Solomina Irina Ivanovna 1 year ago

Classification of pedagogical technologies

Abstract on the topic:

"Classification of pedagogical technologies"

Solomina Irina Ivanovna

1. Introduction.………………………………………………………………………… 2

………………………………. 4

2.1. Technology classification parameters.………………………………. 5

...………… 9

2.3. Classification of pedagogical technologies V.P. Bespalko............ 11

2.4. Classification of pedagogical technologies according to the position of the child in

educational process.………………………………………………… 12

2.5. Classification of pedagogical technologies by category

students.………………………………………………………………… 13

2.6. Classification of pedagogical technologies by direction

modernization of the traditional system.…………………………………. 14

……………………………………… 16

4. List of used sources and literature.………………….. 17

1. Introduction.

Pedagogical technology there is a model of joint training and pedagogical activity for the design, organization and implementation educational process with the unconditional provision of comfortable conditions for students and teachers. Pedagogical technology involves the implementation of the idea of ​​complete controllability of the educational process.

Analysis of domestic scientific and theoretical literature (V.P. Bespalko, M.V. Klarin, G.K. Selevko, D.V. Chernilevsky) led to the conclusion that pedagogical technology is associated with a systematic approach to education, covers all elements pedagogical system: from setting goals to designing the entire didactic process and testing its effectiveness. The effectiveness of the didactic process is largely determined by the adequate choice and professional implementation of specific pedagogical technologies, often traditionally called organizational forms and teaching methods. Pedagogical technologies should be considered as a systematic and consistent implementation in practice of a pre-designed learning process, as a system of ways and means to achieve the goals of managing this process.

We, following V.P. Bespalko, M.V. Klarin, G.K. Selevko, D.V. Chernilevsky, pedagogical technology is understood as an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the pedagogical process. Pedagogical technology is a complex integrative system that includes an ordered set of operations and actions that provide pedagogical goal-setting, content, information-subject and procedural aspects aimed at mastering systematized knowledge, acquiring professional skills and forming personal qualities of students, set by learning goals. Consequently, teaching technology is a system category focused on the didactic application of scientific knowledge, scientific approaches to the analysis and organization of the educational process, taking into account the empirical innovations of teachers and the focus on achieving high results in professional and general cultural competence and the development of students' personality.

The concept of learning technology creates optimal conditions for achieving high efficiency, which is impossible without systems approach to the organization educational process, wide computerization, the use of technical teaching aids, without modern methods training, especially active, as well as without personnel with qualifications that meet the requirements modern technology learning. Thus, a university teacher ceases to be only one of the main sources of information, and, while retaining his functions as an educator, becomes the organizer and creator of new conditions for the successful acquisition of knowledge, skills and abilities.

Since the student is the central figure in the education process, learning technologies organize optimal conditions that contribute to the process of mastering knowledge, acquiring skills and developing skills. Thus, learning technologies become the technology of creative activity and contribute to the achievement of pedagogical excellence.

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 teacher’s general pedagogy “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. .).

2. Classification of pedagogical technologies.

There are several types of classifications of pedagogical technologies. In terms of their goals, content, methods and means used, existing pedagogical technologies are similar, but differ in various parameters.

By its definition, "pedagogical technology" is an interconnected activity of a teacher and a student in ensuring the educational needs of each student in accordance with his individual characteristics; diagnostic procedures containing criteria, indicators, tools for measuring performance

2.1. Technology classification parameters.

According to the level of technology application there are:

• general pedagogical (characterized by the integrity of the pedagogical process in the region, educational institution, at a certain level of education).
• private subjects (a set of means and methods for the implementation of a certain content of education and upbringing within the subject, for example, a foreign language).
• local or modular (used in separate parts of the educational process).

According to organizational forms, technologies are:

• class-lesson;
• alternative;
• academic;
• club;
• individual;
• group;
• collective ways of learning;
• differentiated learning.

By type of cognitive activity management:

• traditional (classical lecture, using TSO, learning from a book);
• differentiated (system of small groups, system "tutor");
• programmed (computer, software, "consultant" system).

