Modern educational technologies. Selevko G.K.

M.: 1998. - 256 p.

The manual discusses the essence pedagogical technologies, their classification, main parameters. Given a brief description of the most famous modern educational technologies, recommendations for their study and use.

Intended for pedagogical students educational institutions, teachers and a wide range of education workers.

Format: pdf

Size: 5.8 MB

Download: yandex.disk

Format: doc

Size: 4.5 MB

Download: yandex.disk

TABLE OF CONTENTS
Introduction
I. The child’s personality as an object and subject in educational technology
1.1. Personality as a meaningful generalization of the highest level
1.2. Structure of personality traits
1.3. Knowledge, abilities, skills (KUN)
1.4. Methods of mental action (MAT)
1.5. Self-Government Mechanisms of Personality (SGM)
1.6. The sphere of aesthetic and moral qualities of a person (SEN)
II. Educational technologies
2.1. The concept of educational technology
2.2. Basic qualities of modern pedagogical technologies
2.3. Scientific foundations of educational technologies
2.4. Classification of educational technologies
2.5. Description and analysis of pedagogical technology
III. Modern Traditional Training (TO)
IV. Pedagogical technologies based personal orientation pedagogical process
4.1. Pedagogy of cooperation
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. E.N. Ilyin’s system: teaching literature as a subject that shapes a person
V. Pedagogical technologies based on the activation and intensification of students’ activities
5.1. Gaming technologies
5.2. Problem-based learning
5.3. Technology of communicative teaching of foreign language culture (E.I. Passov)
5.4. Technology of intensification of learning based on schematic and symbolic models educational material(V.F.Shatalov)
VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process
6.1. Technology of S.N. Lysenkova: promising advanced learning using reference schemes with commented control
6.2. Level differentiation technologies
6.3. Level differentiation of training based on mandatory results (V.V. Firsov)
6.5. Technology of individualization of learning (Inge Unt, A.S. Granitskaya, V.D. Shadrikov)
6.6. Programmed learning technology
6.7. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.9. Computer (new information) teaching technologies
VII. Pedagogical technologies based on didactic improvement and reconstruction of material
7.1. “Ecology and dialectics” (L.V. Tarasov)
7.2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich)
VIII. Subject pedagogical technologies
8.1. Technology of early and intensive literacy training (N.A. Zaitsev)
8.2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. System-based pedagogical technology effective lessons(A.A. Okunev)
8.5. System of step-by-step teaching of physics (N.N. Paltyshev)
IX. Alternative technologies
9.1. Waldorf pedagogy (R. Steiner)
9.2. Technology of free labor (S. Frenet)
9.3. Technology of probabilistic education (A.M. Lobok)
9.4. Workshop technology
X. Natural technologies
10.1 Nature-appropriate literacy education (A.M. Kushnir)
10.2. Self-development technology (M. Montessori)
XI. Developmental learning technologies
11.1 General fundamentals of developmental learning technologies
11.2 Developmental training system L.V. Zankova
11.3 Technology of developmental education D.B. Elkonina - V.V. Davydova
11.4 Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
11.5 Personally oriented developmental training (I. S. Yakimanskaya)
11.6. Technology of self-development training (G.K.Selevko)
XII. Pedagogical technologies of copyright schools
12.2. Model "Russian school"
12.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
12.4. School-Park (M.A. Balaban)
12.5. Agroschool A.A. Katolikova
12.6. School of Tomorrow (D. Howard)
XIII. Conclusion: technology design and technology development

Teacher of modern times Selevko German Konstantinovich – Academician of MANPO, Professor, Candidate of Pedagogical Sciences

“Children should be raised not for the present, but for the future”

• Creative path

• Selevko German Konstantinovich was born on February 15, 1932 in Yaroslavl into a teacher’s family. He went to school at the age of seven and, being a very capable student, became an excellent student. But heavy post-war years brought him to the chemical-mechanical technical school. He began his work history at a factory, from where he was drafted into the ranks Soviet army and was sent to a military flight school. Already at the technical school and college, the pedagogical talent of G.K. Selevko: he was always an assistant to teachers, helping those who were behind in their studies.
• In 1954, having retired to the reserve due to staff reduction, he entered the Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, who graduated in 1959 with a degree in “Teacher of Physics and Fundamentals of Production.” He successfully combined his studies at the institute with his work as an evening school teacher, where his pedagogical (methodological) talent flourished and his first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.
• In 1962, he entered graduate school at the Scientific Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 defended the academic degree of Candidate of Pedagogical Sciences.
• After this G.K. Selevko comes to teaching, working simultaneously at school and in Yaroslavl pedagogical institute. Here he goes from teacher to dean of the faculty.
• In 1967 he was awarded the academic title of associate professor.

