Implementation of the educational process (V. P

Lecture 1. Pedagogical technologies

1. The concept of pedagogical technology.

2. The main qualities of modern pedagogical technologies.

3. Classification of pedagogical technologies.

4. Description and analysis of pedagogical technology.

5. Technologies of S. Lysenkova, N. Zaitsev.

Literature

1. Atutov I.R. . . Technology and modern education // Pedagogy. – 1996. – No. 2.

2. Afanasyev V.G. Systematicity and society. - M., 1980.

3. Babansky Yu.K. Optimization of the learning process. - M., 1977

4. Bespalko V.P. . Pedagogy and progressive teaching technologies. - M, 1995.

5. Bespalko P.II. Components of pedagogical technology. - M., 1989.

6. Kardovsky G.L., Izvozchikov V.L. New teaching technologies: Issues of terminology // Pedagogy. - 1993 - No. 5.

7. Selevko G.K. modern educational technologies. – M., 1998.

The concept of educational technology

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are great differences in its understanding and use.

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

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is organizational and methodological tools pedagogical process (N.T. Likhachev).

Content technique implementation of the educational process (V.P. Bespalko).

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

Technology is art, skill, skill, totalitymethods processing, state changes (V.M. Shepel).

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

Pedagogical technology is thought out in every detail model joint pedagogical activities 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 system method creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).

Pedagogical technology means a systemic combination and operating procedure all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Clarii).

In our understanding, educational technology is meaningfulgeneralization, absorbing the meanings of all the definitions of various authors (sources).

The concept of “educational technology” can be represented by three aspects.

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

2) procedural-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, pedagogical technology also functions asscience that studies the most rational ways of learning, and as a system of methods, principles and regulations used in teaching, and as a real learning process.

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

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

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

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

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

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

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

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

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

There is also the use of label terms, which are not entirely scientifically correct, and have become established behind some technologies (collective way training, method Shatalova, system Paltysheva, Waldorf pedagogy and etc.). Unfortunately, it is not always possible to avoid terminological inaccuracies that complicate understanding.

Basic qualities of modern pedagogical technologies

Structure of pedagogical technology. From these definitions it follows that technology is to the maximum extent connected with the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, the structure of pedagogical technology includes:) a conceptual framework;

Learning objectives - general and specific;

c) procedural part - technological process:

Organization of the educational process;

Methods and forms of educational activities of schoolchildren;

Methods and forms of teacher work;

Activities of the teacher in managing the process of mastering the material;

Diagnostics of the educational process.

Manufacturability criteria. Any pedagogical technology must satisfy some basic methodological requirements (illogicality criteria).

Conceptuality. Each pedagogical technology must be supported by a certain scientific concept, including philosophical, psychological, didactic and social-pedagogical justification for achieving educational goals.

Systematicity. Pedagogical technology must have all the

signs of the system: the logic of the process, the interconnection of all its parts, integrity.

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

Efficiency. Modern pedagogical technologies are in a competitive environment and must be effective in terms of results and with minimal costs, guaranteeing the achievement of a certain standard of training.

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

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

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

General characteristics of pedagogical technology

Currently, the concept of educational technology is often used by educators and teachers. However, there are great differences in its understanding and use. Let's look at some of the definitions.

Technology- this is a set of techniques used in any business, skill, or art.

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

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

Pedagogical technology- This description process of achieving planned results training (I.P. Volkov).

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

Education technology- this is a composite procedural part didactic system (M. Choshanov).

Pedagogical technology- it is thought out in every detail model joint pedagogical activities on 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- This system method creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, with the goal of optimizing forms of education (UNESCO).

Pedagogical technology means a systemic totality and operating procedure all personal, instrumental and methodological means used to achieve pedagogical goals (M. V. Klarin).

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

The concept of “pedagogical technology” can be represented three aspects.

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

2) procedural-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, Pedagogical technology functions both as a science that studies the most rational ways of teaching, and as a system of methods and principles used in teaching, and as a real learning process.

Any pedagogical technology must satisfy some basic methodological requirements (manufacturability criteria ):

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

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

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

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

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

The concept of “pedagogical technology” is used in educational practice on three levels:

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

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

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

Technology is closely related to the educational process - the activities of the teacher and student, its structure, means, methods and forms. Therefore, in structure of pedagogical technology includes:

conceptual framework;

learning objectives - general and specific;

procedural part - technological process:

organization of the educational process;

methods and forms of educational activities of schoolchildren;

methods and forms of teacher work;

the teacher’s activities in managing the process of mastering the material;

diagnostics of the educational process.

