The concept of pedagogical technology ... 1

The main qualities of modern pedagogical technologies ... 3

Classification of pedagogical technologies ... 3

Humanno-Personal Technology Sh.A.Monashvili ... 7

"Ecology and dialectic" (L.V. Tarasov) ... 8

Waldorf Pedagogy (R.Shteiner) ... 10

Free Labor Technology (S. Frene) ... 13

Self-development technology (M. Montessori) ... 15

Pedagogical technologies

Problems of educational technologies, the tremendous experience of pedagogical innovation, copyright schools and innovative teachers constantly require generalizations and systematization.

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

Integrative qualities (such that does not have one of the individual elements separately);

Composite elements, components;

Structure (communication and relationship between parts and elements);

Functional characteristics;

Communicative properties (environmental relations);

Historicity, continuity.

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

As the basis, the system-forming frame is advisable to use a new idea for pedagogy - "technology" and a new - "technological" approach to the analysis and design of pedagogical processes.

The concept of pedagogical technology

Currently, the concept of pedagogical technology has been firmly included in the pedagogical lexion. However, in his understanding and consumption there are big discrepancies.

The technology is a set of techniques used in any kind, skill, art (explanatory dictionary).

Pedagogical technology is a set of psychological and pedagogical plants that determine the special set and layout of forms, methods, methods, training techniques, educational means; It is an organizational and methodological instrumental of the pedagogical process (B.T.Likhachev).

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

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

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

Learning technology is a composite procedural part of the didactic system (M.Choshanov).

Pedagogical technology is a model of joint pedagogical activities for designing, organizing and conducting a learning process with unconditional provision of comfortable conditions for students and teachers (V.Monakhov) in all details.

Pedagogical technology is a systemic method for creating, applying and defining the entire process of teaching and assimilation of knowledge, taking into account technical and human resources and their interaction, which makes it necessary for the optimization of formation forms (UNESCO).

Pedagogical technology means a systematic aggregate and order of functioning of all personal, instrumental and methodological agents used to achieve pedagogical purposes (M.V. Kerin).

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

The concept of "pedagogical technology" can be submitted by three aspects.

1) scientific: pedagogical technologies - part of the pedagogical science studying and developing goals, content and methods of teaching and designing pedagogical processes;

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

Thus, pedagogical technology functions and as science exploring the most rational ways of learning, and as a system of methods, principles and regulators used in training, and as a real learning process.

The concept of "pedagogical technology" in educational practice is used on three hierarchically coented levels:

1) Common-generating (general general) Level: Common-generating (prolonged, general education) Technology characterizes a holistic educational process in this region, educational institution, at a certain step of learning. Here, pedagogical technology is synonymized by the pedagogical system: it includes a combination of goals, content, means and methods of training, algorithm of the activities of subjects and object objects.

2) Protnoelectric (subject) Level: Protential-free teacher technology is used in the "Private Method" value, i.e. As a set of methods and means for the implementation of a certain content of training and education within one subject, class, teachers (methods of teaching subjects, a methodology for compensating training, a technique of work of the teacher, an educator).

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

There are still technological microstructures: receptions, links, elements, etc. Laying into a logical technological chain, they form a holistic pedagogical technology (technological process).

The technological scheme is a conditional image of the process technology, separation of it into separate functional elements and the designation of logical connections between them.

Routing - Description of the process in the form of a step-by-step, phased sequence of actions (often in graphical form) with an indication of the applied funds.

Terminological nuances. In the literature and practice of school work, the term Pedagogical technology is often used as a synonym for a pedagogical system. As noted above, the concept of the system is wider than technology, and includes, unlike the latter, and the subjects itself and objects.

The concept of pedagogical technology of private and local and local levels is almost completely overlapped by the concept of learning techniques; The difference between them is only in the alignment of accents. The technologies are more presented procedural, quantitative and calculated components, in the techniques - target, meaningful, high-quality and variable-indicative sides. The technology differs from the methods of its reproducibility, the stability of the results, the absence of many "if" (if a talented teacher, if there are capable children, good parents ...). Mixing technologies and techniques leads to the fact that sometimes techniques are part of the technologies, and sometimes, on the contrary, certain technologies are part of the learning techniques.

The use of shortcut terms is also found, not quite scientifically correct, approved for some technologies (collective way of learning, Shattalov method, Palishev system, Waldorf pedagogy, etc.). Unfortunately, it is not always possible to avoid the terminological inaccuracies that impede understanding.

The main qualities of modern pedagogical technologies

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

but) conceptual basis;

Training goals - general and specific;

c) procedural part - technological process:

Organization of the educational process;

Methods and forms of school students;

Methods and forms of teacher's work;

Teacher's activities to manage material assimilation;

Diagnostics of the educational process.

Processing criteria. Any pedagogical technology must satisfy some basic methodological requirements (process criteria).

Conceptuality. Each pedagogical technology should be inherent in a support for a specific scientific concept, including philosophical, psychological, didactic and socio-pedagogical substantiation of achieving educational purposes.

Systemity. Pedagogical technology should have all signs of the system: the logic of the process, the relationship between all its parts, integrity.

Handling involves the possibility of diagnostic goaling, planning, designing the learning process, phased diagnosis, varying means and methods in order to correct the results.

Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective on the results and optimal on costs, to ensure that a certain standard of training is achieved.

Reproducibility implies the possibility of applying (repetition, reproduction) of pedagogical technology in other similar educational institutions, other subjects.

Technology and education content. Currently, the Pedagogy has established an idea of \u200b\u200bthe unity of substantive and procedural components. educational system: goals, content, methods, forms and learning tools. In the process of improving and variations of pedagogical technologies, their components exhibit a different degree of conservatism: the procedural aspects of training are most often varied, and the content changes only by structure, dosage, logic. At the same time, the content of education as the essential part of the educational technology is largely determined by its procedural part, although the cardinal changes of the methods include deep conversion of goals, contents and forms. Thus, the procedural and meaningful part of the formation technology adequately reflect each other.

Between them there is another mediated component - the most important didactic agent is a school textbook playing a crucial role in determining the content of education, the procedural part of the technology and in the implementation of their unity. In recent years, there has been a large number of variable textbooks in our country, which, in combination with a variety of selection of pedagogical technologies, theoretically makes it possible to further improve the quality of education.

Classification of pedagogical technology

In the theory and practice of school work today there are many options for the educational process. Each author and the performer brings something in the pedagogical process, individual, in connection with which they say that each particular technology is the author. This opinion can be agreed. However, many technologies in their goals, content used by methods and means have a significant similarity, and on these general features can be classified in several generalized groups.

According to the essential and instrumental meaningful properties (for example, the target orientation, the nature of the interaction of the teacher and the student, the organization of training), the following classes of pedagogical technologies are allocated.

Under the application level, common-generated, private and local (modular) technologies are allocated.

According to a philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (science) and religious, humanistic and anti-human, anthroposophical and theosophical, pragmatic and existentialistic, 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 the personality is the result of the aggregate influence of biogenic, sociogenic and psychogenic factors, but the specific technology can take into account or bet on any of them, consider it the main one.

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

According to the scientific concept of assimilation of experience, associative-reflex, behavior, gestalt technologies, interiorizatorial, developing are allocated. It is possible to mention even the lowest technology of neurolynguistic programming and suggestive.

By orientation on personal structures: informational (the formation of school knowledge, skills, skills in subjects - Zun); Operations (the formation of methods of mental actions - court); Emotional-artistic and emotional-moral (the formation of the sphere of aesthetic and moral relations - SEN), technology of self-development (the formation of self-governing mechanisms of personality - sum); Heuristic (development creative abilities) and applied (the formation of an effective-practical sphere - SDP).

According to the nature of the content and structure, technologies are called: training and educational, secular and religious, general education and professional-oriented, humanitarian and technocratic, various sectoral, private, as well as monotechnology, complex (polytechnology) penetrating technology.

In monotechnology, the entire educational process is built on any one priority, dominant idea, principle, concepts, in complex - combined from elements of various monotechnology. Technologies whose elements are most often included in other technologies and play the role of catalysts, activaters, called penetrating.

