (KUN)

Knowledge and its classification. Knowledge is the practice-tested results of knowledge of the world around us, its true reflection in the human brain. The most common classifications of knowledge are as follows.

By reflection localization highlight:

individual knowledge (consciousness) - a set of sensory and mental images and their connections that arise during the interaction of an individual with reality, his personal experience of communication, work, knowledge of the world;

public knowledge is a product of generalization, objectification, socialization of the results of individual cognitive processes, expressed in language, science, technology, material and spiritual values ​​created by generations of people, civilization.

Training is a “translation” of public learning skills into individual ones.

By reflection form ZUN are distinguished:

- iconic, verbal knowledge encoded in symbolic, linguistic form, theoretical knowledge;

- figurative, presented in images perceived by the senses;

- real, existing in objects of labor, art - materialized results of activity;

- procedural - those that are contained in the current activities of people, their skills and abilities, in technology, the procedure of the labor and creative process.

Extensive classification of knowledge by region And subject of knowledge; its largest sections: humanities and exact mathematical sciences, philosophy, living and inanimate nature, society, technology, art.

By psychological level distinguished: knowledge - recognition, - reproduction, - understanding, - application, - automatic actions, - attitude and knowledge - need.

By degree of generality: facts - phenomena, concepts - terms, connections - patterns, hypotheses - theories, methodological knowledge, evaluative knowledge.

Associative model of individual knowledge. Sense organs transmit signals to the brain, which imprints them in the form of memory traces - facts of perception, elementary building blocks of knowledge. At the same time, connections between facts - associations - are recorded in the brain (by contiguity in time and space, by similarity or opposition, and other characteristics).

Consciousness is capable of identifying primary and secondary elements in these facts and connections, creating generalizations (concepts), cognizing connections and patterns hidden from direct perception, and solving problems posed by external circumstances.

The simplest semantic system is the concept. There is a concept knowledge of the essential properties (aspects) of objects and phenomena of the surrounding world, knowledge of the essential connections and relationships between them. A concept is not something that is observed, but an abstraction that expresses the internal semantic content of objects of knowledge.

Skills and abilities. A special part of universal human experience is the process itself, the method of activity. It can only be partially described by language. It can only be reproduced in the activity itself, therefore its possession is characterized by special personality traits - skills and abilities. Skill is defined as the ability of an individual to effectively perform a divided activity based on existing knowledge in changed or new conditions. Skill is characterized primarily by the ability, with the help of knowledge, to comprehend available information, draw up a plan for achieving a goal, regulate and control the process of activity. The skill includes and uses all related personality skills.

Simple skills, with enough practice, can become automated, transfer Vskills. Skills- this is the ability to perform any actions automatically, without element-by-element control. That's why it is sometimes said that a skill is an automated skill.

Skills and abilities are characterized by varying degrees of generality and are classified according to various logical grounds. Thus, according to the nature of the prevailing mental processes, they distinguish motor (motor), sensual (sensory) and mental (intellectual).

ZUNs define the so-called "volume" personality, i.e. the amount of information available in memory, and basic skills for their reproduction. Intellectual skills in the application and creative transformation of information belong to another group of personality qualities - methods of mental action.

1.4. Methods of mental action (MAT)

All living organisms strive to solve the problems of existence, satisfying primary needs for food, procreation, and safety. Man has succeeded in solving these problems, creating a unique civilization - a synthesis of science, technology, culture, and art.

The psychological individual process that led humanity to the modern level of civilization is thinking.

Thinking is the process of human cognition of objects and phenomena of the surrounding world and their connections, solving vital problems, searching for the unknown, foreseeing the future. Thinking is the process of consciousness, the brain processing the knowledge stored in it and incoming information and obtaining results: management decisions, creative products, new knowledge. ZUNs - emotional and iconic images and their connections stored in memory - are the basis, a means for thinking.