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

• authoritarian (the teacher is the sole subject of the educational process, and the student is only an object. These technologies are distinguished by a rigid organization school life, suppression of the initiative and independence of students, the use of requirements and coercion);
• cooperation (this is democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and the teaching, being in co-authorship, develop the common goals of their activities, content, give assessments);
• free upbringing (such technologies provide the child with freedom of choice and independence in various areas of his life);
• personality-oriented (they put the personality of the child at the center of the educational system, provide comfortable, conflict-free and safe conditions for its development);
• humane-personal (distinguished by psychotherapeutic pedagogy aimed at supporting the individual. to help her.);
• mass (traditional) technology (school technology designed for the average student);
• advanced education technology ( in-depth study subjects and is typical for gymnasium, lyceum, special education);
• compensatory learning technology (used for pedagogical correction, support. equalization, compensation).

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

• information (formation of school knowledge, skills and abilities);
• operational (provide the formation of mental actions);
• technologies of self-development (aimed at the formation of ways of mental actions);
• heuristic (develop the creative abilities of students);
• applied (ensure the formation of an effective-practical sphere of personality).

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

• educational;
• educational;
• secular;
• religious;
• general education;
• professional;
• humanistic;
• technocratic;
• mono- and polytechnologies;
• penetrating.

By area of ​​application in 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.

According to the nature of the content of education, technologies are:

• educational;
• educators;
• secular;
• religious;
• general education;
• professionally oriented;
• Humanities;
• technocratic.

By type of organization and management of cognitive activity students(V.P. Bespalko):

• pedagogical technology as open-loop interaction (uncontrolled, uncorrected activity of students);
• cyclic (with control, mutual control, self-control);
• scattered (frontal) or directed (individual);
• manual or automated (using automated learning tools).

According to the management style, pedagogical technologies are divided into:

• authoritarian (rigid organization of children's life, suppression of students' initiative and independence);
• didactic-centric (priority of teaching over upbringing);
• personality-oriented (the center of education is the personality of the child).
  • classical lecture training (control - open, scattered, manual);
  • training 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;
  • 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 training" (cyclic, directed, automated), for which there is a pre-compiled program.

2.2. Classification of pedagogical technologies G.K. Selevko.

Several classifications of pedagogical technologies are presented in the pedagogical literature - V. G. Gulchevskaya, V. T. Fomenko, T. I. Shamova and T. M. Davydenko. In the most generalized form, all known in pedagogical science and practice of technology was systematized by G. K. Selevko. The following is short description 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 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 the assimilation of experience, there are: associative-reflex, behavioral, gestalttechnologies, interiorizing, 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 technologies are called: teaching and educating, secular and religious, general educational 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.

2.3. Classification of pedagogical technologies V.P. Bespalko.

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):

2.4. Classification of pedagogical technologies according to the position of the child in the educational process.

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

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

b) A high degree of inattention to the personality of the child is characterized 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) Person-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, implementation 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 versatile, free and creative development 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 differ primarily in 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, an optimistic faith in his creative powers.

e) Collaboration technologies realize democracy, equality, partnership in the subjective 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, baby in the best possible way implements the position of the subject, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies 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.

2.5. categories of students.

2.6. Classification of pedagogical technologies according to direction of modernization of the traditional system.

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), learning individualization 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" 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" by L. V. Tarasov, the technology for implementing the theory of the phased formation of mental actions M B. Volovich, and others.

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

f) Alternatives: Waldorf pedagogy R. Steiner, technology of free labor C: Fresnet, technology of probabilistic education AM Lobka.

g) Finally, examples 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. Balabana and others).

3. New pedagogical technologies.

New pedagogical technologies currently 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 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.

There are more than a hundred technologies in pedagogy. Of course, much depends on the teacher, on his competence and desire to work. Summing up the consideration of the concept of "pedagogical technology", we note that the specificity of pedagogical technology is that the pedagogical process built on its basis must guarantee the achievement of the set goals. Second characteristic technology lies in the structuring (algorithmization) of the process of interaction between the teacher and students.

