List of modern educational technologies
(according to G.K. Selevko)

List of modern educational technologies
(according to G.K. Selevko)

Name of technologies

1.

Pedagogical technologies based on the personal orientation of the pedagogical process

1.1.

Cooperation Pedagogy

1.2.

Humane-personal technology of Sh.A. Amonashvili

1.3.

The system of E.N. Ilyin: teaching literature as a subject that forms a person

2.

Pedagogical technologies based on the activation and intensification of students' activities

2.1

Gaming technologies

2.2.

Problem learning

2.3.

Technology of communicative teaching of foreign culture (E.I. Passov)

2.4.

Learning Intensification Technology Based on Schematic and Sign Models educational material(V.F.Shatalov)

3.

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

3.1.

S. N. Lysenkova’s technology: prospective-anticipatory learning using reference schemes with commented control

3.2.

Technology of level differentiation of training.

3.3.

Level differentiation of training based on mandatory results (V.V. Firsov)

3.4.

Culture-educating technology of differentiated learning according to the interests of children (I.I. Zakatova).

3.5.

Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov

3.6.

Programmed Learning Technology

3.7.

Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

3.8.

Group technologies.

3.9.

Computer (new information) learning technologies.

4.

Pedagogical technologies based on didactic improvement and reconstruction of the material

4.1.

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

4.2.

"Dialogue of cultures" (V.S. Bibler, S. Yu Kurganov)

4.3.

Enlargement of didactic units-UDE (P.M. Erdniev)

4.4.

Implementation of the theory of gradual formation of mental actions (M.B. Volovich)

5.

Private subject pedagogical technologies.

5.1.

Technology of early and intensive teaching of literacy (N.A. Zaitsev)

5.2.

Technology for improving general educational skills in primary school(V.N. Zaitsev)

5.3.

Technology of teaching mathematics based on problem solving (R.G. Khazankin)

5.4.

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

5.5.

The system of phased education in physics (N.N. Paltyshev)

6.

Alternative technologies

6.1.

Waldor pedagogy (R. Steiner)

6.2.

Technology of free labor (S. Frenet)

6.3.

Technology of probabilistic education (A.M. Lobok)

6.4.

Workshop technology

7.

Nature friendly technologies

7.1.

Nature-friendly education of literacy (A.M. Kushnir)

7.2.

Technology of self-development (M. Montessori)

8.

Developmental learning technology

8.1.

General Basics developmental learning technologies.

8.2.

The system of developing education L.V. Zankova

8.3.

Technology of developing education D. B. Elkonina-V. V. Davydova.

8.4.

Systems of developing education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller,
I.P. Ivanov)

8.5.

Personally-oriented developmental education (I.S. Yakimanskaya)

8.6.

Technology of self-developing learning (G.K. Selevko)

9.

Pedagogical technologies of author's schools

9.1.

School of adaptive pedagogy (E.A. Yamburg, B.A. Broide)

9.2.

Model "Russian school"

9.3.

9.4.

School-Park (M.A. Balaban)

9.5.

Agroschool A.A.Katolikov.

9.6.

School of Tomorrow (D. Howard)

The teacher can also use other modern educational technologies.

Modern pedagogical technologies in institutions additional education

The very word - "technology" comes from the Greek techno - it means art, skill, ability and logos - science, law. Literally, “technology” is the science of craftsmanship.
Pedagogical technology is a well-thought-out model of joint pedagogical activity in designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers.
Pedagogical technologies for additional education of children are focused on solving complex psychological and pedagogical tasks: to teach a child to work independently, communicate with children and adults, predict and evaluate the results of their work, look for the causes of difficulties and be able to overcome them.
Among the pedagogical technologies in the field of application in the educational field, the following can be distinguished:
- universal - suitable for teaching almost any subject;
- limited - suitable for teaching several subjects;
- specific - suitable for teaching one or two subjects.
The absence of strict regulation of activities in institutions of additional education for children, humanistic relationships between participants in voluntary associations of children and adults, comfortable conditions for creative and individual development children, the adaptation of their interests to any sphere of human life creates favorable conditions for the introduction of modern pedagogical technologies in the practice of their activities.
Currently, a number of educational technologies are used in the practice of institutions of additional education for children.

1. Technology of personality-oriented developmental education.
The technology of student-centered developmental learning involves the maximum development (rather than the formation of predetermined) individual cognitive abilities child based on the use of his life experience.
It is fundamental that the institution of additional education does not force the child to learn, but creates conditions for the competent choice of the content of the subject being studied and the pace of its development. The task of the teacher is not to "give" the material, but to arouse interest, to reveal the possibilities of each, to organize the joint cognitive, creative activity of each child.
The preparation of educational material provides for taking into account the individual characteristics and capabilities of children, and the educational process is aimed at the "zone of proximal development" of the student.