• Work on training new teachers G.K. Selevko combined it with work to improve the qualifications of teachers in the city and region. His methodological works: “ Electrical circuits and their diagrams in high school physics and electrical engineering courses", "Fundamentals of molecular kinetic theory in high school", "Issues of optics in elective courses", a semi-programmed manual "Collection of problems for repeating a physics course" were distributed in all secondary schools in the region.
• In 1974 G.K. Selevko is awarded the “Excellence in Public Education” badge.
• In 1985, he was invited to create the Department of Pedagogy at the Yaroslavl Regional Institute of Advanced Studies. Working as the head of the department, Associate Professor G.K. Selevko contributed a lot of new things to the activities of this institution. Over the course of 10 years, the department headed by him trained personnel to open new departments. In 1989, for successful scientific and pedagogical activities, he was awarded the academic title of professor. Being a supporter of progressive pedagogical innovations, he initiated the creation in 1990 of the Faculty of Social Pedagogy at the Yaroslavl IPK.
• During the period of the rise of the socio-pedagogical movement in the country, G.K. Selevko becomes an active advocate of school restructuring on the basis of humanism and democracy. He writes a number of articles on the pedagogy of cooperation, summarizes the experience of teachers in the region (“Improving the methodological training of students”, “Pedagogy of cooperation: guidelines", "New pedagogical thinking", etc.). Leading the innovative work of educational institutions in the region since 1990, G.K. Selevko participated in the creation of most gymnasiums, lyceums and social and pedagogical complexes in the region. This experience has been summarized in a number of publications.
• For active work in training teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.

Technology of self-development of the student’s personality

• The technology of self-development (according to G.K. Selevko) training includes all the essential qualities of developmental training technologies and complements them with the following important features:
• The child’s activity is organized not only as satisfaction of cognitive needs, but also of a number of other needs for personal self-development:
• in self-affirmation (self-education, self-education, self-determination, freedom of choice);
• in self-expression (communication, creativity and self-creation, search, identification of one’s abilities and strengths);
• in security (self-determination, career guidance, self-regulation, collective activity);
• in self-actualization (achieving personal and social goals, preparing oneself for adaptation in society, social tests).

“Society needs highly educated, proactive and enterprising young people who are capable of creatively reforming our society and increasing the intellectual potential of the country. Therefore, students must be prepared for new public relations, socially seasoned, morally stable, must be prepared to face difficulties, be healthy physically and mentally. And most importantly, they must be capable of self-development, of continuous self-improvement.”

G.K.Selevko

Self-development of personality through project activities

• Forming a person’s ability to educate and develop himself, a person of high morality, deep intelligence and strong will.

• Creating school motivation to engage in educational activities;
• Helping schoolchildren find, understand and accept the goals and content of the educational process;
• Introduction to theoretical and practical techniques and models of “Personal Self-Development”;
• Formation and ability of self-education and self-development;
• Creating an educational environment that shapes students’ needs for self-improvement.

Hypothesis:

If you create motivation for school teachers to carry out educational activities, ensure the creation of conditions for the development of educational activities, this will improve the quality of the students’ personality and allow them to create a unified educational space for the student.

CHILDREN'S PUBLIC ASSOCIATION “Kuluhun” through personal self-development

Club steps primary classes, 5-11 grades, “Kuluun” asset and additional education “Personal self-development through project activities.