4. List of used sources and literature:

• Amonashvili Sh.A. How are you, children? - M., 1977.
• Babansky Yu.K. Optimization of the learning process. General didactic aspect. - M., 1977.
• Bespalko V.P. Components of pedagogical technology. - M.: Pedagogy, 1989.
• Galperin P.Ya. Methods of teaching and mental development of the child. - M., 1985.
• Dyachenko V.K. Organizational structure of the educational process and its development. - M., 1989.
• Davydov V.V. On the concept of developmental education // Pedagogy, N1, 1995.
• Zankov L.V. Selected pedagogical works. - M., 1990.
• Ilyin E.N. path to the student. - M.: Enlightenment, 1988.
• Ilyina T.A. The concept of "pedagogical technology" in modern bourgeois pedagogy // Sov. Pedagogy, N9, 1971.
• Education and development // Ed. L.V. Zankov. - M., 1975.
• Fridman L.N. Pedagogical experience through the eyes of a psychologist. - M.: Enlightenment, 1987.
• Shamova T.I. Activation of the teachings of schoolchildren. - M., 1982.
• Shatalov V.F. The experiment continues. - M.: Pedagogy, 1989.
• Shchetinin M.P. Embrace the immensity. - M.: Pedagogy, 1986.

The fight against negative phenomena in the life of the school requires the development of a fundamentally new pedagogical technology. The book proposes a set of means of pedagogical technology and shows the ways of their practical application in the conditions of restructuring and overcoming formalism in the scene of the activities of students and teachers.
For public education workers.

THE CONCEPT OF DIAGNOSTIC GOAL SETTING.
The purpose of training (education) is set diagnostically if:
a) such an accurate and definite description of the formed personal quality is given that it can be unmistakably differentiated from any other personality qualities;
b) there is a method, a “tool” for unambiguously identifying a diagnosable quality of a personality 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 the measurement results.

At the current stage of development of the middle and high school neither the general (main) goal of the corresponding pedagogical systems, nor the private goals of studying individual subjects satisfy these requirements.

TABLE OF CONTENTS
FOREWORD 3
CHAPTER 1. SCHOOL PEDAGOGICAL SYSTEM - THE BASIS FOR DEVELOPING PEDAGOGICAL TECHNOLOGIES B
1.1. The essence of the pedagogical system of the school 6
1.2. The pedagogical system as a concept of education and the basis of pedagogical technology 14
1.3. Annotated history of pedagogy and school as a history of pedagogical systems and pedagogical technologies 25
CHAPTER 2. DIAGNOSTIC METHODOLOGY OF GOAL FORMATION - THE INITIAL POINT OF THE DEVELOPMENT OF PEDAGOGICAL TECHNOLOGY 29
2.1. Diagnostic formulation of the chains of education and upbringing, problems and methods 30
2.2. The concept of diagnostic goal setting 31
2.3. Methodology for the diagnostic description of the goal of forming the experience of students at the stage of operational goal formation 45
2.4. Feasibility of the content of the curriculum for students 85
2.5. Origin and essence of percent mania in school life 92
CHAPTER 3
3.1. Didactic process - the basis of pedagogical technology 96
3.2. Generalized structure of the software operation algorithm
3.3. Possible criteria for evaluating the effectiveness of the functioning algorithm 115
3.4. Control algorithm (AC) in the didactic process 118
3.5. Pedagogical analysis of didactic systems 125
3.6. Methods of research and evaluation of the effectiveness of the didactic process 133
3.7. The law of fundamental possibilities of the didactic process 136
3.8. Planning the didactic process and evaluating the effectiveness of the lesson 142
CHAPTER 4. FORECAST OF THE DEVELOPMENT OF THE PEDAGOGICAL SYSTEM OF THE COMPREHENSIVE SCHOOL 153
4.1. Perspective pedagogical system secondary school 154
4.2. Pedagogical technology of the teacher-innovator (analysis of the essence) 169
4.3. Criteria for evaluation learning activities student, teacher, school
INSTEAD OF CONCLUSION - MATERIALIZATION OF PEDAGOGICAL TECHNOLOGY - TEXTBOOK. METHODOLOGY OF TRAINING. ACTIVITIES OF THE TEACHER AND EDUCATIONAL SCIENTIST. PS IN MODERN CONCEPTS OF EDUCATION
RECOMMENDED LITERATURE.

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The term "educational technology" appeared in the United States originally as the term "educational technology".

In the domestic scientific and pedagogical literature, this term appeared in the early 1970s in connection with the active introduction of technical teaching aids into the educational process. The first works devoted to the analysis of the essence of this concept belonged to T.A. Ilyina.

In the 1990s, the interest of scientists in the problem of pedagogical technologies increased sharply. However, an analysis of the approaches of various authors to understanding the essence and content of pedagogical technology shows that there is no unity among them.

Such a variety of interpretations of pedagogical technology is not accidental, since each author proceeds from a certain conceptual approach to understanding the essence of technology in general.