The ways in which thinking is carried out are called methods of mental action (MAC). They can be classified as follows:

1)by character predominant means of thinking: objective-effective, visual-figurative, abstract, intuitive;

2) according to a logical scheme process: comparison, analysis, abstraction, generalization, synthesis, classification, induction, deduction, inversion, reflection, anticipation, hypothesis, experiment, etc.

3) By form result: creation of a new image, definition of a concept, judgment, conclusion, theorem, pattern, law, theory;

4) by type of logic thinking: rational-empirical (classical-logical) and rational-theoretical (dialectical-logical). In addition to the term “methods of mental action” (MSA), pedagogical technologies also use the closely related term “methods of educational work” (), which denotes the area of ​​procedural skills that play an extremely important role for successful learning.

The most important general educational methods of work (general educational skills and abilities) are:

I. Skills and abilities for planning educational activities: awareness of the learning task; setting goals; choosing a rational and optimal way to achieve them; determining the sequence and duration of activity stages; building a model (algorithm) of activity; planning independent work in class and at home; planning for the day, week, month.

II. Organizational skills and abilities their educational activities: organization of the workplace in the classroom - the availability and condition of teaching aids, their rational placement, creation of favorable hygienic conditions; organization of work schedule; organization of home independent work; determination of the order and methods of mental actions.

III. Skills and abilities to perceive information, work with various sources of information (communicative): reading, working with a book, taking notes; bibliographic search, work with reference books, dictionaries; listening to speech, recording what you listened to; attentive perception of information, attention management; observation; memorization. A special group is formed by skills and abilities to work with a computer.

IV. Skills and abilities of thinking: comprehension of educational material, highlighting the main thing; analysis and synthesis; abstraction and concretization; induction - deduction; classification, generalization, systematization of evidence; constructing a story, answer, speech, argumentation; formulating conclusions and conclusions; essay writing; solving problems, problems.

V. Skills of assessment and comprehension the results of their actions: self-control and mutual control of the results of educational activities; assessment of the reliability of the presentation, the correctness of the decision; assessment of various aspects of phenomena: economic, environmental, aesthetic, ethical; the ability to test the correctness and strength of theoretical knowledge and practical skills; reflective analysis.

Thus, SUDs are an important component in the methods of educational work as a broader concept, including the external actions of the student (in the future, the concept of SUDs will be used in an expanded sense, including both external actions and general educational skills).

At the school stage of personality development, the level of SUD is determined by the so-called "learnability" the child, i.e. his ability to assimilate knowledge, educational material, the ability to apply an individual knowledge system, the ability to solve theoretical and practical problems.

1.5. Self-Government Mechanisms of Personality (SGM)

Management and regulation of any processes, including pedagogical ones, are based on the principle of feedback: the subject of control (in this case, the teacher) sends commands to the performer (the object of control - the student) and must receive information about the result of the activity. Without such feedback, it is impossible to develop further corrective and planning decisions and achieve the goal of the activity.

A person, in relation to his activities, is both an object and a subject of management; encountering a hole on the way, he makes a decision, gives himself a command, goes around or jumps over it, while controlling his actions. This combination of functions of the object and subject of management is called self-government

Man is a very perfect self-governing and self-regulating system. The level of self-government is one of the main characteristics of personal development.

The psychological mechanism of self-government is quite complex, but it is quite obvious that a person selectively relates to external educational or training influence, accepts or rejects it, thereby being an active regulator of his own mental activity. Every change, every step in the development of a personality occurs as its own emotional choice or conscious decision, that is, it is regulated by the personality “from within.” The basis of the internal self-regulatory mechanism is represented by three integral qualities (psychogenic development factors): needs, direction, Self-concept(Fig. 1).

Needs. Needs are the fundamental properties of an individual, expressing his need for something and being a source of mental strength and human activity. Needs can be divided into material (for food, clothing, housing), spiritual (for knowledge, aesthetic pleasure), physiological and social (for communication, work, social activities). Spiritual and social needs are shaped by a person’s social life.