By type of organization and management cognitive activity V.P. Bespalco proposed such a classification of pedagogical systems (technologies). Teacher's interaction with a student (management) can be open (uncontrollable and incorrected activity of students), cyclical (with control, self-control and interconnection), scattered (front) or directed (individual) and, finally, manual (verbal) or automated (using educational tools). The combination of these signs determines the following types of technologies (by V.P. Bespalco - didactic systems):

1) Classical lecture learning (Office - open, scattered, manual);

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

3) the consultant system (open, directed, manual);

4) training with the help of an educational book (open, directed, automated) - independent work;

5) the system of "small groups * (cyclic, scattered, manual) - group, differentiated learning methods;

6) computer learning (cyclic, scattered, automated);

7) the system "Tutor * (cyclic, directional, manual) - individual training;

8) "Software learning" (cyclic, directional, automated), for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic" systems are usually performed, the most common of which are:

Traditional classic class-grade system Ya. A. Komensky, representing a combination of a lecture way of presentation and independent work with a book (Didachography);

Modern traditional trainingusing didachography in combination with technical means;

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

Programmed learning based on adaptive software control with partial use of all other types.

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

a) Authoritarian technologies in which the teacher is the sole subject of the educational process, and the student is only the "object", "Victor". They are distinguished by a tough organization of school life, suppressing the initiative and independence of students, the application of requirements and coercion.

b) the high degree of inattention to the identity of the child differ did dipactric centers, in which the subject-object attitude of the teacher and the student also dominate, the priority of education for education, and the most important factors of the formation of the personality are considered to be Didactic. Didaktocentric technologies in a number of sources are called technocratic; However, the last term, in contrast to the first, more relates to the nature of the content, and not to the style of pedagogical relations.

c) Personality-oriented technologies put the personality of the child in the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions of its development, the realization of its natural potentials. The identity of the child in this technology is not only the subject, but also the subject is priority; It is the goal of the educational system, and not a means of achieving any distracted goal (which takes place in authoritarian and didactical technologies). Such technologies are called anthropocentric.

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

Within the framework of personal-oriented technologies, humane and personal technologies, cooperation technologies and free education technologies are distinguished by independent areas.

d) Human-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on personality support, help her. They "confess" the ideas of comprehensive respect and love for the child, the optimistic faith in his creative forces, rejecting coercion.

e) cooperation technology implement democratism, equality, partnership in the subject-subject relationship of the teacher and child. The teacher and students jointly produce goals, content, give evaluation, being in a state of cooperation, creativity.

(e) Free education technologies make focus on providing a child freedom of choice and independence in a greater or smaller sphere of its livelihoods. By choosing, the child is in the best way to implement the position of the subject, going to the result from the inner motivation, and not from external influence.

g) Esoteric technologies are based on the teaching on esoteric ("unconscious", subconscious) knowledge - the truth and paths leading to it. The pedagogical process is not a message, not communication, but the attachment to the truth. In the esoteric paradigm, the person (child) itself becomes the center of information interaction with the universe.

The method, method, the learning tool determine the names of many existing technologies: dogmatic, reproductive, explanatory-illustrative, programmed learning, problem learning, educational training, self-developing learning, dialogical, communicative, game, creative, etc.

Mass (traditional) school technology designed for averaged student;

Technologies of an advanced level (in-depth study of objects, gymnasium, lyceum, special education, etc.);

Compensating learning technologies (pedagogical correction, support, alignment, etc.);

Various victimological technologies (surdo-, ortho-, title, oligophrenopedagogic);

Technology work with deviating (difficult and gifted) children within the mass school.

And finally, the names of a large class of modern technologies are determined by the content of those modernization and modifications that the existing traditional system is exposed to them.

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydactic technology is constructed, which unites, integrates a number of elements of various monotechnology based on any priority original author's idea. It is significant that the combined didactic technology can have qualities that are superior to the quality of each of the technologies.

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

Humanno personal technology Sh.A. Amonashvili

Amonashvili Schalva Aleksandrovich - Academician Rao, the famous Soviet and Georgian teacher - a scientist and practitioner. Developed and embodied in his experimental school of pedagogy of cooperation, personal approach, original teaching methods for language and mathematics. A peculiar outcome, the ideology of his pedagogical activity is the technology "School of Life", set forth in his "Treatise on the initial stage of education built on the principles of humane and personal pedagogy."

Sh.A.Monashvili

By philosophical basis: Humanistic + religious.

By the main factor of development: Sociogenic + biogenic.

Under the concept of assimilation: Associative-reflex.

By orientation on personal structures: emotional-moral: 1) SEN + 2) Zun.

By the nature of the content: Educational + educational, secular with elements of religious culture, humanitarian, general education, man-united.

According to organizational forms: traditional class-grade with elements of differentiation and individualization.

According to the approach to the child: Humanno-personal, pedagogy of cooperation.

According to the prevailing method: Explanatory, illustrative, game with elements of problemability, creativity.

Target orientations

Promoting the formation, development and education in a child of a noble person through the disclosure of his personal qualities.

Folding the soul and heart of the child.

Development and development of the cognitive forces of the child.

Providing conditions for the expanded and in-depth volume of knowledge and skills.

The ideal of upbringing is self-education.

Conceptual provisions

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

A child as a phenomenon carries a life mission to which he should serve.

The child is the highest creation of nature and space and carries their features - power and infinity.

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

Evaluation of children's activities. A special role in Technology Sh.A. Amonashvili plays the estimation of the child's activities. The use of the mark is very limited, because the mark is "crutch chrome pedagogy"; Instead of quantitative assessment - Qualitative estimation: characteristics, package of results, self-analysis, self-assessment.

Lesson. The lesson is the leading form of the life of children (and not only the learning process), absorbing the whole and spontaneous, and organized life of children. Lesson - Sun, lesson - joy, lesson - friendship, lesson - creativity, lesson - work, lesson - game, lesson - meeting, lesson - life.

"Ecology and dialectic" (L.V. Tarasov)

Tarasov Lion Vasilyevich - Candidate of Pedagogical Sciences, Professor.

The term ecology emphasizes the orientation of the educational process to real life, on the problems to be solved by humanity, first of all - an ecological dilemma: either to die along with nature, or find ways to joint evolution.

The term dialectic emphasizes the school orientation on a dialectical, developing, probabilistic thinking.

The technology "Ecology and dialectic" uses many innovations in pedagogy and psychology in the complex, applies to the most different schools.

Classification technologies technology

In terms of application: commonabouting. By philosophical basis: dialectical. By the main factory of development: sociogenic. Under the concept of assimilation: Associative-reflex. / For orientation to personal structures: Court + Zun + SEN. By the nature of the content: Educational + Educational, secular, general education, technocratic.

According to the control: Modern traditional.

According to organizational forms: class-grade, academic.

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

According to the prevailing method: Explanatory-illustrative + problem.

Target orientations

o early and comprehensive development of children;

o Development of environmental and dialectical thinking;

o Completion of the general education phase of the 9th grade;

o Go to the eldest stage on profile training (Lyceum), providing serious professional training;

o Providing a high cultural level of graduates.

Principles

Humanization: the use of a rich humanitarian potential of natural cycle objects, their environmental and dialectic content, natural science painting of humanitarian objects (dialectization) and humanization of disciplines;

Union (integration) of natural science, humanitarian and artistic and aesthetic education;

The implementation of developing learning through the modern content transmitted by modern methods;

Synergetics: Association, coordination and use of many innovative theories and technologies.

Features of content

The main feature of the technology "Ecology and Dialectics" is to reconstruct the content of education in the directions of humanization, dialectization and integration.

For primary school, early learning in foreign language, the saturation of the elementary school by the activities of the artistic and aesthetic plan (MHC).

In I-VI classes, the integrative subject is studied " The world", I have done a variety of information from many areas - geography, including regional studies, biology, geology, physics, astronomy, technology, chemistry, history, ecology. In fact, this is not one training subject, but a sequence of six quite independent integrative objects, each of which develops its own topic: In I grade, the world is familiar and unfamiliar, in the class II - the world is beautiful and ugly, in the third grade - the world is changeable and permanent In IV class - the world is mysterious and known, in V class - four faces of the world, in the VI class - our planet is the earth.

In general, the "surrounding worlds" decide a number of very important tasks - they implement the early formation of many natural science concepts, give an idea of \u200b\u200bthe picture of the world as a whole and the place of man in it, ensure serious preparations for the subsequent study of natural objects and, moreover, they initiate interest in their study . We draw attention to the fact that all four natural objects are physics, chemistry, biology, geography - are studied synchronously (at the same time): This happens in VII - IX classes. Programs of these items are substantially changed - they are all completed in the IX class.

The main school is distinguished by the early formation of natural science concepts (the natural science developing item "surrounding the world I-VI"), the development of variable and systemic thinking (objects "the laws of the surrounding world", "Informatics and modeling of processes").