2. Technology of individualization of education.
Learning individualization technology (adaptive) is a learning technology in which an individual approach and an individual form of learning are a priority (Inge Unt, V.D. Shadrikov).
Individualization of learning is a fundamental characteristic of additional education for children. Its main goal is to personify educational activity, to give it a personal meaning.
The main advantage individual training is that it allows you to adapt the content, methods, forms, pace of learning to individual characteristics each student, monitor his progress in learning, make the necessary correction. This allows the student to work economically, control their costs, which guarantees success in learning.

3. Group technologies.
Group technologies involve the organization of joint actions, communication, communication, mutual understanding, mutual assistance, mutual correction.
Features of group technology are that the study group is divided into subgroups to solve and perform specific tasks; the task is carried out in such a way that the contribution of each student is visible. The composition of the group may vary depending on the purpose of the activity. Learning is done through communication in dynamic groups, where everyone teaches everyone. According to the creators of the technology, the main principles of the proposed system are independence and collectivism (everyone teaches everyone and everyone teaches everyone).
During group work, the teacher performs various functions: controls, answers questions, settles disputes, provides assistance.

4. Technology of adaptive learning system.
A.S. Granitskaya proposed the Technology of an adaptive learning system, the central place in which is occupied by work in pairs of shifts, which is considered as one of the forms of organizing oral independent work in the classroom. The teaching function of the teacher is reduced to a minimum (up to 10 minutes), thus, the time for independent work of children is maximized. Working in pairs of shifts allows students to develop independence and communication skills.

5. Pedagogy of cooperation ("penetrating technology").
In additional education, Pedagogy of cooperation is widely used (S.T. Shatsky, V.A. Sukhomlinsky, L.V. Zankov, I.P. Ivanov, E.N. Ilyin, GK Selevko, etc.), which involves a joint developing activities of adults and children, sealed by mutual understanding, a joint analysis of its course and result. Two Subjects learning activities(teacher and child) act together, are equal partners.
The conceptual provisions of the pedagogy of cooperation reflect the most important trends in the development of modern educational institutions:
- the transformation of the pedagogy of knowledge into the pedagogy of personality development;
- in the center of the whole educational system- the personality of the child;
- humanistic orientation of education;
- development of creative abilities and individuality of the child;
- a combination of individual and collective approach to education.
A new interpretation of the individualization of learning in the pedagogy of cooperation is to proceed in the education system not from the subject, but from the child to the subject, to take into account and develop its potential; take into account the abilities of children and design individual programs for their development.

6. Technology of collective creative activity.
The most fruitful in the system of additional education is the technology of collective creative activity (I.P. Volkov, I.P. Ivanov), in which the achievement of a creative level is a priority goal. Technology involves such an organization of joint activities of children and adults, in which all members of the team participate in the planning, preparation, implementation and analysis of any business.
Technology objectives:
- identify, take into account, develop the creative abilities of children and involve them in a variety of creative activities with access to a specific product that can be fixed (product, model, layout, essay, work, research, etc.);
- education of a socially active creative personality, which contributes to the organization of social creativity aimed at serving people in specific social situations.

7. TRIZ technology.
As a pedagogy of creativity, they consider the technology of "TRIZ" - the Theory of Inventive Problem Solving (Altshuller G.S.).
The purpose of the technology is to form the thinking of students, prepare them to solve non-standard tasks in various fields activities, learning creative activities.
Principles of TRIZ technology:
- removal of the psychological barrier to unknown problems;
- humanistic nature of education;
- formation of a non-standard way of thinking;
- practice-oriented implementation of ideas.
TRIZ technology was created as a thinking strategy that allows every well-trained specialist to make discoveries. The author of the technology proceeds from the fact that everyone is endowed with creative abilities (everyone can invent).
The process of inventive activity is the main content of education.

8. Technology of research (problem) learning.
The technology of research (problem) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active work of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is built as a search for new cognitive landmarks. The child independently comprehends the leading concepts and ideas, and does not receive them from the teacher in finished form.
A feature of this approach is the implementation of the idea of ​​"learning through discovery": the child himself must discover the phenomenon, law, regularity, properties, method of solving the problem, find the answer to an unknown question. At the same time, in his activity he can rely on the tools of knowledge, build hypotheses, test them and find the way to the right solution.
The difficulty of managing problem-based learning lies in the fact that the occurrence of a problem situation is individual, therefore, the teacher is required to use an approach that can cause active cognitive activity of the child.

9. Communicative learning technology.
A characteristic feature of most pedagogical technologies is an educational discussion, the involvement of children in which is associated with the formation of a communicative culture. For this purpose, in additional education, a special communication technology learning, i.e. learning through communication. Relationships between participants educational process- teacher and child - are based on cooperation and equality.
The main thing in technology is the speech orientation of learning through communication. A feature of this approach is that the student appears for some time as the author of the point of view on the issue under discussion.
Examples of the implementation of such an approach in the system of additional education of children can be classes, the content of which contains a contradiction, an ambiguous view, an ambiguous decision. But the teacher must in advance design ways to involve students in a general conversation, think over counterarguments for the thesis and antithesis, and know the desired result of the discussion.
It is obvious that the assimilation of methods of learning actions occurs not in the process of listening to the teacher, but in the process of one's own free active activity.