Directionality. Orientation is a set of stable and relatively situation-independent motives that orient actions and deeds of the individual. IN it includes interests, views and beliefs, social attitudes, value orientations, and finally, worldview.

Interests - a conscious form of direction that serves as a motivating reason for an individual’s action. Cognitive interest is the desire to study and understand an object. Social interest is the basis of social actions of individuals or social groups, associated with the objective conditions of their existence.

Beliefs, views - subjective relationship of an individual to the surrounding reality and his actions, associated with deep and well-founded confidence in the truth of knowledge, principles and ideals that guide a person.

Rice. 1. Self-governing mechanisms of personality

Social attitudes - readiness, predisposition to certain socially accepted ways of behavior.

Value orientations - the orientation of consciousness and behavior towards social, material and spiritual values, a preferential attitude towards one or another of them.

Worldview - an ordered system of views and beliefs of an individual (political, philosophical, aesthetic, natural science and others).

Self-concept. A person’s self-concept is a stable, more or less conscious and experienced system of a person’s ideas about himself, on the basis of which he builds his behavior.

As an integral concept, the self-concept includes a whole system of qualities that characterize the “self” in a person: self-awareness, self-esteem, conceit, self-respect, pride, self-confidence, independence. It is associated with the processes of reflection, self-organization, self-regulation, self-determination, self-realization, self-affirmation, etc.

The self-concept basically determines the most important characteristic of the process of self-regulation of the individual - its level of aspirations that is, an idea of ​​what “place” she deserves among people.

1.6. The sphere of aesthetic and moral qualities of a person (SEN)

In recent decades, the theory and practice of teaching have paid little attention to the spiritual, humanitarian development of the individual, to the formation of his aesthetic and moral qualities. These qualities are largely determined by their emotional basis.

Our emotions reflect the world around us in the form of a direct biased experience of the life meaning of phenomena and situations. They are inextricably linked with the most important qualities of a person - his moral content, the nature of the motivational sphere, aesthetic and moral value orientations, and attitude. Aesthetic and moral norms and concepts have a social origin - they were formed in the historical practice of man and are reflected in the spiritual culture of mankind, in works of art and literature. The global tasks of moral and aesthetic education in school (in all its forms) are the spiritual development of the individual in the process of mastering various types of art of familiarization with the culture of one’s people and the peoples of the world.

Aesthetic education is the cultivation of a sense of beauty, the ability to see and understand the beauty in life around us. Its most important forms are introduction to various types of art: literature, music, fine arts, dance, theater, cinema.

This presentation discusses the essence of educational technologies, their classification, and main parameters. A brief description of some well-known educational technologies is given. The materials were prepared based on the book by Selevko German Konstantinovich “Modern educational technologies”. Education is an industry aimed at the future. S.P.Kapitsa

The concept of pedagogical technology Aspects of pedagogical technology Aspects of pedagogical technology Aspects of pedagogical technology Aspects of pedagogical technology Levels of pedagogical technology Levels of pedagogical technology Levels of pedagogical technology Levels of pedagogical technology Qualities of pedagogical technology Qualities of pedagogical technology Qualities of pedagogical technology Qualities of pedagogical technology

Description and analysis of pedagogical technology Identification Name of technology Conceptual part Conceptual part Conceptual part Conceptual part Features of the content of education Features of the content of education Features of the content of education Features of the content of education Processual characteristics Processual characteristics Processual characteristics Processual characteristics Software and methodological software Software and methodological software Software and methodological software Software - methodological support