• Number of students -146 (girls - 76, boys - 69)

1st stage (1-4 grades) – 53

2nd stage (5-9 grades) -54

3rd stage (10-11 grades) –39

Primary classes:

Awareness of your “I”

Middle classes: “Self-education of will and character”

Conclusion

As a result of the study of educational work through the self-development of the individual, an attitude towards improving oneself is formed, self-knowledge from the awareness of one’s “I”, self-control and self-esteem of the student develops. Personal self-development is formed at school. As a result, observation has a higher level, including not only cognitive, but also moral and volitional qualities. The first results indicate her great potential for personal self-development.

List of modern pedagogical technologies (according to G. Selevko)

Pedagogical technologies based on humane-personal orientation of the pedagogical process

4.1. Pedagogy of cooperation
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. System E.N. Ilyina: teaching literature as a subject that shapes a person
4.4. Vitagen education technology (A.S. Belkin)

Pedagogical technologies based on activation and intensification of students’ activities (active learning methods)

5.1. Gaming technologies
Gaming technologies in the preschool period
Gaming technology in junior school age
Gaming technologies in middle and high school age
5.2. Problem-based learning
5.3. Modern technology project-based learning
5.4. Interactive technologies
Technology “Development of critical thinking through reading and writing” (RDMCHP)
Discussion technology
Technology "Debate"
Training technologies
5.5. Technology of communicative teaching of foreign language culture (E.I. Passov)
5.6. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov)

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

6.1. Programmed learning technology
6.2. Level differentiation technologies
Differentiation by level of development of abilities
Model “Intraclass (intrasubject) differentiation” (N.P. Guzik)
Model “Level differentiation of training based on mandatory results” (V.V. Firsov)
Model “Mixed differentiation” (subject-lesson differentiation, “mixed group model”, “stratum” differentiation)
6.3. Technology of differentiated learning based on children's interests (I.N. Zakatova)
6.4. Technology of individualization of learning (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Individual model educational programs within the framework of productive education technology
Model of individual educational programs in specialized training
6.5. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in class
Model: training in mixed-age groups and classes (RVG)
Models of collective creative problem solving
6.7. Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control

Pedagogical technologies based on didactic improvement and reconstruction of material

7.1. “Ecology and dialectics” (L.V. Tarasov)
7.2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Integration technologies in education
Integrated educational technology V.V. Guzeeva
Technology of education of ecological culture
Global education concept
Concept of holistic pedagogy
Civic education concept
7.7. Content integration models academic disciplines
Model “Integration of Natural Sciences”
Model of "synchronization" of parallel programs, training courses and topics
Model “Integrated classes (lessons)”
Model "Integrated days"
Model of interdisciplinary connections
7.8. Concentrated learning technologies
Suggestive immersion model
Temporary immersion model M.P. Shchetinina
Technology of concentration of learning using sign-symbolic structures
Features of ideographic models

Subject pedagogical technologies

8.1. Technology of early and intensive literacy training (N.A. Zaitsev)
8.2. Technology for improving general educational skills in primary school(V.N. Zaitsev)
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
8.5. System of step-by-step teaching of physics (N.N. Paltyshev)
8.6. Technology of music education for schoolchildren D.B. Kabalevsky
8.7. Author's pedagogical technologies of "Russian Teachers of the Year"
Author's technology for the formation of musical thinking “Teacher of the Year in Russia - 92” A.V. Zaruby
Author's technology for teaching Russian language and literature “Teacher of the Year in Russia - 93” O.G. Paramonova
Author's technology for teaching literature “Teacher of the Year in Russia - 94” M.A. Nyankovsky
Author's technology for developing the speech of junior schoolchildren “Teacher of the Year in Russia - 95” Z.V. Klimentovskaya
The author's technology for developing students' personality while studying French“Teacher of the Year in Russia? 96" E.A. Filippova
Author's technology of labor training and education “Teacher of the Year in Russia? 97" A.E. Glozman
Author's technology for teaching mathematics “Teacher of the Year-98” V.L. Ilyina
Author's technology of musical education “Teacher of the Year in Russia - 99” V.V. Shilova
Author's technology for teaching Russian language and literature “Teacher of the Year in Russia 2000” V.A. Morara
Author's technology of teaching “Technology” “Teacher of the Year in Russia – 2001” A.V. Krylova
Author's technology of teaching a foreign language “Teacher of the Year in Russia - 2002” I.B. Smirnova
8.8. Technologies of textbooks and educational-methodical complexes
Technology of teaching materials “Educational program “School 2000-2100”