Completion of basic natural items in the IX class requires a radical restructuring of the entire course of mathematics; This course should now end not in XI, but in the IX class (together with logarithms, trigonometric functions, stereometry elements). We also pay attention to the integrative subject of "the laws of the surrounding world" in the VI - VIII classes. We are talking about probabilistic laws. This subject introduces schoolchildren with probabilities, probabilistic approaches, forms a variable thinking.

Based on the interests of children, observational astronomy was transferred from the XI class (when it is already not interested in students) in the "surrounding world" in V class (when children will especially want to comprehend the picture of the universe). Atomic molecular representations, concepts about chemical elements, simple and sophisticated substances, simple chemical reactions Form in V class. At the same time, children get acquainted with many physical concepts - force, energy, work, power. In the "surrounding world" in the VI class, the concepts of the physical field are introduced ( magnetic field And the fields of gravity) are given the ideas about the chemistry of the lithosphere, the atmosphere and hydrosphere of the Earth, the photosynthesis is considered and its role in the earth's biosphere.

The older (Lyceum) stage is focused on environmentalization, allowing to enter the problems of culture and morality (items "the Universe of Man", "Man and Nature", "Modern World", "Lifestyle and Human Health").

These courses are built in accordance with the environmental imperative, here a person (in particular, a student) is part of the nature itself, and not a certain abstract researcher who observing her as if from the side.

In the technology "Ecology and dialectic" the lead is not a methodical, but the meaningful side.

However, ZUN is not a target of development. The most important method is problematic. The child's identity development includes 3 stages:

1. The development of the ZUN and the court through the game is the elementary school;

2. Development of search functions of intelligence, mastering formal and dialogical logic through problem learning - V-IX classes;

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

Harmonic training facing a student as a whole;

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

Student's position:

Orientation on the personal perception of everything around: not a third-party observer, but an interested researcher;

Personal responsibility for the consequences of their activities for other people and for nature;

Relationship: This has reached people, it means that it is also available to me;

Global perception: it is necessary for everyone, it means that

Consensus orientation: recognition for other rights to have its own point of view;

From the student is not required to memorize everything. Teacher's position:

Not a passive performer of some program, but represents a creative person who is distinguished by: erudition, love for child, psychological literacy, discrepancy, environmental thinking.

Valdorf Pedagogy (R. Steiner)

Steiner Rudolph (1861-1925) - German philosopher and teacher, system author school Educationwho called Valdorf from the name of the local factory "Valdorf-Astoria", at which the school was organized.

R.Shteiner embodied in his school developed by the philosophical doctrine - anthroposophy, according to which the development of the ability to knowledge leads a person to perfection. Anthroposophy combines the elements of subjective idealism (reality as a self-controlling of the spirit), the hetevskie objective idealism, as well as Christianity.

So, in Waldorf pedagogy, the child is a spiritual being, having a soul in addition to the physical body - the Divine Beginning.

A child - God's part comes to Earth with a certain mission. Laying the soul of the child, let it seek this mission - 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 individuality in partnership with a teacher, in the two-mindedness of the sensual and superfluctural experience of the Spirit, soul and body.

Classification Parameters

In terms of application: commonabouting.

By the main factory of development: biogenic.

By orientation on personal structures: Zun + Court + SEN + SDP.

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

According to the control: the system "Tutor" + system of small groups

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

According to the approach to the child: personally oriented with informal teacher's leadership.

According to the prevailing method: Game + Dialog + Creativity.

Target orientations

1. Education is designed to form a holistic personality:

Striving for maximum realization of their capabilities (self-realization, self-actualization);

Open to perception of new experience;

Able to a conscious and responsible choice in a variety of life situations.

2. Not so much knowledge as the ability (court + SEN + ZON + SDP).

3. Development of self-determination, individual responsibility for their actions (sum).

Conceptual provisions

Naturality: development occurs on a predetermined, genetically deterministic program, is ahead of training and determines it; Spontaneity of free development of natural deposits; "On the basis of the child", the creation of the most favorable conditions for identifying the natural abilities of the child.

Free upbringing and training. All without coercion, without violence: spiritual and bodily.

Freedom as a means of upbringing.

Education and training adapt to the child, and not he to them.

The child in the process of learning itself passes, comprehends all stages of development
mankind. Therefore, it is not necessary to safely "childhood", intellectualize development ahead of time.

Education is inseparable from education: all training is at the same time the upbringing of certain personal qualities.

Ecology of health, health cult.

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

Imitation like a learning tool.

The combination of European and Eastern cultures: the teachings of Christ and the idea of \u200b\u200bthe person as a totality of the physical body and the essential, astral.

Unity of the development of mind, heart and hands.

School for everyone.

The uniform life of teachers and students.

Features of content

Harmonic combination of intellectual, aesthetic and practical aspects of education.

Widespread enlightenment (museums, theater, etc.).

Intergovernmental ties.

Mandatory Art Items: Painting, Euritmiya (art of expressive movements) and image of forms (complex patterns, graphs), music (play on flute).

A large role is given to labor education. Features of the content of classes - training "by epoch": pre-school period: walk, speak; think;

I: prototypes and fairy tales; from the image to the letter; singing, euritmiya; knitting;

Ii: wonders and legends; letter; arithmetic; Flute, drawing, manual work;

III: Creation of peace and Old Testament; notes, drawing forms, crochet;

IV: Tarve the general and private; fractions; European myths; ornament, canon, embroidery;

V: harmony and antiquity, Greece; decimal fractions, orchestra, woodworking;

VI: physics, interest, geometry, planing;

VII: space and renaissance; algebra, poems, sewing;

VIII: Revolution, XIX century; economy, chemistry, composers, work with metal;

IX: Ecology, technical progress and morality, art history, joiner; X: Politics, history, society, physics, dramaturgy, ceramics;

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

XII: The history of culture, improvisation in all areas.

Features Methodology

Pedagogy relationship, not requirements.

Immersion method, "Epochal" technique.

Training without textbooks, without tight programs (didactic materials, additional literature).

Individualization (accounting of personality promotion).

Lack of fission on cool and extracurricular work.

The student is supplied to the discovery of the personal significance of the ZON and on this motivational basis develops the content of items (regions).

Collective cognitive creativity in the lesson.

Training independence, self-control.

A lot of games (learning should bring joy).

Decanation of the mark.

Student's position.

Child in the center of the pedagogical system.

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

The right of a child for mistakes.

Freedom of choice.

The right to a free creative search.

The relationship of responsible dependence with the team.
Position of the teacher.

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

Teacher - Senior Comrade.

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

Not a knowledge of giving, but to give children to live in a lesson; Joint spiritual life of the student and teacher.

Waiting for the ripening of the forces laid by nature.

Do not say the child "no", "it is impossible."

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

Do not put bad marks.

Do not leave for the second year.

Take a child as it is (all children are talented).

POSITION R.Stheiner for religious education: Free Christian education, which is outside the general routine of the school, is conducted as private training within its framework.

The very important parties of Waldorf pedagogy are attention to the health of children, teacher-parent self-government.

Notes, modern analogues

In Russia, the "Waldorf Pedagogy Center" was created and operates.

Moscow Free Waldorf School ( scientific director A.A. Pinsk) works without an ordinary director, width, other familiar administrative attributes of the mass school. All deeds are disposed of elective college from children, teachers and parents.

Work is not divided into cool and extracurricular. These species are very closely intertwined. After the chief lesson, painting, music, needlework, English and German (from the first class at the same time) are also tasted (from the first class at the same time), as well as the Valdorf School of Discipline - Eurritia (the art of expressive movements) and the image of the forms - drawing complex patterns, graphics.

The program provides an agricultural cycle, construction of a wooden house (at the level of a large model). This is B. primary grades. And in the elders - work with the metal. All children also master the needlework - study to sew, embroider.

School L.N. Tolstoy. L.N. Tolstoy carried out in practice the idea of \u200b\u200b"free education" in the Yasnocation School organized by him for peasant children. If you submit "school L.N. Tolstoy" as technology, then it can be noted its maximalist concept:

Education, as an intentional formation of people according to famous samples, is not perfect, illegally, impossible;

Education spoils, and does not correct people;

The more the child is spoiled, the less you need to raise it, the more freedom you need.

In the last period of life L.N. Tolstoy switched to another extreme - pedagogical moralism with a religious tint.

L.N. Tolstoy brought his concept to the level of the methodology by writing a number of training aids for primary school.

Currently, in a number of Russian schools (Clear Polyana, Tomsk), attempts are made to restore the domestic free education technology based on the ideas of L.N. Tolstoy.

Free Labor Technology (S. Fren)

Franz Selesen (1896-1966) - a prominent French teacher and thinker, a rural teacher from the town of Vane. In the beginning of the 20th century in motion for new education, he created and until the end of his life was led by an experimental rural elementary school, where he implemented his alternative technology.