By level of application By level of application By level of application By level of application By philosophical basis By philosophical basis By philosophical basis By philosophical basis By leading factor of mental development By leading factor of mental development By leading factor of mental development By leading factor of mental development By concept of assimilation By concept of assimilation By concept of assimilation By concept of assimilation By orientation to personal structures By orientation to personal structures By orientation to personal structures By orientation to personal structures By the nature of content and structure By the nature of content and structure By the nature of content and structure By the nature of content and structure By organizational forms By organizational forms By organizational forms By organizational forms By type of management of cognitive activity By type of management of cognitive activity By type of management of cognitive activity By type of management of cognitive activity By approach to the child By approach to the child By approach to the child By approach to the child By the predominant (dominant) method By the predominant (dominant) method By the predominant (dominant) method By the predominant (dominant) method In the direction of modernizing the existing traditional system In the direction of modernizing the existing traditional system In the direction modernization of the existing traditional systemIn the direction of modernization of the existing traditional system Classification of pedagogical technologies

Examples of pedagogical technologies Modern traditional learning (TO) Modern traditional learning (TO) Modern traditional learning (TO) Modern traditional learning (TO) Computer learning technologies Computer learning technologies Computer learning technologies Computer learning technologies System of developmental education L.V. Zankova System of developmental education L.V. Zankova System of developmental training L.V. Zankova System of developmental training L.V. Zankova Game technologies. Gaming technologies. Gaming technologies. Gaming technologies. Pedagogy of cooperation Pedagogy of cooperation Pedagogy of cooperation “Dialogue of cultures” “Dialogue of cultures” “Dialogue of cultures” “Dialogue of cultures” Waldorf pedagogy (R. Steiner) Waldorf pedagogy (R. Steiner) Waldorf pedagogy (R. Steiner) Waldorf pedagogy (R. Steiner)

Scientific Scientific: technology is a part of pedagogical science that studies and develops the goals, content and methods of teaching Procedural - descriptive Processual - descriptive: description of the process to achieve the planned learning outcomes Procedural - effective Processual - effective: implementation of the pedagogical process Aspects of pedagogical technologies:

Levels of pedagogical technology: General pedagogical General pedagogical: the educational process in a given region at a certain level of education Particular methodological Particular methodological: a set of methods and means for implementing the content of training and education within one subject Local Local: solving specific didactic and educational problems

Qualities of pedagogical technologies: Conceptuality Conceptuality is reliance on a certain scientific concept; Systematicity Systematicity is the interconnection of all parts of the technology; Controllability Controllability - design of the learning process; Efficiency Efficiency is the guarantee of achievement of a certain standard of learning; Reproducibility Reproducibility - the possibility of application in other educational institutions.

Dogmatic, reproductive Developmental learning Creative Dialogical Self-developmental learning Explanatory and illustrative Problem-based, exploratory Programmed learning Game Informational, computer Based on the predominant (dominant) method Based on the predominant (dominant) method

In the direction of modernizing the existing traditional system In the direction of modernizing the existing traditional system Based on the humanization and democratization of relations Based on the efficiency of organization and management Nature-appropriate Based on the activation and intensification of children's activities Based on the methodological and didactic reconstruction of the material Alternative Holistic technologies of original schools

Modern traditional education (TO) The term “traditional education” implies, first of all, the class-lesson organization of education, which developed in the 17th century on the principles of didactics formulated by Ya.A. Kamensky, and is still predominant in schools around the world. Classification parameters Classification parameters Classification parameters Classification parameters Target orientations Target orientations Target orientations Target orientations Conceptual provisions Conceptual provisions Conceptual provisions Conceptual provisions Features of the technique Features of the technique Features of the technique Features of the technique

Classification parameters of technical training By level of application: general pedagogical. On a philosophical basis: pedagogy of coercion. According to the main factor of development: sociogenic - with the assumptions of the biogenic factor. According to the concept of assimilation: associative-reflex based on suggestion (sample, example). By orientation to personal structures: informational, ZUN. By the nature of the content: secular, technocratic, general education, didactocentric. By type of control: traditional classic + TSO. By organizational forms: classroom, academic. By approach to the child: authoritarian. According to the predominant method: explanatory and illustrative. By category of trainees: mass.