Alternative technologies

9.1. Technology for teaching children with signs of giftedness
9.2. Technology of productive education (Productive Learning)
9.3. Technology of probabilistic education (A.M. Lobok)
Features of language culture acquisition
Technology "Other Mathematics"
9.4. Workshop technology
9.5. Technology of heuristic education (A.V. Khutorskoy)
Forerunners, varieties, followers

Natural technologies

10.1. Nature-appropriate technologies for teaching language (A.M. Kushnir)
Nature-appropriate technology for teaching reading A.M. Kushnira
Nature-appropriate technology for teaching writing by A.M. Kushnira
Nature-appropriate teaching technology foreign language A.M. Kushnira
10.2. Summerhill Free School Technology (A. Neill)
10.3. Pedagogy of freedom L.N. Tolstoy
10.4. Waldorf pedagogy (R. Steiner)
10.5. Self-development technology (M. Montessori)
10.6. Dalton-plan technology
10.7. Technology of free labor (S. Frenet)
10.8. School Park (M. A. Balaban)
10.9. Holistic model of the free school T.P. Voitenko

Developmental education technologies

General fundamentals of developmental education technologies
11.1. Developmental education system L.V. Zankova
11.2. Technology of developmental education D.B. Elkonina - V.V. Davydova
11.3. Technology of diagnostic direct developmental training (A.A. Vostrikov)
11.4. A system of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
11.5. Personally oriented developmental training (I.S. Yakimanskaya)
11.6. Technology of self-development of the student’s personality A.A. Ukhtomsky - G.K. Selevko
11.7. School of Authorized Education (N.N. Khaladzhan, M.N. Khaladzhan)
11.8. Integrative technology of developmental education L.G. Peterson

Pedagogical technologies based on the use of new and cutting-edge information tools

12.1. Technologies for mastering information culture
Model “Informatization (computerization) of educational institutions”
12.2. Computer as an object and subject of study
12.3. Technology of using information and computer tools in subject teaching
12.4. Computer lesson technologies
12.5. Technology of mastering and developing computer support tools for the learning process
12.6. Technology of using the Internet in the educational process
TOGIS model (V.V. Guzeev, Moscow)
Telecommunications technologies
12.7. Education and socialization by media and communications
12.8. Media education technology
Model “Media education” as a training course
Model “Media education integrated with basic education”
Model “School Center SMK”
12.9. Use of ICT tools in school management

Social and educational technologies

13.1. Family education technology
13.2. Technologies of preschool education
13.3. Technology “School is a center of education in a social environment” (S.T. Shatsky)
13.4. Technologies of social and pedagogical complexes
Model “School – coordinator of educational activities social institutions»
Model “Commonwealth of School and Industry”
Model “Complex of social and pedagogical support for the child”
Model “SPK as a specially designed environment”
13.5. Technologies of additional education
13.6. Technologies of physical education, saving and promoting health
13.7. Technologies of labor and professional upbringing and education
Technology of labor education and training in a modern mass school
Technology of contextual professionally oriented training
13.8. Technology for educating the spiritual culture of the younger generation
13.9. Technologies of religious (confessional) education
13.10. Technologies for raising and teaching children with problems
Model of differentiation and individualization of training
Compensatory learning technologies
Technology of working with problem children in public schools
Technologies for correctional and developmental education of children with mental retardation
13.11. Technologies of social and pedagogical rehabilitation and support for children with disabilities disabilities life activity (disabled)
Technology of working with mentally retarded children
Technology of working with children with special educational needs
13.12. Technologies for rehabilitation of children with impaired social connections and relationships
Model “KDN – coordinating center of social and educational work in the district”
Model “Center for Social Rehabilitation of Minors”
Model "Social Shelter"
Technology of anti-alcohol and anti-drug education of children and adolescents
Model “Correctional (Penitentiary) Institution”
13.13. Technologies for educating subjective social activity of a person
13.14. Technology for establishing public relations (PR? technologies)