Classification technologies technology

In terms of application: commonabouting. By the main factory of development: biogenic + sociogenic. Under the concept of assimilation: Associative-reflex. By orientation on personal structures: Court + Zun + SDP. By the nature of the content: raising + educational, secular, humanistic, general education.

According to the type of cognitive activity: a system of small groups.

According to organizational forms: alternative.

According to the prevailing method: a problem, self-developing.

In the direction of modernization: alternative.

Target orientations

■ Comprehensive upbringing.

Conceptual provisions

Training - the process of nature-like, is natural, in accordance with the development; The features of the age and the variety of children's abilities are taken into account.

Relations between children and value orientations in their consciousness are a priority of the educational process.

Social and useful work at all stages of training.

Much attention to school self-government.

It is purposefully encouraged by the emotional and intellectual activity of children.

New material training and education (typography, handwritten textbooks) are used.

Features of the organization

At school fries:

No learning, but there is permission of problems, samples, experimentation, analysis, comparison;

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

No lessons from call to call;

No marks, but there are personal promotions - through the mutualization
children and teachers;

There are no mistakes - there are misunderstandings, having understood in which together with everyone, you can not allow them;

No programs, but there are individual and group plans;

There is no traditional teacher, but it is taught by the forms of the organization of a common case, designed by teacher together with children;

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

There are no rules, but the class of the dormitory norms adopted by the children themselves;

There is no edification discipline, but the sense of own and collective security and joint movement disciplines itself.

There is no class in the general sense, but there is children-adult report.

Features Methodology

Project method. The group builds collective projects that are discussed, accepted, hang on the walls (it is megut to be any, even the most fantastic plans). The teacher interferes only when projects violate the freedom of others. In the process of completing the project, each student can speak relative to the other as a teacher.

Class - Open for communication and participation of other System: Children are invited to themselves, go to others, rewrite, travel. Cooperation and cooperation are encouraged, but not competition and competition.

Self management. The school creates a cooperative, at the head of which is the election council, leading students' self-education. The procedure for summarizing the results is based on the child's self-government and self-organization and occurs regularly: the younger daily, the elders - less often, as needed.

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

The self-expression of the child's personality is also associated with information: children write free texts, make themselves the typographic set, make clichés, publish books.

Written speech and reading skills are formed on the basis of children's free texts that every child writes and publicly reads. The class chooses the "Text of the Day", fixes it, and all rewrite this text, while everyone can make their additions and "editorial" editing.

Textbooks at school are replaced by special cards containing a portion of information, a specific task or control questions. The student chooses a certain set of cards ( individual program learning). Franz created a prototype of programmed learning - a training tape to which a consistent card with information was attached with an exercise, a question or task and a control task. Each is an individual weekly plan with the help of a teacher, which reflects all types of its work.

Labor cult. The school creates a school cooperative, whose members are all students. In the day mode, work in workshops, garden, livestock yard. The cooperative is headed by the elective council, once a week passes the general meeting. Much attention is paid to publicity. Everyone fills four columns of a common newspaper: "I did", "I would like," "I praise", "I criticizing".

Health Cult. Caring for the health of the child includes classes related to movement, physical labor, vegetarian regime, methods of natural medicine; The highest plank here is the harmony of relations with nature.

Note. S. Frene's practical recommendations addressed the low-temperature rural primary school. However, ideas, pathos of struggle against the routine and the osnosis of the traditional system of training make the technology of Franz relevant to all types of educational institutions.

Currently, thousands of schools work in France in France. In Russia, the Association of Teachers Franza is organized, distributing his ideas.

Self-Development Technology (M. Montessori)

Montessori Maria (1870-1952) - Italian teacher, implemented ideas of free education and early development in children's garden and elementary school.

Self-development technology was created as an alternative to Mashter and dogmatism in training, common at the end of the XIX century. M. Montessori perceived the child as a creature capable of independent development, and identified the main task of the school - to supply "food" for the natural process of self-development, create an environment that would contribute to him.

Classification Parameters

In terms of application: commonabouting.

By philosophical basis: Anthroposophical.

By the main factory of development: biogenic + psychogenic.

According to the concept of assimilation: Associative-reflex + Gestalt.

By orientation on personal structures: Sumy + Court + SDP.

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

According to the type of cognitive activity: the system of small groups + "Consultant" + "Tutor".

According to organizational forms: alternative, club, individual + group.

According to the approach to the child: anthropocentric.

According to the prevailing method: Game + creative.

In the direction of modernization: nature-like.

Target orientations

■ Comprehensive development.

■ Education independence.

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

Conceptual provisions

Training should be completely natural in accordance with the development - the child develops itself.

Child's appeal to the teacher "Help me to do it yourself * - the motto of pedagogy Montessori.

All the life of a child - from birth to civil maturity - there is a development of its independence and independence.

Accounting of sensitivity and spontaneity of development.

Unity of individual and social development.

In mind there is nothing like that before there would be no feelings.

Refusal to teach children; Instead of learning to provide them with the conditions for independent development and the development of human culture.

The thinking of the child should be held all the necessary stages: from the subject-effective to visual-shaped, and only after that an abstract level is achieved.

The child's consciousness is "absorbing", therefore, the priority of didactics is to organize the environment for such "absorption".

Features of content

The idea of \u200b\u200braising (cultural and educational, pedagogical) medium. Development forces are laid in a child, but they may not be implemented if there is no prepared medium. When creating it is taken into account, first of all, the sensitivity is the highest susceptibility to one or another external phenomena.

Montessori-material is part of the pedagogical preparatory environment, which encourages the child to show the possibilities of its own development through self-identity corresponding to his individuality, and meets the desire of a child to move.

Montessori-materials are represented by magnificent, psychological tools, tools of indirect perception of the world. Taking the subject from the shelf, the child concentrates on a specific purpose, meditates, looks inside himself; Manipulating them, imperceptibly acquires skills.

Up to 5 years, the child is the builder of himself from anything. He "thin", in Montessori, all his abilities - vision, hearing, diction, dexterity ... The raising environment for this period represents material for practical skills, the development of motility and sensory, hands, eyes, speech. Part of it - from everyday home objects, various in size, shape, color, smell, weight, temperature, taste ...

After 5 years, the development of consciousness occurs, the child turns into a researcher, begins to try everything, to disassemble everything about everything. Here you can familiarize the child with huge number Objects and phenomena of the surrounding world (didactic materials are bright, visual). Here and mathematical materials: numeric rods with numbers nameplates, paper numbers with rough surface, mugs, geometric figures, numeric material from beads, etc.

The transition to the study of text (as self-development) occurs in a child by 8 years. By this time, the pedagogical medium includes the letters of the alphabet, the letters from the scabbed paper, the means of writing, texts, the library.

The speech of an adult as a constructive material of the pedagogical environment contains stories, conversations, conversations, games. The manifestation of self-expression, the development of speech adults support, listening to the child, answering questions.

In the school period, the pedagogical environment is the whole system: from the material base to the psychological mistake of the life of the team. Applied literary and artistic creativity, musitization. Place of montessori materials replace workshops, scene, easel, sewing machine, baths with clay and plasticine.

0-3 years: Sensual orientation;

3-6 years: speech sensitivity, language development, visual-shaped thinking;

6-9 years: mastering abstract actions;

9-12 years: Completion of the first, initial concentration of the school;

12-18 years: Gymnasic and older step.

Features of the methodology and organization

In montessoric kindergarten toys are not the main element ambient, they replace the diversity of materials and types of type of cubes, plates, beads, ropes.

The main task here is the skill learning: the development of shallow motility hands, tactile memory. As the researcher of Technologies M. Montessori E. Hiltunien, not the game is the main type of activity of the preschooler, and "Free work" is an independent activity with objects.

School period. Unified learning programs do not exist, each exercise this nature and God a unique path of development.

There is no lesson at school. The day begins with a common circle. Pedagogues are sometimes called this circle reflexive, because it is here that the first attempts occur to comprehend reality, passing the language of sensation or observation, and through the description of the event and its analysis to come to the formulation of the issue and approach the problem.

After the circle, everyone diverges on free work. Everyone chooses himself than he will be engaged in mathematics, Russian, history, astronomy, literature, to put chemical or physical experiments. Someone learns to write letters, and someone in the library prepares a report. When one work is completed completely, the children show it to the teacher. The result is discussed.

What is a mark, children do not know, but the assessment of their work is necessarily obtained, most often in the form of approval of adults or other children. The main thing here is how the child appreciates himself.