Conceptual provisions The conceptual basis of TO is made up of the principles of pedagogy: scientific nature (there cannot be false knowledge, there can only be incomplete knowledge); nature-awareness (learning is determined by development and is not forced); consistency and systematicity (sequential linear logic of the process, from particular to general); accessibility (from the known to the unknown, from easy to difficult, mastering ready-made knowledge); strength (repetition is the mother of learning); consciousness and activity (know the task set by the teacher and be active in executing commands); the principle of clarity (involving various senses in perception); the principle of connection between theory and practice (a certain part of the educational process is devoted to the application of knowledge); taking into account age and individual characteristics.

Features of the methodology Traditional technology is an authoritarian pedagogy of demands Learning is very weakly connected with the inner life of the student, with his diverse needs and requirements, there are no conditions for the manifestation of individual abilities, creative manifestations of personality

Procedural characteristics Features of the methodology, application of teaching methods and means Motivational characteristics Organizational forms of the educational process Management of the educational process (diagnosis, planning, regulations, correction) Category of students for whom the technology is designed

Features of the methodology Computer teaching aids are interactive. The computer can be used at all stages of the learning process. In the function of a teacher, the computer represents: a source of educational information, a visual aid, an individual information space, a simulator, a diagnostic and control tool. In the function of a working tool, the computer acts as: a means of preparing texts and storing them, text and graphic editors, a modeling tool,...

Conceptual didactic provisions Purposeful development based on an integrated developmental system. Systematicity and integrity of content. The leading role of theoretical knowledge. Training at a high level of difficulty. Progress in learning material at a rapid pace. The child's awareness of the learning process. Inclusion in the learning process of not only the rational, but also the emotional sphere (the role of observation and practical work). Problematization of content (collisions). Variability of the learning process, individual approach. Work on the development of all (strong and weak) children.

Features of the content are the way of inductive comparison. analyzing observation The dominant principle in the system is the inductive path. A special place is given to the process of comparison. The main attention is paid to the development of analyzing observation. The main motivation for educational activities is cognitive interest. The methodological goal is to create conditions in the lesson for the constant activity of students. Ways to achieve: creating problem situations, using various forms and methods of organizing educational activities, drawing up and discussing a lesson plan with students, creating an atmosphere of interest for each student in the work. The progress of knowledge is “from the students.”

Waldorf pedagogy (R. Steiner) Waldorf pedagogy is one of the varieties of the embodiment of the ideas of “free education” and “humanistic pedagogy” Target orientations Main ideas Features of the methodology Features of the content Any human education is nothing more than the art of promoting nature’s desire for its own development. I. Pestalozzi

Goal orientations Education is designed to form a holistic personality: striving for the maximum realization of their capabilities; open to new experiences; capable of making informed and responsible choices in a variety of life situations. Not so much knowledge as ability Development of self-determination, individual from Not so much knowledge as ability Development of self-determination, individual responsibility for one’s actions.

Features of the methodology Pedagogy of relationships, not demands Immersion method, “epoch-making” methodology Education without textbooks, without rigid programs Individualization Collective cognitive creativity in the classroom Teaching independence, self-control Lots of games Denial of grades.

Features of the content Wide additional education Interdisciplinary connections Compulsory art subjects: painting, eurythmy, music A large role is given to labor education A harmonious combination of intellectual, aesthetic and practical - labor aspects of education

Pedagogy of cooperation Pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 80s. Pedagogy of cooperation should be considered as a special type of “penetrating” technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, included in many modern pedagogical technologies as their Part. Man is the measure of all things Protagoras

Classification characteristics By approach to the child: humane-personal, subject-subject humane-personal, subject-subjective By the predominant approach: problem-search problem-search system of small groups By type of management: small group system: associative-reflexive + phased interiorization By concept assimilation: associative-reflexive + stage-by-stage interiorization: humanistic On a philosophical basis: humanistic