Educational technologies

14.1. Technology of communist education Soviet period
14.2. Technology of “hard” collective education A.S. Makarenko
14.3. Technology of collective creative activity I.P. Ivanova
14.4. Technology of humane collective education V.A. Sukhomlinsky
14.5. Technology of education based on a systematic approach (V.A. Karakovsky, L.I. Novikova, N.L. Selivanova)
14.6. Educational technologies in modern mass schools
14.7. Technologies of individualized education
Generalized classification characteristics of individualized education technologies
Model (technology) of pedagogical support (O.S. Gazman)
Technology of tutor support for individual educational programs (T.M. Kovaleva)
Neurolinguistic programming technology
14.8. Education in the learning process
14.9. Technology of organizing self-education according to A.I. Kochetov, L.I. Ruvinsky

Pedagogical technologies of copyright schools

15.1. School of Adaptive Pedagogy (E.A. Yamburg, B.A. Broide)
15.2. Model “Russian School” (I.F. Goncharov)
15.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
15.4. Agroschool A.A. Katolikova
15.5. School of Tomorrow (D. Howard)
15.6. Center for Distance Education "Eidos" (Khutorskoy A.V., Andrianova G.A.)
Other types of copyright schools

In-school management technologies

16.1. Basic technology for managing a comprehensive school
School management technology in development mode
Technology of school management based on results (according to P.I. Tretyakov)
16.2 Control technology methodical work(G.K. Selevko)
Pedagogical advice
16.3. Control optimization technology educational institution(Yu.K. Babansky)
16.4. Technology of pedagogical experiment
16.5. In-school monitoring technology
16.6. Technologies for design and development of technologies

Technology of self-development training (G.K. Selevko)

Selevko German Konstantinovich - Candidate of Pedagogical Sciences, scientific director of the author's "School of Dominant Personality Self-Improvement" (Rybinsk, Yaroslavl region).

The technology of self-development training includes all the essential qualities of RO technologies and complements them with the following important features:

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

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

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

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

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

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

Teaching technology based on the use of motives for personal self-improvement represents a new level of developmental training and can be called self-developmental training.

Classification characteristics

By level of application: general pedagogical.

On a philosophical basis: humanistic, anthroposophical. According to the main development factor: psychogenic.

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

By orientation to personal structures: moral-volitional self-government of the individual - SUM.

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

By type of control cognitive activity : small group system + software.

By organizational form: class-lesson + club.

Approaching the child: pedagogy of cooperation.

According to the prevailing method: developing + self-developing.

Goal Accents

* Formation of a self-improving person (homo self-studius, self-made men).

* Formation of SUM - self-governing mechanisms of personality.

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

* Formation of an individual style of educational activities.

Conceptual provisions

* The student is a subject, not an object of the learning process

*Training is prioritized over development

* Training is aimed at comprehensive development with a priority area - SUM

* Leading role of theoretical, methodological knowledge

Additional hypotheses

* All the highest spiritual needs of a person - in knowledge, in self-affirmation, in self-expression, in self-actualization - are aspirations for self-improvement, self-development. Using these needs to motivate learning means opening the way to improving the quality of school education.

* The dominant of self-improvement - an attitude towards conscious and purposeful improvement by an individual of himself - can be formed on the basis of the needs of self-development.

* Internal processes of self-improvement can and should be influenced by organizing the external part of the pedagogical process, including special goals, content, methods and means.

* The system of self-development education (SDT), based on the use of motives for personal self-improvement, represents a higher level of developmental education and is the best continuation of primary level development technologies based on cognitive motives.

Content Features

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

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

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

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

Special group ZUN represent knowledge in the course “Personal Self-Improvement”, which serves as a system-forming and integrating theoretical basis for the entire process of school education.

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

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

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

V class - Know yourself (personality psychology);

VI class - Do yourself (self-education);

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

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

IX class - Self-determination;

X class - Self-regulation;

XI class - Self-actualization.

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

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

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

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

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

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

Participation of the individual in independent and creative activities;

Adequate style and methods of external influences.