Any scientific concept, in order for it to “work” in the pedagogical process, needs a corresponding technology. Moreover, each of them may correspond to several technologies. It follows that there may be significantly more pedagogical technologies than scientific concepts. They are developed by both scientists and teachers. Therefore, in practice there are a sufficient number of them, another thing is that not all of them can be called technologies, since they do not always have the signs and properties of pedagogical technologies.

Signs existence of pedagogical technology are:

goals (for what purpose the teacher needs to use it);

availability of diagnostic tools;

patterns of structuring interaction between teacher and students, allowing to design (program) the pedagogical process;

a system of means and conditions that guarantee the achievement of pedagogical goals;

means of analyzing the process and results of the activities of teachers and students.

Description structure:

Basic Conceptual Statement

Main purpose of training

Key Content Features

Main features of procedural characteristics

Availability and brief description of the software (if possible, demonstrate textbooks, teaching materials, etc.)

Let's look at an example

At least 4 aspects can be distinguished in the learning process:

procedural (how to teach),

motivational (how to activate students’ activities)

and organizational (how to structure the activities of the teacher and students)

Each of these aspects corresponds to a number of concepts.

So,meaningful side match concept

generalization of educational material, integration of educational subjects,

consolidation of didactic units, etc.

Procedural side -

programmed concepts,

problematic,

interactive training, etc.

Motivational –

concepts of motivational support of the educational process,

formation of cognitive interests, etc.

Organizational –

ideas of humanistic pedagogy,

concepts of cooperation pedagogy,

“immersion” into an academic subject (M.P. Shchetinin),

concentrated training, etc.

Briefly consider the main provisions concepts and technologies of concentrated training,

target which consists in eliminating the multi-subject nature of the school day, the kaleidoscopic nature of sensations and impressions in the formation of knowledge, the fragmentation of the cognition process and the creation of such a learning process when instead of six subjects in six lessons during the school day (and fourteen subjects during the school week), from one to three are studied items.

The idea of ​​concentrated training is not new; it was first expressed by Ya.A. Comenius; then this idea was supported by many scientists (I.F. Herbart, K.D. Ushinsky, V.V. Rozanov, P.P. Blonsky); it was put into practice by individual teachers (G. Tobler, B.F. Raisky, M.P. Shchetinin), it was widespread in a number of countries (USA, Sweden, Germany, etc., in Russia this idea has found application in higher education) .

In the 80s, they again turned to the implementation of the concept of concentrated training and began to develop appropriate technologies based on it

Concentrated learning technology is an organization of the educational process in which the attention of teachers and students is focused on studying one or two subjects by reducing the number of disciplines studied simultaneously and concentrating the study of educational material on certain repeating periods of time.

Depending on the unit of enlargement (academic subject, school day, school week), there may be several varieties of such technologies (G. G. Ibragimov):

There is a technology for concentrated study of one subject. The duration of immersion in a subject is determined by the peculiarities of the content and logic of its assimilation by students, and the total number of hours allocated to its study. In this case, the total annual number of hours is divided approximately equally into four parts. Then, 4-6 lessons a day, only this subject is studied during the time allotted by the curriculum for studying this part. It turns out that during the school year there are four immersions in one subject.

Another type of technology involves the enlargement of the second organizational unit - the school day. The number of academic subjects does not change during the week and corresponds to the curriculum, but their study is concentrated in time: two or three subjects are studied during the school day.

The third type involves enlarging the school week. The number of subjects planned for the year does not change and corresponds to the curriculum, but the structure of the school week changes: no more than two or three disciplines are studied during the school week.

Advantages of concentrated learning technology:

eliminating multi-subject and scattered schedules relieves nervous tension among students and teachers and has a beneficial effect on the physical condition and health of children;

consolidation of organizational forms of the learning process promotes integrity (at least removes fragmentation) in the development of the motivational sphere (there is no constant change of learning motives), intellectual (attention is focused on a relatively completed block of educational material, methods of mental action are successfully formed, cognitive and educational skills are fruitfully developed , knowledge is systematically and thoroughly acquired) and other areas;

concentration of training provides significant savings in teaching time.