Pedagogical technology is developed to achieve a specific educational goal. It is individual for each teacher and involves the selection of methods aimed at studying the personality, the consistent activity of the teacher and the analysis of achieving the goal at each stage of the educational process.

The word "technology" is formed from the Greek: techne - art, skill, skill; logos - word, concept, doctrine, science. Technology - knowledge about the skillful, masterful performance of any activity; the science of art, craftsmanship. In the mass consciousness, technology is associated not with skill, but with routine.

The concept of pedagogical technology is connected with the concepts of methods, means, methodology, pedagogical technique.

“It is necessary to wish that the method of human education should become mechanical, that is, prescribing everything so definitely that everything that will be taught cannot fail to succeed, as happens in well-made watches, in a cart, a ship, a mill, and in any other made for movement of the car "Ya.A. Comenius, "The Great Didactics"

Not all scientists-teachers reacted unequivocally to the introduction of this term, believing that it is impossible to apply it to a person. Then, on the contrary, this term began to be used very widely, sometimes illegally - everything that the teacher does was called technology. The word "technology" has replaced the usual "methods of teaching subjects." It is used in various combinations and meanings: learning technologies, pedagogical technologies, impact technologies, interactions. Their definitions are often vague.

The technological approach has gone through three stages of development:

1) empirical - generalization of the experience of successful teachers;

2) algorithmic - designing algorithms for the activities of teachers and students;

3) stochastic - designing probabilistic algorithms for managing students' activities.

The technological approach can be applied to any component of the education system.

The most common is the assignment of the concept of "technology" to production. Here, the technology assumes a guaranteed production of a product with predetermined qualities, taking into account the properties of the feedstock and the definition of clear processing steps. Here, technology is understood as a set of knowledge about the methods and means of implementing the production process, guaranteeing a certain result.

As a result, the production process can be repeatedly reproduced in any other place. For certain reasons, marriage may occur, i.e. obtaining a product that does not have the required properties.

Components of the technological process:

Final product (purpose of production);

The original object, with certain initial characteristics (raw materials);

Technological map containing a description of the sequence of operations and their content;

Means of diagnosing the initial, intermediate and final state of the production object;

Means for implementing major corrective actions;

Feedback mechanisms.

The very concept of technology arose when the technical means of production began to displace human actions.

The term "pedagogical technology" in the 20s of the XX century. This was due to the introduction of new technical means into the educational process.

Makarenko A.S. in The Pedagogical Poem he wrote: “Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. That is why we simply do not have all the important aspects of production: the technological process, accounting for operations, design work, standardization, control, tolerances and rejection.”

The concept of "pedagogical technology" began to be actively used in the early 1960s. in England and the USA. In the 70s, everything related to the improvement of the educational process and teaching aids was attributed to it.

Monakhov V.M. believes that the main difference between technology and fundamental science is the shift in emphasis from the question "why?" to the question "how?". At the same time, it is necessary to distinguish technology as a specific area of ​​knowledge from technology as a process.

The most general understanding of technology is a reasonable system of activity used by man in order to transform the environment, to produce material or spiritual values.

Pedagogical technology is a system of functioning of all components of the pedagogical process, built on a scientific basis and leading to the intended results. This is a system in which a pre-designed educational process is consistently implemented, which guarantees the achievement of pedagogical goals.

In the narrow sense of the word, pedagogical technology is a set of methods for organizing the educational process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the goals set.

Pedagogical technology is a set of methods of pedagogical interaction, the consistent implementation of which creates conditions for the development of participants in the pedagogical process and guarantees the solution of pedagogical problems.

There are different definitions of pedagogical technology. Let us give examples of the interpretation of this concept by different authors.

Yu.P. Azarov defines pedagogical technology as the teacher's ability to create conditions for the child's self-development.

NOT. Shchurkova understands the pedagogical technology as “operational support” of the functions of the teacher in relation to the pupil.

F. Fradkin gives the following definition: it is a systemic, conceptual, normative, objectified, invariant description of the activities of a teacher and a student aimed at achieving educational goals.

I.P. Volkov believes that pedagogical technology is a description of the process as the achievement of the planned learning outcomes.

V.P. Bespalko defines pedagogical technology as a project, a model of a pedagogical system implemented in practice.

V.V. Serikov defines pedagogical technology as a procedural and methodological characteristic of pedagogical activity.