Nobody gives children any tasks, does not explain the new topic, no one asks them at the board. Free work is based on the absolute confidence in the child, in the faith in his desire to know the surrounding world, given by nature, on the wise of patience of adults, awaiting the accomplishment of independent discoveries.

In the middle of the day there is another general lesson that the older children have a little longer. This is immersion in the subject. For 15-20 minutes, the children of one year of study are going together. Teachers call this circle didactic. Here are usually given to the knowledge system on this or that object, the concepts are specified, the terminology is introduced, the new didactic material is given, reports and messages are listened and discussed.

The structure of any didactic material fully corresponds to the internal logic of the formation of a certain concept. The location of the material in the medium also reflects the defined logic of its gradual development, recorded in specially developed teachers. training tetrajes. Such notebooks, a child has several in three integrated subjects: native language, mathematics and space education (term montessori). Filling the sheets one by one, the student as it would be completing the logic of the study of the subject, transfers the material into the abstract, clarifies and systematizes its knowledge.

Teacher's position: Researcher, observer, organizer of the raising environment; Respects the right of children not like adults and each other, the right to their individuality.

Position of a child: "Help me to do it yourself."

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

1) training with small muscles of hands by creative drawing arbitrary figures with the help of an engineering line and followed by a hatching of them from left to right, from top to bottom and bottom up (in accordance with elements of Russian writing, in contrast, for example, from Arabic);

2) memorizing spelling the letter not only with the help of its visual perception, but also by inclusion of tactile memory, repeated (for a lesson) of feeling the letter of the sensitive pad of the index finger (the letter is cut out of thin sandpaper and pastened to cardboard);

3) Multiple writing of letters first through the letter stencil (the letters are knocked out through the copper plate), and then without it.

Thanks to the method of E.N. Potapian children learn to call calligraphically, they increase spelling dorms and saves 20-30 hours of study time.

The term "pedagogical technologies" appeared in the US initially as the term "education technology".

In domestic scientific and pedagogical literature, this term appeared in the early 1970s due to the active implementation of technical training in the educational process. The first works devoted to the analysis of the essence of this concept, belong to T.A. Ilyina.

In the 1990s, the interest of scientists to the problem of pedagogical technologies has increased dramatically. However, the analysis of the approaches of various authors to understand the essence and co-holding pedagogical technology shows that there is no unity among them.

Such a variety of interpretations of pedagogical technology is not by chance, in how each author comes from a certain conceptual approach to ponyism of the essence of technology at all.

Pedagogical technology is being developed to achieve a certain educational purpose. It is individual for each teacher and presumed, the selection of techniques aimed at studying the personality, consistent activity of the teacher and the analysis of the achievement of the goal at each stage of the educational process.

The word "technology" is formed about Greek.: Techne - art, skill, skill; Logos - Word, Concept, Teaching, Science. Technology - knowledge of the pussy, workshop of any activity; Science of art, skill. In the mass consciousness, the technology is associated not with skill, but with routine.

The concept of pedagogical technology is associated with the concepts of methods, funds, techniques, pedagogical technique.

"It is necessary to ensure that the method of human education becomes mechanical, that is, prescribing everything is so definitely that everything that will be trained cannot be successful, as it happens in well-made hours, in a cart, ship, a mill and any other one made for Move Machine »Ya.A. Komensky, "Great Didactics"

Not all teachers unequivocally reacted to the introduction of this term, considering that it is impossible to apply it in relation to personality. Then, on the contrary, this term began to be used very wide, sometimes illegally - everything that the teacher makes began to call technology. The word "technology" crowded the usual "methods of teaching subjects." Used in various combinations and values: learning technologies, pedagogical technologies, impact technologies, interaction. Their definitions are often blurry.

The technological approach passed three stages of development:

1) empirical - summarizing the experience of successful teachers;

2) algorithmic - design of algorithms for the activities of the teacher and students;

3) Stochastic - the design of probabilistic algorithms to managing students' activity.

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

The most familiar is the assignment of the concept of "technology" to production. Here, the technology involves the guaranteed production of the product with predetermined qualities, taking into account the properties of the feedstock and the determination of clear processing steps. Here, under technology it is understood as a set of knowledge about the methods and means of carrying out the production process that guarantees obtaining a certain result.

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

Components of the technological process:

The final product (the purpose of production);

Source object, with certain initial characteristics (raw materials);

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

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

Means of carrying out major corrective actions;

Feedback mechanisms.

The very concept of technology arose when the technical means of production began to force out the actions of a person.

The term "pedagogical technology" in the 20s of the 20th century. This was caused by introducing new technical means into the educational process.

Makarenko A.S. In the "pedagogical poem" wrote: "Our pedagogical production has never been built on technological logic, and always on the logic of moral sermon. That is why we simply do not have all the important parties to production: the technological process, accounting of operations, design work, rationing, control, tolerances and brewing. "

The concept of "pedagogical technology" began to be actively used in the early 1960s. In England and the United States. In the 70s, it was all about the improvement of the educational process and learning tools.

Monakhs V.M. It believes that the main difference between the technology from the fundamental science in the displacement of the accent from the question "Why?" To the question "How?". At the same time it is necessary to distinguish the technology as a specific area of \u200b\u200bknowledge, from technology as a process.

The most common understanding of the technology is a reasonable system of activity used by a person in order to convert the environment, the production of material or spiritual values.

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

In the narrow sense of the word pedagogical technology - this is a set of ways to organize an educational process or a sequence of certain actions, operations related to the specific activities of the teacher and aimed at achieving the goals.

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

Exist different definitions Pedagogical technology. We give examples of interpretation this concept Different authors.

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

NOT. Schurkov Understands the pedagogical technology "Operations" of the teacher's functions in relation to the pupil.

F. Fradkin It gives the following definition: this is a systematic, conceptual, regulatory, objectified, invariant description of the activities of the teacher and the student aimed at achieving educational purposes.

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

V.P. Infals Defines pedagogical technology as a project, a pedagogical system model implemented in practice.

V.V. Serikov Defines pedagogical technology as a procedural and methodological characteristics of pedagogical activity.

V.M. Monakhs. Defines pedagogical technology as an ordered procedure system, the strict execution of which will lead to the achievement of a certain planned result.

Pedagogical technology is a direction in pedagogy, which aims to increase the effectiveness of the educational process, guarantee the achievement of the planned learning results by students. Pedagogical technology is aimed at identifying the principles and the development of techniques for optimizing the educational process, an analysis of factors that increase educational efficiency. The specificity of the pedagogical technology is that it is constructed and carried out such a training process, which must ensure the achievement of the goals set.

Pedagogical technology is:

2) a set of interrelated funds, methods and processes necessary to organize a focused impact on the formation of a person with specified qualities;

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

Pedagogical technology functions:

1) organizational and activity;

2) projection and prognostic;

3) Communicative;

4) reflexive;

5) developing.

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

a) scientific (part of pedagogical science);

b) procedurally descriptive (description, algorithm for the process of achieving learning and education purposes);

c) procedural-effective (implementation of the pedagogical process).

The concept of "pedagogical technology" can be represented at three levels: common-generated, private, private, local.

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

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

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

3) Pedagogical technologies do not always guarantee a high level of achievement, as other factors operate on the child; The result of upbringing is not always visible in the near future.

In some cases, technology grows out of theory, in others from practice. Any activity after a while should be understood and is scientifically described in operations that help you likely achieve scientifically verified goals.

Bespalko V.P. Persons: "Any activity can be either technology or art. Art is based on intuition, technology on science. From art, it all starts, the technology ends so that then it all starts first. " While the technology is not created, dominates individual skills. Then - collective skill, the expression of which is technology.

Ideas underlying modern technologies:

Democratization (transfer of part of students' functions);

Humanization (cooperation relationship);

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

Developing and personal-oriented character;

Activity approach;

Systems approach;

Competence approach, etc.

Guzeev V.V. allocates ideas around which concentrate educational technologies:

1) the consolidation of didactic units;

2) planning the learning outcomes and differentiation of education;

3) psychologicalization;

4) Computerization.

Signs of pedagogical technologies:

Efficiency (warranty of results achievement);

Efficiency (labor optimization of teachers and students);

Reproducibility (wide scale by any teacher, without loss of result);

Adjustability (possibility of using feedback);

Provide for interrelated activities of the teacher and students);

The presence of diagnostic procedures, indicators, criteria, tools for measuring operation results.