Using this technology does not require special software implementation

The concept of pedagogical technology... 1

The main qualities of modern pedagogical technologies... 3

Classification of pedagogical technologies... 3

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

“Ecology and dialectics” (L.V. Tarasov)… 8

Waldorf pedagogy (R. Steiner)… 10

Technology of free labor (S. Frenet)… 13

Self-development technology (M. Montessori)… 15

Educational technologies

Problems of educational technologies, vast experience of pedagogical innovations, original schools and innovative teachers constantly require generalization and systematization.

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

Integrative qualities (those that are not possessed by any of its individual elements);

Components, components;

Structure (connections and relationships between parts and elements);

Functional characteristics;

Communicative properties (connections with the environment);

Historicity, continuity.

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

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

The concept of educational technology

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are great differences in its understanding and use.

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

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

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

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

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

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

Pedagogical technology is a model of joint pedagogical activity thought out in every detail 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 and learning, taking into account technical and human resources and their interaction, which aims to optimize forms of education (UNESCO).

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

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

The concept of “educational technology” can be represented by three aspects.

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

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

Thus, pedagogical technology functions both as a science that studies the most rational ways of teaching, and as a system of methods, principles and regulations used in teaching, and as a real learning process.

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

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

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

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

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

A technological diagram is a conventional image of a process technology, dividing it into individual functional elements and indicating the logical connections between them.

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

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

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

There is also the use of label terms, which are not entirely scientifically correct, and have become established behind some technologies (collective method of teaching, Shatalov’s method, Paltyshev’s system, Waldorf pedagogy, etc.). Unfortunately, it is not always possible to avoid terminological inaccuracies that complicate understanding.

Basic qualities of modern pedagogical technologies

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

a) conceptual framework;

Learning objectives - general and specific;

c) procedural part - technological process:

Organization of the educational process;

Methods and forms of educational activities of schoolchildren;

Methods and forms of teacher work;

The teacher’s activities in managing the process of mastering the material;

Diagnostics of the educational process.

Manufacturability criteria. Any pedagogical technology must satisfy some basic methodological requirements (manufacturability criteria).

Conceptuality. Each pedagogical technology should be characterized by reliance on a certain scientific concept, including philosophical, psychological, didactic and social-pedagogical justification for achieving educational goals.

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

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

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

Reproducibility implies the possibility of using (repeating, reproducing) pedagogical technology in other educational institutions of the same type, by other subjects.

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

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

Classification of educational technologies

In the theory and practice of schools today, there are many options for the educational process. Each author and performer brings something of their own, individual, into the pedagogical process, in connection with which they say that each specific technology is the author’s. We can agree with this opinion. However, many technologies have quite a lot of similarities in their goals, content, methods and means used and, based on these common characteristics, can be classified into several general groups.

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

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

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

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

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

According to the scientific concept of assimilation of experience, the following are distinguished: associative-reflexive, behaviorist, Gestalt technologies, internalization, developmental. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

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

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

In monotechnologies, the entire educational process is built on any one priority, dominant idea, principle, concept; in complex technologies, 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 and activators for them, are called penetrating.

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

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

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

3) “consultant” system (open-loop, directed, manual);

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

5) system of “small groups* (cyclical, scattered, manual) - group, differentiated methods of teaching;

6) computer training (cyclical, scattered, automated);

7) “tutor*” system (cyclical, directed, manual) - individual training;

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

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

The traditional classic classroom-lesson system of Ya. A. Komensky, representing a combination of the lecture method of presentation and independent work with the book (didachography);

Modern traditional teaching using didachography in combination with technical means;

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

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

A fundamentally important aspect in pedagogical technology is the child’s position in the educational process, the attitude of adults towards the child. There are several types of technologies 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 initiative and independence of students, and the use of demands and coercion.

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

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

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

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education are distinguished as independent directions.

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

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

f) Technologies of free education place emphasis on providing the child with freedom of choice and independence in a greater or lesser area of ​​his life. When making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

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

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

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

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

Technologies of compensatory training (pedagogical correction, support, alignment, etc.);

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

Technologies for working with deviant (difficult and gifted) children in a public school.

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

Monodidactic technologies are used very rarely. Typically, the educational process is structured in such a way that some polydidactic technology is constructed, which combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is important that a combined didactic technology can have qualities that exceed the qualities of each of the technologies included in it.