V.M. monks defines pedagogical technology as an ordered system of procedures, the strict implementation of which will lead to the achievement of a certain planned result.

Pedagogical technology is a direction in pedagogy, which aims to increase the efficiency of the educational process, to ensure that students achieve the planned learning outcomes. Pedagogical technology is aimed at identifying the principles and developing methods for optimizing the educational process, analyzing factors that increase educational efficiency. The specificity of pedagogical technology lies in the fact that such an educational process is designed and implemented in it, which should guarantee the achievement of the goals set.

Pedagogical technology is:

2) a set of interrelated means, methods and processes necessary for organizing a targeted impact on the formation of a personality with given qualities;

3) rationally organized activities to ensure the achievement of the goals of the pedagogical process.

Functions of pedagogical technology:

1) organizational and activity;

2) design and prognostic;

3) communicative;

4) reflexive;

5) developing.

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

a) scientific (part of pedagogical science);

b) procedural and descriptive (description, algorithm of the process of achieving the goals of training and education);

c) procedurally effective (implementation of the pedagogical process).

The concept of "pedagogical technology" can be represented at three levels: general pedagogical, particular methodological, local.

Pedagogical technologies are human science, humanitarian technologies, therefore they have their own characteristics:

1) not every phenomenon in the field of upbringing and education is technological; the success of education and training can be determined by the talent and skill of the teacher;

2) the development of each technology requires the analysis of a large amount of scientific information from all areas of human knowledge;

3) pedagogical technologies do not always guarantee a high level of achievement of the plan, since other factors act on the child; The result of education is not always visible in the near future.

In some cases, technologies grow out of theory, in others out of practice. Any activity after some time must be understood and scientifically described in operations that help with a high probability to achieve scientifically verified goals.

Bespalko V.P. believes: “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” Until the technology is created, individual skill prevails. Then there is the collective skill, the expression of which is technology.

The ideas behind modern technology:

Democratization (transfer of some functions to students);

Humanization (relationships of cooperation);

Development of social competence of students (interaction with other people, etc.);

Developing and personality-oriented character;

Activity approach;

Systems approach;

Competence approach, etc.

Guzeev V.V. highlights the ideas around which educational technologies are concentrated:

1) consolidation of didactic units;

2) planning of learning outcomes and differentiation of education;

3) psychologization;

4) computerization.

Signs of pedagogical technologies:

Efficiency (guaranteeing the achievement of results);

Profitability (optimization of the work of the teacher and students);

Reproducibility (on a large scale by any teacher, without loss of results);

Adjustability (the ability to use feedback);

Provide for the interconnected activities of the teacher and students);

Availability of diagnostic procedures, indicators, criteria, tools for measuring performance.

The structure (hierarchy) of pedagogical technologies includes four subordinate classes:

1. Metatechnologies - general pedagogical, covering the educational process in the country, region, educational institution (developmental education, educational work);

2. Macro-technologies or sectoral ones, covering activities within the framework of any educational industry, areas of training or education, academic discipline (technology of teaching any subject that compensates for education);

3. Mesotechnologies or modular-local, covering technologies for the implementation of individual parts (modules) of the educational process, aimed at solving private, local didactic, methodological or educational tasks (lesson technology, mastering the topic, control, etc.);

4. Microtechnologies - aimed at solving narrow operational tasks related to individual interaction or self-influence of the subjects of the pedagogical process (formation of writing skills, quality correction training, etc.).

The main qualities of modern pedagogical technologies:

Consistency, structure, complexity;

Integrity;

scientific;

Conceptuality;

Developing character;

Consistency (project, program, technological map);

algorithmic;

Continuity;

Variability and flexibility;

Processuality;

Controllability;

Diagnostics;

predictability;

Efficiency;

Optimality;

Reproducibility.

The technological approach opens up new opportunities for improving the pedagogical process. It allows more certainty to predict the results and manage the pedagogical process; provide favorable conditions for personal development; optimal use of available resources; choose the most effective and develop new technologies.

Methodology in education - a description of specific methods, methods, techniques of pedagogical activity in individual educational processes.

Teaching methodology (private didactics) - a set of ordered knowledge about the principles, content, methods, means, forms of the educational process for individual academic disciplines providing the solution of the set tasks.