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

1. Metathechnologies - common-breeding, covering educational process in the country, region, educational institution (educational training, educational work);

2. Macrothechnologies or sectoral, covering activities within the framework of any educational industry, the directions of training or education, educational discipline (teaching technology of any subject compensatory training);

3. Mesotechnology or modular-local, covering technologies for the implementation of individual parts (modules) of the educational process, aimed at solving private, local dydactic, methodological or educational problems (lesson technology, assimilation of the theme, control, etc.);

4. Microtechnologies are aimed at solving narrow operational tasks relating to individual interaction or self-type of the subjects of the pedagogical process (the formation of letters skills, the training of the correction of qualities, etc.).

The main qualities of modern pedagogical technologies:

Systemability, structure, complexity;

Integrity;

Scientific relationship;

Conceptuality;

Development;

Logicality (project, program, technological card);

Algorithm;

Continuity;

Variability and flexibility;

Proceduralness;

Controllability;

Diagnostic;

Predictability;

Efficiency;

Optimality;

Reproducibility.

The technological approach opens up new opportunities for improving the pedagogical process. It allows you to predict the results and manage the pedagogical process with a greater definitude; provide favorable conditions for personality development; optimally use available resources; Choose the most efficient and develop new technologies.

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

Methods of learning (private didactics) is a set of ordered knowledge of the principles, content, methods, means, forms of the educational process on individual academic disciplines that ensure the solution of the tasks.

The method of educational work is a section of the theory of education, exploring the peculiarities of organizing the educational process in various educational institutions, children's associations, organizations that develop recommendations for the creation of a system of educational work, the use of certain techniques or technologies in the educational process.

The technique usually understand the doctrine of the methods of solving a certain problem, as well as a set of methods that ensure the solution of the problem.

The concept of the technique is found in various aspects:

1) technical techniques for the implementation of a certain method, a specific embodiment of the method; The technique in this case is considered to synonym the method;

2) the developed method of activity on the basis of which the achievement of a specific pedagogical goal is being implemented - the method of implementing a certain pedagogical technology; In this case, under the methodology is meant methodical development, including the sequence and features of the implementation of the set of methods, funds aimed at achieving a specific purpose;

3) Features of pedagogical activities in the process of teaching educational discipline.

The technique can general and private.

The technology, in contrast to the technique, always implies the logic, the sequence of pedagogical methods and techniques, i.e. Differs in algorithm. The technology is different from the methodology: the clarity of the formulation of goals, their diagnosticity; Support on the theory; conceptuality, systematic, workshop of methodological, instrumental and personal aspects; reproducibility; Higher degree of warranty and stability of results.

In the upbringing use another understanding of the pedagogical technology. This is an applied pedagogical discipline that ensures the actual interaction of the teacher with children, by means of a subtle psychologically justified "touching personality". In this case, the leading concepts include: subject, pedagogical strategy, impact, interaction.

Work teacher with pedagogical technologies. Pedagogical technology is a component of the professional competence of the teacher. It relies on the pedagogical consciousness and pedagogical technique, the awareness of that "what is me teacher?". Before using one or another technological method, the teacher correlates it with its pedagogical typology, an individual professional "I-concept", paints its individuality, thinking about what it uses this technique, which gives its use. Pedagogical technology is the result of the reflection in the teacher's pedagogical interaction.

Table of Pedagogical Technology Classifications

On the leading factor of mental development	Biogenic
Sociogenic
Psychogenic
Idealistic
By orientation on personal structures	Information (formation of knowledge, skills, skills)
Operational (formation of methods of mental actions)
Emotional-artistic (upbringing aesthetic relationship)
Emotional-moral (upbringing of moral relations)
Self-development (the formation of self-governing mechanisms)
Heuristic (development of creative abilities)
By the nature of the content of education	Educational - educational
Secular - religious
General Education - Professional
Humanitarian - technocratic
Private permissible
According to organizational forms	Cool-urgent - alternative
Academic - club
Individual - group
Collective way of learning
Methods of differentiated learning
In relation to the child	Authoritarian
Didaktocentric
Personal orientational
Humanno-personal
Technology cooperation
Free Education Technologies
According to the prevailing (dominant) method	Dogmatic, Reproductive
Explanatory illustrative
Developing learning
Problem, search
Creative
Programmed learning
Dialogic
Game
Self-developing learning
Information (Computer)
In categories teaching	Mass technology
Advanced education
Compensating
Victimological
Labor technology work
Technology work with gifted children
On the concept of assimilation	Associative-reflex
Bihevio-ristic
Gestalt technology
Interiorizatorial
Suggestive
Neyrolynguistic
According to the type of cognitive activity	Classic lecture	Modern traditional learning	Traditional classic	Programmed learning
Training with TSO
System "Consultant"
Training in the book
Small group system	GSO, Differentiation
Computer learning
System "Tutor"
Software learning

Questions for discussion 1. The concept of pedagogical technologies, their conditionability of pedagogical tasks. 2. Types of pedagogical tasks: strategic, tactical, operational. 3. Theoretical foundations of pedagogical technologies. The main characteristics of modern pedagogical technologies. 4. Classification, description and analysis of modern pedagogical technologies: Reproductive, productive, algorithmic. 5. Technologies of training and education, their characteristics. 6. Technology of project activities. Types and structure of projects. Requirements for design and protection of projects.

There are many interesting definitions of the essence of pedagogical technologies - the term rather popular in the last decade:

Technology is a combination of techniques used in any matter in art ("explanatory dictionary of the Russian language").

The technology is art, skill, skill, a set of processing methods, status change ( V. M. Shepel).

Learning technology is a composite procedural part of the didactic system ( M. Choshanov).

Pedagogical technology - a set of psychological and pedagogical plants that determine the social set and layout of forms, methods, methods, teaching techniques, educational tools; it is the toolkit of the pedagogical process ( B. T. Likhachev).

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

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

Pedagogical technology is a model of joint pedagogical activity on design, organization and conducting a learning process with unconditional provision of comfortable conditions for students and teachers ( V. M. Monakhov).

Pedagogical technology is a systematic method of creating, applying and determining the entire process of teaching and learning knowledge, taking into account technical and human resources and their interaction, which is the task of optimizing form forms ( UNESCO).

Pedagogical technology is a systemic aggregate and order of functioning of all personal, instrumental and methodological agents used to achieve pedagogical purposes ( M. V. Kararar).

Pedagogical technology - a meaningful generalization that absorbs the meanings of all the definitions of all previous authors ( K. Seleucko).

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

• procedural-descriptive

  procedural-effective.

Thus, pedagogical technology functions and as science exploring the most rational ways of learning, and as a system of methods, principles and regulators used in training, and as a real learning process. Any pedagogical technology is based on a philosophical foundation. Philosophical provisions act as the most general regulators included in the methodological support of educational technology. Philosophical positions are quite definitely traced in the content of education, in the content of individual disciplines. However, there is no unity in their ideological orientation, therefore the content of school education does not give a holistic picture of the world, does not have a common philosophical basis. Such eclecticity differs in the content of modern Russian school education. It is more difficult to detect the philosophical basis in methods and means of learning. The same methods can be applied in technologies that are completely opposed to ideology. Therefore, the technology can be flexible, adapting to a particular philosophical basis (for example, a game). Of the great many philosophical directions and schools in modern pedagogical technologies, the following are the following:

materialism and idealism;

dialectic and metaphysics;

science and naturalness;

humanism and antigumanism;

anthroposophy and theosophy;

pragmatism and existentialism.

Sources of pedagogical technology are the achievements of pedagogical, psychological and social sciences, advanced pedagogical experience, folk pedagogy, all the best, which has been accumulated in the domestic and foreign pedagogy of past years. For the successful functioning of the pedagogical system, a carefully thought-out "debugging" of all its components is needed. Any modern pedagogical technology is a synthesis of achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born by social progress, humanization and democratization of society. The same technology in the hands of different performers can look different each time: the presence of the personal component of the master, the characteristics of the contingent of students, their general mood and psychological climate in the classroom in the classroom inevitably. The results achieved by different educators using the same technology will be different, but close to some medium index that characterizes the technology under consideration. That is, the pedagogical technology is mediated by the properties of the individual, but not determined by them. The concept of "pedagogical technology" is wider than the concept of "learning technique". The technology responds to the question - how best to achieve irradiation goals, managing this process. The technology is aimed at a consistent embodiment in practice a predetermined learning process. The design of the pedagogical technology involves the choice of the optimal condition for the specific condition of the pedagogical technologies. It requires the study of the individual characteristics of the personality and selection of activities adequate to the age stage of development of students and the level of their preparedness.