Typically, combined technology is called by the idea (monotechnology) that characterizes the main modernization and makes the greatest contribution to achieving learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

Humane-personal technology Sh.A. Amonashvili

Shalva Aleksandrovich Amonashvili is an academician of the Russian Academy of Education, a famous Soviet and Georgian teacher, scientist and practitioner. He developed and implemented in his experimental school a pedagogy of cooperation, a personal approach, and original methods of teaching language and mathematics. The peculiar result, the ideology of his pedagogical activity is the “School of Life” technology, set out in his “Treatise on the initial stage of education, built on the principles of humane and personal pedagogy.”

Sh.A.Amonashvili

Philosophically based: humanistic + religious.

According to the main development factor: sociogenic + biogenic.

According to the concept of assimilation: associative-reflex.

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

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

According to organizational forms: traditional classroom with elements of differentiation and individualization.

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

According to the predominant method: explanatory and illustrative, playful with elements of problem-solving and creativity.

Target orientations

To promote the formation, development and upbringing of a noble person in a child by revealing his personal qualities.

Ennobling the soul and heart of a child.

Development and formation of the child’s cognitive powers.

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

The ideal of education is self-education.

Conceptual provisions

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

The child as a phenomenon carries within himself a life mission that he must serve.

A child is the highest creation of Nature and the Cosmos and carries their features - power and limitlessness.

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

Assessment of children's activities. A special role in the technology of Sh.A. Amonashvili plays the role of assessing the child’s activities. The use of marks is very limited, because marks are “the crutches of lame pedagogy”; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in self-analysis, self-assessment.

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

“Ecology and dialectics” (L.V. Tarasov)

Tarasov Lev Vasilievich - candidate of pedagogical sciences, professor.

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

The term dialectics emphasizes the school's orientation towards dialectical, developmental, probabilistic thinking.

The Ecology and Dialectics technology combines many innovations in pedagogy and psychology and is applicable to a wide variety of schools.

Classification parameters of technology

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

By type of control: modern traditional.

By organizational forms: classroom, academic.

According to the approach to the child: person-oriented + sociocentric.

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

Target orientations

o Early and comprehensive development of children;

o Development of ecological and dialectical thinking;

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

o Transition at the senior level to specialized education (lyceum), providing serious professional training;

o Ensuring a high cultural level of graduates.

Principles

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

Unity (integration) of natural sciences, humanities and artistic and aesthetic education;

Implementation of developmental education through modern content transmitted by modern methods;

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

Content Features

The main feature of the “Ecology and Dialectics” technology is the redesign of the content of education in the areas of humanization, dialectization and integration.

Primary school is characterized by early teaching of a foreign language, saturation of primary school with artistic and aesthetic classes (MAC).

In grades I-VI, the integrative subject “The World Around us” is studied, which incorporates a variety of information from many areas - geography, including local history, biology, geology, physics, astronomy, technology, chemistry, history, ecology. In fact, this is not one academic subject, but a sequence of six completely independent integrative subjects, each of which develops its own topic: in the 1st grade - The familiar and unfamiliar world, in the 2nd grade - The beautiful and ugly world, in the 3rd grade - The changeable and constant world, in IV grade - The mysterious and knowable world, in V grade - Four sides of the world, in VI grade - Our planet - Earth.

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

The basic school is distinguished by the early formation of natural science concepts (natural science developmental subject “The World around I-VI”), the development of variable and systemic thinking (subjects “Patterns of the surrounding world”, “Informatics and process modeling”).

Completion of basic science subjects in class IX requires a radical overhaul of the entire mathematics course; this course should now end not in the XI, but in the IX grade (together with logarithms, trigonometric functions, elements of stereometry). Let us also pay attention to the integrative subject “Patterns of the surrounding world” in grades VI - VIII. We are talking about probabilistic patterns. This subject introduces schoolchildren to probabilities, probabilistic approaches, and forms variable thinking.

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

The senior (lyceum) level is focused on ecologization, which allows one to address problems of culture and morality (subjects “Human Universe”, “Man and Nature”, “Modern World”, “Lifestyle and Human Health”).

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

In the “Ecology and Dialectics” technology, the leading side is not the methodological, but the content side.