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

* psychological and pedagogical diagnostics and self-diagnosis of students;

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

* comprehension, reflection of life activity;

* trainings and exercises on self-education, self-affirmation, self-determination and self-regulation.

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

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

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

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

Features of the technique

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

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

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

The organization of the educational process in subjects is based on

* shifting the emphasis from teaching to learning;

* transformation of pedagogical leadership into self-education and self-education of the individual with the priority of organizing the educational process;

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

* priority of independent methods and techniques.

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

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

Literature

1. Bardin K.V. How to teach children to learn. - M., 1987.

2 Berne R. Development of self-concept and education - M., 1986.

3. Gazman O.S. and others. New values ​​of education. Vol. 2. - M., 1996.

4. Kovalev A.G. The personality educates itself. - M., 1989.

5. Kochetov A.I. Pedagogical foundations of self-education - Minsk, 1974.

6. Krylova N.B. Sociocultural context of education // New values ​​of education. Issue 2. - M., 1996.

7 Markova A.K.. et al. Formation of learning motivation. - M., 1990.

8. Orlov Yu.M. Ascent to individuality. - M., 1991.

9. Selevko G.K. Dominant in personality development // Public education. - 1995. - № 8;

10. Selevko G.K. Self-development training. - Yaroslavl: IPK, 1996.|

11. Ukhtomsky A.L. Collected works. T 1. The doctrine of the dominant. - L., 1950.

12. Tsukerman G.A., Masterov B.M. Psychology of self-development. - M.: Interprax, 1995.

13. Shadrikov V.D. Psychology of human activity and abilities. - M.: Logos, 1996.

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

Introduction

II. Educational technologies

2.1. The concept of educational technology

2.2. Basic qualities of modern pedagogical technologies

2.3. Scientific foundations of educational technologies

2.4. Classification of educational technologies

2.5. Description and analysis of pedagogical technology

III. Modern Traditional Training (TO)

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

4.1. Pedagogy of cooperation

4.2. Humane-personal technology

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

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

5.1. Gaming technologies

5.2. Problem-based learning

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

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

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

6.1. S. N. Lysenkova’s technology: forward-looking learning using reference schemes with commented control

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

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

6.7. Collective way of teaching CSR (,)

6.9. Computer (new information) teaching technologies

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

7.1. "Ecology and dialectics" ()

7.2. "Dialogue of Cultures" (,)

7.3. Consolidation of didactic units - UDE ()

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

VIII. Subject pedagogical technologies

8.1. Technology of early and intensive literacy training ()

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

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

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

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

IX. Alternative technologies

9.1. Waldorf pedagogy (R. Steiner)

9.2. Technology of free labor (S. Frenet)

9.3. Technology of probabilistic education ()

9.4. Workshop technology

X. Natural technologies

10.1 Nature-based literacy education ()

10.2. Self-development technology (M. Montessori)

XI. Developmental learning technologies

11.1 General fundamentals of developmental learning technologies

11.2 Developmental education system

11.3 Technology of developmental education -

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

11.5 Personally oriented developmental training ()

11.6. Self-development learning technology ()

12.2. Model "Russian school"

12.4. School Park ()

12.5. Agricultural school

12.6. School of Tomorrow (D. Howard)

XIII. Conclusion: technology design and technology development

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The first two chapters give scientific basis the concept of educational technology, its complexity and versatility are revealed, a classification of educational technologies and a methodological basis for their analysis are proposed.

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

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

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

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

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

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

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

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

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

1.1. Personality as a meaningful generalization of the highest level

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

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

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

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

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

- a set of socially significant human properties;

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

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

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

- system of needs;

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

All this forms a meaningful generalization "personality".

1.2. Structure of personality traits

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

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

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

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

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

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

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

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

1.3. Knowledge, abilities, skills (KUN)

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

By reflection localization highlight:

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

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

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

By reflection form ZUN are distinguished:

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

- figurative, presented in images perceived by the senses;

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

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

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

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

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

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

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

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

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

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

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

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

1.4. Methods of mental action (MAT)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.5. Self-Government Mechanisms of Personality (SGM)

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

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

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

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

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

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

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

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

Rice. 1. Self-governing mechanisms of personality

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

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

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

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

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

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

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

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

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

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