2. Sub pedagogical objective It should be understood as a meaningful pedagogical situation with the goal of the need for it in connection with the need to know and transform reality. It is the result of awareness of the subject of the purpose of education and the conditions for its achievement in the pedagogical situation, as well as the need to fulfill professional actions and making them to execute. Any pedagogical situation is problematic. Required and supplied by the teacher as a task, it as a result of its activities in the future is transformed into the system of specific tasks of the pedagogical process. Types of pedagogical tasks and their characteristics: For a focused organization of the professional pedagogical activity of the teacher and its preparation, the question of the classification of pedagogical problems is principled. According to a temporary basis, it is customary to distinguish between three large groups of pedagogical problems - strategic, tactical and operational. Strategic tasks determine significant changes in the student or pupil (in its individual personality properties, qualities, position, activity style), which are of fundamental nature to achieve long-term pedagogical purposes; Tactical tasks more often relate to the style of professional behavior, activities and educational relations, which are necessary to achieve a pedagogical result; Operational tasksUsually related to the change in circumstances affecting the effectiveness of pedagogical activities.

3. Recently, the concept of "pedagogical technologies" has been firmly included in the pedagogical lexion. In his understanding and consumption there are big discrepancies. Technology is a combination of techniques used in any kind, skill, art. Pedagogical technology is a set of psychological and pedagogical plants that determine the special set and layout of forms, methods, methods, training techniques, educational means; It is an organizational and methodological instrumental of the pedagogical process. Pedagogical technology is a meaningful technique for implementing the educational process. Pedagogical technology is a description of the process of achieving planned learning outcomes. Training technology is a composite procedural part of the didactic system. Pedagogical technology is a model of joint pedagogical activities for designing, organizing and conducting a learning process with unconditionable provision of comfortable conditions for teachers and students. Pedagogical technology is a systemic method of creating, applying and determining the entire process of teaching and learning knowledge, taking into account technical and human resources and their interaction, which has its task is to optimize form forms. Pedagogical technology means a systematic aggregate and order of functioning of all personal, instrumental and methodological agents used to achieve pedagogical purposes. The concept of "pedagogical technology" can be represented by three aspects:

1) scientific: pedagogical technologies - part of the pedagogical science learning and developing the goal, the content and methods of learning and the design of pedagogical processes;

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

3) procedural-effective: the implementation of the technological process, the functioning of all personal, instrumental and methodological pedagogical agents.

Thus, pedagogical technology functions and as science exploring the most rational ways of learning, and as a system of methods, principles and regulators used in training, and as a real learning process.

The concept of "pedagogical technology" in educational practice is used on three hierarchically coented levels:

1) CommandedGooty Level: Common-generating technology characterizes a holistic educational process in a given region, an educational institution, at a certain step of learning;

2) Protnometnomethodic level: Part-consistent pedagogical technology, a set of methods and means to implement a certain content of training and education within one subject, class, teacher.

3) Local (modular) level: represents the technology of individual parts of the educational process, the solution of private didactic and educational tasks; Technology of certain types of activities, formation of concepts, lesson technology. There are technological microstructures: techniques, links, elements, etc.

Laying into a logical technological chain, they form a holistic pedagogical technology.

The technological system is a conditional image of the process technology, separating it into separate functional elements and the designation of logical connections between them.

Technological map - a description of the process in the form of a phased sequence of actions with an indication of the applied funds.

4.In terms of technology:

Common goodsArd (characterized by the integrity of the pedagogical process in the region, educational institution, at a certain level of training).

Conduct (combustibility of funds and methods for the implementation of a certain content of training and education within the framework of the subject, for example, a foreign language).

Local or modular (used in separate parts of the educational process).

According to organizational forms of technology there are:

Cool-urgent;

Alternative;

Academic;

Club;

Individual;

Group;

Collective ways of training;

Differentiated learning.

According to the type of cognitive activity:

Traditional (classic lecture, using TSO, book training);

Differentiated (system of small groups, system "tutor");

Programmed (computer, software, consultant system).

According to the approach to child, technology is divided into:

Authoritarian (teacher is the sole subject of the educational process, and the student is only an object. These technologies are distinguished by a tough organization of school life, suppressing the initiative and independence of students, the application of requirements and coercion);

Cooperation (this is democratism. Equality, partnership in the subject-subject relationship of the teacher and child. Teacher and teaching, being in collaboration produce common goals of their activities, content, give estimates);

Free education (such technologies provide a child freedom of choice and independence in different areas of its livelihoods);

Personally oriented (they put a child's personality personality in the center of the educational system, provide comfortable, conflict and safe conditions for its development);

Humanno-personal (differ in psychotherapeutic pedagogy aimed at supporting the personality. To help her.);

Mass (traditional) technology (school technology designed for averaged student);

Technology of advanced education (in-depth study of objects and typical for gymnasium, lyceum, special education);

Compensating learning technology (used for pedagogical correction, support. Alignment, compensation).

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

Informational (formation of school knowledge, skills and skills);

Operational (ensure the formation of mental actions);

Self-development technologies (aimed at the formation of methods of mental actions);

Heuristic (develop creative abilities of students);

Applied (ensure the formation of an effective-practical sphere of personality).

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

Training;

Educational;

Secular;

Religious;

General education;

Professional;

Humanistic;

Technocratic;

Mono- and polytechnology;

Penetrating.

5. At the present stage, the priority directions of improving the educational process are the development of individual forms of training, the introduction of integrated courses, the development of the information base of the educational process, the optimal saturation of its automated systems, and studies based on computer equipment. The State Renaissance Program provides for the need to create and implement new progressive training technologies to which, in particular, belong:

1) the so-called strategy of effective or high-quality training;

2) modular system of organization of the educational process and rating control of knowledge, credit-modular training;

3) adaptive learning system;

4) a dialogue approach to education;

5) a system of educational training (D. Elconina - V.Davidova) based on the concept of the child's identity development concept in school (O.K.Dusavitsky);

6) the technology of cooperation of individualities;

7) Computer learning technologies

New teaching technologies cause special interest to teachers for objective reasons, among which two minutes can be distinguished. First, the fundamental changes in the existing stereotypes of the organization of the educational process, its content, there is a need to develop the creative initiative of teachers in search of new forms and methods of pedagogical activities during the transition from traditional passive forms of classes to non-standard methods of individual learning. Secondly, it increases the ability to select the most gifted children to further study them. The search for new forms of independent work led to the creation of a modular-rating system for assessing students' knowledge of the main idea of \u200b\u200bthe proposed learning technology can be formulated as a differentiated technology for the main stages of training and built on productive and creative learning methods. Modular-rating control system The knowledge of students is aimed at ensuring rhythmic work, for which discipline is studied, divided into separate blocks modules. Module - This is a complete information block (functionally completed part of the educational material) to study the module the corresponding number of occupations of various types are given. For each module, various types of reporting are envisaged (in points): for knowledge of theory, for solving typical tasks (at the board and independently), for the performance of homework (standard and elevated complexity), for solving individual, fulfillment of laboratory and practical work, credit and control works, also unconventional elements of activity (competent discussion of solving problems in the lesson According to the number of points as a result, the student is gaining the amount of them, which causes its rating. The rating for individual modules consists of a middle score for all types of reporting, taking into account the number of hours, allocated to training a specific module. The student can get additional points to increase the ranking for high places in the Olympics on a certain discipline, for participating in scientific student conferences, for experimental work when it is delayed by credit, for example, a week is charged to half of possible points. The student, whose rating is higher or equal to the established number of points, can be released from the exam, if it did not have unsatisfactory assessments and penalty points for non-compliance with the study schedule during the year. Thus, the rating system for assessing knowledge covers several types of control: test tasks, independent and test work, individual tasks, report and implementation of laboratory and practical work, express control and this gives information about the depth of reflection of the educational material, the ability to apply knowledge into specific Situations.

6.Method of projects originated in the 20th. The last century in the United States, he was also called the method of problems and connected with the ideas of the humanistic direction in philosophy and education developed by the American philosopher and teacher J. Dewey, as well as his student V. Kilpatrick. The method is based on the idea of \u200b\u200bthe direction of the educational and cognitive activity of schoolchildren on the result, which is obtained by solving a virtually or theoretically significant problem. The external result can be seen, comprehended, apply in real practical activity. Internal result - experience - becomes an invaluable student's property, connecting knowledge and skills, competence and values.

However, in the practice of learning, this method began to use much earlier than the well-known article by V. Kilpatrick "Project Method" (1918), in which he determined this concept as "from the soul performed the plan."

In Russia, the project method was known since 1905, then a group of Russian teachers under the leadership of S. T. Shatsky introduced him into educational practice.