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

1. development of LUN and SUD through play - primary school;

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

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

Harmonious teaching addressed to the student as a whole;

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

Student position:

Focus on personal perception of everything around you: not an outside observer, but an interested researcher;

Personal responsibility for the consequences of one’s activities for other people and for nature;

Involvement: people have achieved this, which means it is also available to me;

Global perception: everyone needs this, which means I need it too;

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

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

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

Waldorf pedagogy (R. Steiner)

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

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

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

A child - a part of God - comes to Earth with a specific mission. Freeing the child's soul and allowing this mission to be accomplished is the main task of the school.

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

Classification parameters

By level of application: general pedagogical.

According to the main development factor: biogenic.

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

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

By type of management: “tutor” system + small group system

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

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

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

Target orientations

1. Education is designed to form a holistic personality:

Striving for maximum realization of one’s capabilities (self-realization, self-actualization);

Open to new experiences;

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

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

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

Conceptual provisions

Conformity with nature: development occurs according to a predetermined, genetically determined program, goes ahead of learning and determines it; spontaneity of free development of natural inclinations; “based on the child”, creating the most favorable conditions for identifying the child’s natural abilities.

Free education and training. Everything without coercion, without violence: spiritual and physical.

Freedom as a means of education.

Parenting and learning adapt to the child, not the child to them.

During the learning process, the child himself goes through and comprehends all stages of development.
humanity. Therefore, there is no need to truncate “childhood” or intellectualize development ahead of time.

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

Ecology of health, cult of health.

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

Imitation as a means of learning.

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

Unity of development of mind, heart and hand.

School for everyone.

The united life of teachers and students.

Content Features

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

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

Interdisciplinary connections.

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

A large role is given to labor education. Features of the content by grade - training “by era”: Preschool period: walk, talk; think;

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

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

III: Creation and the Old Testament; sheet music, drawing shapes, crocheting;

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

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

VI: physics, interest, geometry, planing;

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

VIII: revolutions, XIX century; economics, chemistry, composers, working with metal;

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

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

XII: cultural history, improvisation in all areas.

Features of the technique

Pedagogy of relationships, not demands.

Immersion method, “epoch-making” technique.

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

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

There is no division between classroom and extracurricular work.

The student is led to discover the personal significance of knowledge and learning and, on this motivational basis, masters the content of subjects (areas).

Collective cognitive creativity in the classroom.

Teaching independence and self-control.

Lots of play (learning should be fun).

Denial of the mark.

Student position.

The child is at the center of the pedagogical system.

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

The child's right to make mistakes.

Freedom of choice.

The right to free creative exploration.

Relationships of responsible dependence with the team.
Teacher's position.

The teacher's activities are a priority; the teacher leads children for 8 years in all subjects.

The teacher is a senior comrade.

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

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

Waiting for the maturation of the forces inherent in nature.

Do not tell your child “no” or “no”.

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

Don't give bad grades.

Don't leave it for a second year.

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

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

Very important aspects of Waldorf pedagogy are attention to children’s health and teacher-parent self-government.

Notes, modern analogues

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

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

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

The program provides for an agricultural cycle and the construction of a wooden house (at the level of a large model). This is in elementary school. And in the older ones - working with metal. All children also master handicrafts - learn to sew and embroider.

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

Education, as the deliberate formation of people according to known models, is unfruitful, illegal, and impossible;

Education spoils, not corrects people;

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

In the last period of L.N.’s life. Tolstoy moved to the other extreme - pedagogical moralism with a religious overtone.

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

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

Technology of free labor (S. Frenet)

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

Classification parameters of technology

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

By type of cognitive activity management: small group system.

By organizational form: alternative.

According to the predominant method: problem-based, self-development.

In the direction of modernization: alternative.

Target orientations

■ Comprehensive education.

Conceptual provisions

Learning is a natural process, it occurs naturally, in accordance with development; The age characteristics and diversity of children’s abilities are taken into account.

Relationships between children and value orientations in their minds are a priority in the educational process.

Socially useful work at all stages of education.

Great attention to school self-government.

Children's emotional and intellectual activity is purposefully stimulated.

New material means of teaching and education are used (printing, handwritten teaching aids).

Features of the organization

At Frenet school:

There is no learning, but problem solving, testing, experimenting, analysis, comparison;

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

There are no lessons from bell to bell;

There are no marks, but personal progress is noted - through peer assessment
children and teachers;

There are no mistakes - there are misunderstandings, which, having sorted them out together with everyone, can be prevented;

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

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

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

There are no rules, but the class is ruled by the norms of community life accepted by the children themselves;

There is no edifying discipline, but the very sense of personal and collective security and joint movement disciplines;

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

Features of the technique

Project method. The group builds collective projects, which are discussed, accepted, and hung on the walls (these can be any, even the most fantastic plans). The teacher intervenes only when projects violate the freedom of others. In the process of completing the project, each student can act in relation to the other as a teacher.