Methods of educational work - a section of the theory of education that studies the organization of the educational process in various educational institutions, children's associations, organizations, develops recommendations for creating a system of educational work, the use of certain methods or technologies in the educational process.

Methodology is usually understood as the doctrine of methods for solving a particular problem, as well as a set of methods that provide a solution to the problem.

The concept of methodology occurs in various aspects:

1) technique implementation of a certain method, a specific implementation of the method; the technique in this case is considered as a synonym for the method;

2) a developed method of activity, on the basis of which the achievement of a specific pedagogical goal is realized - a methodology for the implementation of a certain pedagogical technology; In this case, the technique is methodical development, including the sequence and features of the implementation of a set of methods, means aimed at achieving a specific goal;

3) features of pedagogical activity in the process of teaching an academic discipline.

The technique can be general and private.

Technology, unlike methodology, always involves logic, consistency. pedagogical methods and tricks, i.e. is algorithmic. The technology differs from the methodology: the clarity of the formulation of goals, their diagnostics; theory based; conceptuality, consistency, elaboration of methodological, instrumental and personal aspects; reproducibility; more a high degree guarantee and stability of results.

In education, another understanding of pedagogical technology is also used. This is an applied pedagogical discipline that ensures the real interaction of the teacher with the children, through a subtle psychologically justified "touch on the personality". In this case, the leading concepts include: subject, pedagogical strategy, impact, interaction.

The work of a teacher with pedagogical technologies. Pedagogical technology is a component of the teacher's professional competence. It relies on pedagogical consciousness and pedagogical technique, the awareness of “what kind of teacher am I?”. Before using this or that technological technique, the teacher correlates it with his pedagogical typology, individual professional “I-concept”, colors it with his individuality, thinking over what he uses this technique for, what gives its use. Pedagogical technology is the result of the teacher's reflection of pedagogical interaction.

Table of classifications of pedagogical technologies

According to the leading factor of mental development	Biogenic
Sociogenic
Psychogenic
idealistic
By orientation to personal structures	Information (formation of knowledge, skills)
Operating (formation of ways of mental actions)
Emotional-artistic (education of aesthetic relations)
Emotional and moral (education of moral relations)
Self-development (formation of self-governing mechanisms)
Heuristic (development of creative abilities)
By the nature of the content of education	Educational - educational
Secular - religious
General education - professional
Humanitarian - technocratic
Private subject
By organizational form	Classroom - alternative
Academic - club
Individual - group
Collective way of learning
Ways of differentiated learning
In relation to the child	Authoritarian
Didactocentric
Personal orientation
Humane and personal
Technologies of cooperation
Technologies of free education
According to the prevailing (dominant) method	dogmatic, reproductive
Explanatory and illustrative
Developmental learning
Problematic, search
Creative
Programmed learning
Dialogic
Gaming
Self-developmental learning
Information (computer)
By category of students	mass technology
advanced education
Compensatory
Victimological
Technologies for working with difficult children
Technologies for working with gifted children
According to the concept of assimilation	Associative-reflex
behavioral
Gestalt technologies
Interiorization
suggestive
Neurolinguistic
By type of cognitive activity management	Classic lecture	Modern Traditional Learning	traditional classic	Programmed learning
Learning with TCO
System "consultant"
book learning
Small group system	GSO, differentiation
computer training
System "tutor"
Program learning

"Technology (from the Greek techne - art, craftsmanship, skill and logos - teaching, science) - a set of methods for processing, manufacturing, changing the state, properties, form of raw materials, material or semi-finished products carried out in the process of manufacturing products" (Soviet Encyclopedic dictionary, - M., 1994. - S. 1329). In the Dictionary of the Russian Language S.I. Ozhegov (M., 1994. - P. 692) notes: "Technology is a set of production processes in a certain industry, as well as a scientific description of production methods."

Technology is a production term. However, the spread of the achievements of scientific and technological progress in various fields of knowledge and practice, the penetration of the technological approach into the non-productive sphere of society's life are the most important global trends in social development.

Analysis of foreign and domestic scientific and pedagogical literature on the problem of technologization of the educational process and its management allows us to identify the stages of the formation of the concept of pedagogical technology: pedagogical technology, audiovisual education, programmed learning, learning algorithms, scientific organization of the work of a teacher and a student, optimization and intensification of the educational process , didactic technology, information technology, modular education, pedagogical technology (in machineless and automated versions).