The development of the method of projects in Russian schools is also associated with the names of such teachers, as V. N. Shulgin, M. V. Krushchenina, B. V. Ignatiev, etc.

Teachers 20s. The last century believed that the project method makes a variety of learning activities, in the development of interest in learning, stimulates students to find a creative search, independent study, transformations, contributes to the education of initiative, collectivism, development of skills and skills planning and organizing labor, distribution of forces and means and t. d.

After the revolution, this method was used in schools at personal disposal N. K. Krupskaya. The content of training projects should have been compiled by publicly useful cases of adolescents and children (for example, the project "We will help our facility-chief to perform the Promfinplan"). Meanwhile, one-sided passion for projects to the detriment of the general development of the person led to the fact that the level of general educational training of children decreased sharply. In 1931, the decision of the Central Committee of the CPSU (b) project method was convicted asalien Soviet school.

In the system of domestic school education, he was revived in the early 90s. The last century, which was associated with the introduction of information technologies in the learning process, to a greater extent the project method was applied when teaching students in foreign language. The typology of projects and the features of the technology of its application were presented by E. C, the Polit of the user "New Pedagogical and Information Technologies in the Education System".

Over time, the idea of \u200b\u200bthe method of projects has undergone some evolution. Arriving from the idea of \u200b\u200bfree education, it is currently becoming an integrated component of the developed and structured education system. But it remains the same - to stimulate the interest of children to certain problems involving the specific amount of knowledge, and through project activities providing for a solution to one or a number of problems, show the practical application of the knowledge gained.

The year 2000 can be called the beginning of the use of project activities and the method of projects in domestic pre-school educational institutions. This is evidenced by studies conducted by many domestic teachers and psychologists (A. I. Savenkov, A. Dunyukov, S. N. Nikolaev, N. A. Ryzhova, B. V. Khozievh and E. Evdokimova, etc.).

Project activity is quite a new direction of the work of preschool institutions. This problem is not yet well studied. Currently, experience in the implementation of research projects has been described. younger schoolchildren and senior preschool children A. I. Savenkov (2000), senior preschoolers under the leadership of A. Danyukova (2001). The introduction of environmental projects by preschoolers is considered by S. N. Nikolaeva and N. A. Ryzhova (2002). The project as the form of productive activities of senior preschoolers and younger schoolchildren is studying B. V. Khoziev (2002). Evdokimova E. (2003). The team of teachers Dow No. 000 Moscow successfully applies the project method in the activities of the preschool institution (2003).

In modern information society, the project method becomes especially relevant. In recent years, in domestic education has been observed in the increased interest in this form of training. The main thesis of the modern understanding of the project method, which attracts many educational systems to itself is to understand the children, for which they need the knowledge gained, where and how they will use them in their lives.

Not only the need to understand the meaning and purpose of its work, but also to independently put professional goals and tasks, thinking out the ways of their implementation and much more included in the content of the project. It is no coincidence that a new line of project activity has been made to the basic curriculum, and one of the parameters of the new quality of education is the ability to design.

Today, project method is widely used in the field of pre-school education. Teachers not only design their activities, but also develop interesting projects on a variety of topics with pupils and their parents.

Conditionally, all existing types of project activities can be divided into three groups:

on target installation

by the number of project participants,

in terms of implementation.

On target installation:

research and creative: Children are experimenting, and then the results are made in the form of newspapers, dramatization, child design; rolevo-gaming(with elements of creative games when children enter the image of fairy tale characters and solve problems in their own way); informational and oriented:children collect information and implement it, focusing on social interests (design and design of the group, stained glass, etc.);

By the number of project participants: complex, intergroup, creative, group, individual, research.

In terms of implementation: short-term, medium duration, long-term

Structure: Stage 1 - stage of project preparation.

define the tasks that they will solve with children, parents, for self-education, are developing a model of interaction of all project participants; define the predicted result; Discuss a project with parents; find out the opportunities, the funds necessary to implement the project; determine The content of all project participants.

Stage 2 - stage of practical implementation of the project.

At this stage of teachers plan Business content for all project participants. We make promising plans, abstracts of classes, holiday scenarios, planning children's research projects, organize exhibitions, competitions, etc., determine the final event.

3 Stage - Final - Summing up, forecast for the future.

At this stage, teachers summarize the work and make up the forecast and prospects for the future.

4 Stage - Presentation and Protection of Projects

This may be a thematic or final pedal track, competition, presentation of materials to the exhibition in the MDOU method-ofabinet, certification, etc.

Technology - A combination of knowledge about the methods and means of conducting production processes.

The totality of knowledge about the methods and means of the educational process can be called technology of educational process.

In the domestic literature, the concept "Training Technology" expanded to the term "Pedagogical Technologies", understanding the meaningful technique of the educational process.

The most impot to the term "pedagogical technologies" transfers the following definition.

Pedagogical technologies - This is a way to implement the content of training provided for by curricula, representing a system of forms, methods and learning tools that ensure the most effective achievement of the goals.

In the technology of learning, the content, methods and means of learning are in relationships and interdependence. The teacher's teacher's pedagogical skill is to select the desired content, apply optimal methods and learning tools in accordance with the program and the pedagogical tasks.

The process of developing a specific pedagogical technology can be called process of pedagogical design. The sequence of its steps will be as follows:

- the choice of priority goals to which the teacher must be oriented;

- the choice of technology oriented to the set of goals or one priority goal;

- Development of learning technology.

Designing learning technology involves the design of the content of the discipline, the forms of organization of this process, the choice of methods and means of learning.

Technology learning - the system category, the structural components of which are: learning objectives; content of training; means of pedagogical interaction (means of teaching and motivation), organization of the educational process; student, teacher; The result of activity.

Thus, learning technology involves the organization, management and control of the learning process. All parties of this process are interconnected and affect each other.

To date, there is no clearly fixed classification of training technologies, but two gradations are highlighted - traditional and innovative.

Traditional training It relies on explanatory and illustrative and reproductive methods, and its main essence is reduced to the process of transferring ready-made known knowledge of students.

New educational technologies As a result of scientific research caused by scientific discoveries. The development of cybernetics and computing techniques led to the development of programmed learning; The results of studies of the patterns of development of human thinking led to the development of problem learning; The activity approach arose based on studies of psychologists and philosophers in the field of human activity.

The formation of new technologies is carried out in the following sequence:

- determination of opportunities with the help of fundamental studies;

- determination of efficiency with applied research;

- development of documentation, software and methodological means; training teachers;

- replication and distribution of software.

Page 16 of 90

16. Pedagogical technologies

Technology is a set of knowledge about the methods and means of conducting production processes.

A combination of knowledge about the methods and means of the educational process can be called the technology of the educational process.

In the domestic literature, the concept of "teaching technology" was expanded to the term "pedagogical technologies", understanding the meaningful technique of the educational process under this.

The most impot to the term "pedagogical technologies" transfers the following definition.

Pedagogical technologies are a way to implement the detention of training provided for by curricula, representing a system of forms, methods and learning tools that ensure the most effective achievement of the goals.

In the technology of learning, the content, methods and means of learning are in relationships and interdependence. The teacher's teacher's pedagogical skill is to select the desired content, apply optimal methods and learning tools in accordance with the program and the pedagogical tasks.

The process of developing a specific pedagogical technology can be called the process of pedagogical design. The sequence of its steps will be as follows:

- the choice of priority goals to which the teacher must be oriented;

- the choice of technology oriented to the set of goals or one priority goal;

- Development of learning technology.

Designing learning technology involves the design of the content of the discipline, the forms of organization of this process, the choice of methods and means of learning.

Training technology is a system category, the structural components of which are: learning objectives; content of training; means of pedagogical interaction (means of teaching and motivation), organization of the educational process; student, teacher; The result of activity.

Thus, learning technology involves the organization, management and control of the learning process. All parties of this process are interconnected and affect each other.

To date, there is no clearly recorded classification of training technologies, but two gradations are allocated - traditional and innovative.

Traditional learning relies on the explanatory and illustrative and reproductive methods, and its main essence is reduced to the process of transferring ready-made knowledge of students.

New educational technologies are born as a result of scientific research caused by scientific discoveries. The development of cybernetics and computing techniques led to the development of programmed learning; The results of studies of the patterns of development of human thinking led to the development of problem learning; The activity approach arose based on studies of psychologists and philosophers in the field of human activity.

The formation of new technologies is carried out in the following sequence:

- determination of opportunities with the help of fundamental studies;

- determination of efficiency with applied research;

- development of documentation, software and methodological means; training teachers;

- replication and distribution of software.