The classroom is a system open to communication and participation of others: children invite people to join them, go to others themselves, correspond, and travel. Cooperation and cooperation are encouraged, but not competition and competition.

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

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

The self-expression of a child’s personality is also associated with information: children write free texts, essays, make typographical typeset themselves, make cliches, and publish books.

Written language and reading skills are developed on the basis of children's free texts, which each child writes and reads publicly. The class selects the “text of the day”, records it, and everyone rewrites this text, while everyone can make their own additions and “editorial” changes.

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

Cult of labor. The school creates a school cooperative, of which all students are members. The daily routine includes work in workshops, gardens, and barnyards. The cooperative is governed by an elected council, and a general meeting is held once a week. Much attention is paid to transparency. Everyone fills out four columns of a common newspaper sheet: “I did,” “I would like,” “I praise,” “I criticize.”

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

Note. S. Frenet addressed his practical recommendations to a small rural primary school. However, the ideas and pathos of the fight against routine and rigidity of the traditional education system make Frenet technology relevant for all types of educational institutions.

Currently, thousands of schools operate “according to Fresnais” in France. An Association of Frenet Teachers has been organized in Russia, disseminating his ideas.

Self-development technology (M. Montessori)

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

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

Classification parameters

By level of application: general pedagogical.

On a philosophical basis: anthroposophical.

According to the main development factor: biogenic + psychogenic.

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

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

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

By type of cognitive activity management: small group system + “consultant” + “tutor”.

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

According to the approach to the child: anthropocentric.

According to the predominant method: gaming + creative.

In the direction of modernization: nature-conforming.

Target orientations

■Comprehensive development.

■Developing independence.

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

Conceptual provisions

Learning should take place completely naturally in accordance with development - the child develops himself.

A child’s appeal to the teacher “Help me do this myself” is the motto of Montessori pedagogy.

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

Taking into account sensitivity and spontaneity of development.

Unity of individual and social development.

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

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

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

The child’s consciousness is “absorbent”, therefore the priority of didactics is to organize the environment for such “absorption”.

Content Features

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

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

Montessori materials, according to Vygotsky, are psychological tools, tools for indirect perception of the world. Taking an object from the shelf, the child concentrates on a specific goal, meditates, looks inside himself; By manipulating it, he quietly acquires skills.

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

After 5 years, consciousness develops, the child turns into a researcher, begins to try everything, take it apart, and ask about everything. Here you can familiarize your child with a huge number of objects and phenomena of the surrounding world (didactic materials are bright and visual). There are also mathematical materials here: number bars with number plates, numbers made of paper with a rough surface, circles, geometric figures, number material made of beads, etc.

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

An adult's speech as a constructive material of the pedagogical environment contains stories, conversations, conversations, and games. Adults support self-expression and speech development by listening to the child and answering questions.

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

0-3 years: object-sensory orientation;

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

6-9 years: mastering abstract actions;

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

12-18 years old: gymnasium and senior level.

Features of the methodology and organization

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

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

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

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

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

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

No one gives the children any assignments, no one explains a new topic, no one asks them at the board. Free work is based on absolute trust in the child, on faith in his desire to understand the world around him, given by nature, on the wise patience of adults waiting for independent discoveries to be made.

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

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

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

The child’s position: “Help me do this myself.”

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

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

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

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

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

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

THE CONCEPT OF DIAGNOSTIC GOAL SETTING.
The goal of training (upbringing) is set diagnostically if:
a) such an accurate and definite description of the personal quality being formed is given that it can be accurately differentiated from any other personality qualities;
b) there is a method, a “tool” for unambiguously identifying the diagnosed personality quality in the process of objective monitoring 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.

At the current stage of development of secondary and higher schools, the above requirements are not met either by the general (main) goal of the corresponding pedagogical systems, or by the specific goals of studying individual subjects.