Reasons for the technologization of the educational process of the school:

insufficient level of readiness of school graduates to live and work in a dynamically changing society. Indeed, the traditional teaching and upbringing methods aimed at the assimilation of ready-made ZUNs by students do not create conditions for the formation of their communicative, designing, evaluative, reflective skills, which are the essence of the so-called universal abilities or competencies of the individual. It is the intellectual, communicative, informational and other types of personality competencies that allow it to successfully resolve non-standard situations in new conditions;

insufficiently high level of effectiveness of the educational process modern school indicates that traditional methods have exhausted themselves. Consequently, improving the quality and efficiency of the educational process of the school can only occur through the implementation of new approaches to the methods and content of education;

the need to increase motivation and enhance the educational, cognitive, search activities of schoolchildren; replacing the ineffective verbal method of transferring knowledge (according to psychologists, a student learns no more than 36% of information “from words”);

the possibility of expert design of the technological chain of procedures, methods, organizational forms of interaction between students and teachers, providing guaranteed learning outcomes and reducing the negative consequences of the work of a low-skilled teacher.

It should be noted that A.S. Makarenko, who boldly used the concept of pedagogical technique. In the world-famous Pedagogical Poem (1933-1935), he wrote: “Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching ... That is why we simply do not have all the important departments of production: the technological process, accounting for operations, design work, the use of constructors and fixtures, standardization, control, tolerances and rejection.

Nevertheless, the researchers date the mass introduction of pedagogical technologies to the beginning of the 60s and associate it with the reformation of the first American, and then the European school. The most famous authors of modern pedagogical technologies abroad: J. Carroll, B. Bloom, D. Bruner, D. Hamblin, G. Geis, V. Coscarelli.

The domestic theory and practice of implementing technological approaches to learning is reflected in the scientific works of P.Ya. Galperin, N.F. Talyzina, A.G. Rivina, L.N. Landa, Yu.K. Babansky, P.M. Erdnieva, I.P. Rachenko, L.Ya. Zorina, V.P. Bespalko, M.V. Klarina and others. Currently, pedagogical technologies in science are considered as one of the types of human science technologies and are based on the theories of psychodidactics, social psychology, cybernetics, management and management (Shepel V.M. Handbook of a businessman and manager. - M., 1992. - 144 p.).

In modern pedagogical theory, there is no single, generally accepted position regarding the essence of the components of the characteristics of the concept of pedagogical technology. This is due to the ongoing debate about whether pedagogy, the pedagogical activity science or art. Academician of the Russian Academy of Education V.P. Bespalko believes that “any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again ”(Bespalko V.P. Components of pedagogical technology. - M., 1989. - P.5.).

Today, the concept of "pedagogical technology" has entered pedagogical science and practice, but its place and interrelationships in thesaurus pedagogy. A number of definitions are used.

In the Russian study guide in Pedagogy, ed. P.I. Pidkasistoy (Ed. 2nd, M., 1996. - 168 p.), technology is considered as a direction in pedagogical science, as a means scientific research learning process. "Teaching technology (pedagogical technology) is a new (since the 50s) direction in pedagogical science, which is engaged in the design of optimal learning systems, the design of educational processes."

V.P. Bespalko defines pedagogical technology as a project of a specific pedagogical system, implemented in practice. The pedagogical system is the basis for the development of technology. The main attention is focused on the preliminary development of an educational and pedagogical project. Translation is carried out in the language of didactics - "didactic task" and "teaching technology". Teaching technology determines the structure and content of educational and cognitive activity of students (Bespalko V.P. Components of pedagogical technology. - M .: Pedagogy, 1989).

“Pedagogical technology is a project of a system for the consistent deployment of pedagogical activities aimed at achieving the goals of education and the development of the personality of students” (Levina M.M. Fundamentals of technology for teaching professional pedagogical activity. - Mn., 1996).

“Pedagogical technology is a field of study of theory and practice (within the education system) that has links with all aspects of the organization of the pedagogical system to achieve specific and potentially reproducible pedagogical results” (Mitchel P. Encyclopedia pedagogical means, communications and technology. – London, 1978).

"Pedagogical technology is a systematic method of planning, applying and evaluating the entire process of learning and learning by taking into account human and technical resources and the interaction between them to achieve a more effective form of education" (UNESCO, 1986).

In each of the above definitions of technologies, general features of the technologization of the educational process are distinguished.