TABLE OF CONTENTS
PREFACE 3
CHAPTER 1. SCHOOL PEDAGOGICAL SYSTEM - BASIS FOR THE DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES B
1.1. The essence of the school's pedagogical system 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 FORMATION - THE STARTING POINT OF DEVELOPMENT OF PEDAGOGICAL TECHNOLOGY 29
2.1. Diagnostic formulation of chains of education and upbringing, problems and methods 30
2.2. The concept of diagnostic goal setting 31
2.3. Methodology for diagnostic description of the goal of forming students’ experience at the stage of operational goal formation 45
2.4. Strength of curriculum content for students 85
2.5. The origin and essence of percentage mania in school life 92
CHAPTER 3. PEDAGOGICAL TECHNOLOGY IN THE CLASSROOM AS A MEANS OF GUARANTEED ACHIEVEMENT OF LEARNING GOALS 95
3.1. The didactic process is the basis of pedagogical technology 96
3.2. Generalized structure of the software operation algorithm
3.3. Possible criteria for assessing the effectiveness of the operating algorithm 115
3.4. Control algorithm (AC) in the didactic process 118
3.5. Pedagogical analysis of didactic systems 125
3.6. Methodology for research and evaluation of the effectiveness of the didactic process 133
3.7. Law of fundamental possibilities of the didactic process 136
3.8. Planning the didactic process and assessing the effectiveness of the lesson 142
CHAPTER 4. FORECAST FOR THE DEVELOPMENT OF THE PEDAGOGICAL SYSTEM OF A COMPREHENSIVE SCHOOL 153
4.1. Promising pedagogical system of secondary school 154
4.2. Pedagogical technology of an innovative teacher (essence analysis) 169
4.3. Criteria for assessing the educational activities of a student, teacher, school
INSTEAD OF CONCLUSION - MATERIALIZATION OF PEDAGOGICAL TECHNOLOGY - TEXTBOOK. TRAINING METHODOLOGY. ACTIVITY OF TEACHER AND TEACHER-SCIENTIST. PS IN MODERN CONCEPTS OF EDUCATION
RECOMMENDED READING.

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Components of pedagogical technology. Bespalko V.P.

M.: 1989. - 192 p.

The fight against negative phenomena in school life requires the development of a fundamentally new pedagogical technology. The book proposes a set of means of pedagogical technology and shows ways of their practical application in the conditions of perestroika and overcoming formalism in the performance of students and teachers.

For public education workers.

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Size: 7.8 MB

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TABLE OF CONTENTS
PREFACE 3
CHAPTER 1. SCHOOL PEDAGOGICAL SYSTEM - BASIS FOR THE DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES B
1.1. The essence of the school's pedagogical system 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 FORMATION - THE STARTING POINT OF DEVELOPMENT OF PEDAGOGICAL TECHNOLOGY 29
2.1. Diagnostic formulation of chains of education and upbringing, problems and methods 30
2.2. The concept of diagnostic goal setting 31
2.3. Methodology for diagnostic description of the goal of forming students’ experience at the stage of operational goal formation 45
2.4. Strength of curriculum content for students 85
2.5. The origin and essence of percentage mania in school life 92
CHAPTER 3. PEDAGOGICAL TECHNOLOGY IN THE CLASSROOM AS A MEANS OF GUARANTEED ACHIEVEMENT OF LEARNING GOALS 95
3.1. The didactic process is the basis of pedagogical technology 96
3.2. Generalized structure of the software operation algorithm
3.3. Possible criteria for assessing the effectiveness of the operating algorithm 115
3.4. Control algorithm (AC) in the didactic process 118
3.5. Pedagogical analysis of didactic systems 125
3.6. Methodology for research and evaluation of the effectiveness of the didactic process 133
3.7. Law of fundamental possibilities of the didactic process 136
3.8. Planning the didactic process and assessing the effectiveness of the lesson 142
CHAPTER 4. FORECAST FOR THE DEVELOPMENT OF THE PEDAGOGICAL SYSTEM OF A COMPREHENSIVE SCHOOL 153
4.1. Promising pedagogical system of secondary school 154
4.2. Pedagogical technology of an innovative teacher (essence analysis) 169
4.3. Criteria for assessing the educational activities of a student, teacher, school
INSTEAD OF CONCLUSION - MATERIALIZATION OF PEDAGOGICAL TECHNOLOGY - TEXTBOOK. TRAINING METHODOLOGY. ACTIVITY OF TEACHER AND TEACHER-SCIENTIST. PS IN MODERN CONCEPTS OF EDUCATION
RECOMMENDED READING