10. Programmed learning technology.
Technology of programmed learning - provides for the assimilation of educational material, building it as a consistent program for the presentation and control of portions of information.
The technology of programmed learning involves the assimilation of programmed educational material with the help of learning devices (PC, electronic textbooks, etc.). The main feature of the technology is that all the material is fed in a strictly algorithmic order in relatively small portions.
As a type of programmed learning, block and modular learning have emerged.
Block training is carried out on the basis of a flexible program and consists of sequentially executed blocks that guarantee the assimilation of a specific topic:
- information block;
- test-information block (checking what has been learned);
- correctional information block;
- problem block (problem solving based on acquired knowledge);
- block of check and correction.
All topics repeat the above sequence.
Modular learning (P. Yu. Tsiaviene, Trump, M. Choshanov) - individualized self-learning, which uses training program, made up of modules.
The module is the content of the course in three levels: full, reduced, in-depth. The student chooses for himself any level. The essence of modular training is that the student independently achieves the specific goals of the educational and cognitive activity while working with the module.
Another option for programmed learning is the technology of complete assimilation of knowledge. The technology of complete assimilation sets a single level of knowledge acquisition for all students, but makes the time, methods and forms of learning variable for everyone.
In working on this system, the main feature is the definition of a standard of complete assimilation for the entire course, which must be achieved by all students. Therefore, the teacher makes a list of specific learning outcomes that he wants to receive.

11. Information and communication technologies.
New information technologies (according to G.K. Selevko) are technologies that use special technical information tools (PC, audio, cinema, video).
New information technologies develop the ideas of programmed learning, open up completely new learning options associated with the unique capabilities of modern computers and telecommunications.
Computer technology can be implemented in the following ways:
- as a penetrating technology (application of computer training on certain topics or sections);
- as the main (the most significant of the parts used in this technology);
- as a monotechnology (when all training is based on the use of a computer).
The computer can be used at all stages of the learning process: when explaining new material, consolidating, repeating, controlling knowledge, skills and abilities. At the same time, for the child, he performs various functions: a teacher, a working tool, an object of study, a collaborating team, a leisure (game) environment.

12. Technology project learning.
Project-based learning technology is a technology that does not give ready knowledge, and the technology of protection of individual projects is used. Project-based learning is indirect, and here not only the result is valuable, but to a greater extent the process itself.
A project is literally “thrown forward”, that is, a prototype, a prototype of an object, type of activity, and design turns into a process of creating a project. Application efficiency project activities in continuing education is that:
- there is a development of creative thinking;
- the role of the teacher is changing qualitatively: his dominant role in the process of appropriating knowledge and experience is being eliminated, he has to not only and not so much teach, but help the child learn, direct his cognitive activity;
- elements are entered research activities;
- are formed personal qualities students who develop only in activity and cannot be learned verbally;
- there is an inclusion of students in the "acquisition of knowledge" and their logical application.
The teacher turns into a curator or consultant.

13. Gaming technologies.
Game technologies (Pidkasisty P.I., Elkonin D.B.) have means that activate and intensify the activity of students. They are based on the pedagogical game as the main activity aimed at the assimilation of social experience.
The pedagogical game has essential feature- a clearly defined goal of learning and the pedagogical result corresponding to it, which can be substantiated, clearly identified and characterized by an educational and cognitive orientation.
The goals of education of game technologies are extensive:
-didactic: broadening one's horizons, applying ZUN in practice, developing certain skills and abilities;
- educational: education of independence, cooperation, sociability, communication;
-developing: development of personality qualities and structures;
-social: familiarization with the norms and values ​​of society, adaptation to environmental conditions.
Game technologies can be used by teachers in working with students of different ages, from the youngest to high school students, and are used in organizing classes in all areas of activity, which helps children feel in a real situation, prepare for making decisions in life.

14. Interactive technologies.
Interactive learning technologies are, first of all, dialogue training, during which the interaction of the teacher and the student, as well as students with each other, is carried out.
The essence of interactive learning is that the learning process is organized in such a way that almost all students are involved in the learning process, they have the opportunity to speak out about what they know and think.
Interactive activity in the classroom involves the organization and development of dialogue communication, which leads to mutual understanding, interaction, to the joint solution of common, but significant tasks for each participant. Interactive excludes the dominance of both one speaker and one opinion over another. In the conditions of an interactive lesson, there is an exchange of knowledge, ideas, methods of activity. This helps the participant in the interaction to form their own opinion, attitude, to develop the skills of behavior in a given situation, to create a system of their values. Moreover, since knowledge is not given in a ready-made form, their independent search is actively stimulated by all participants of the planned communication.

15. Health-saving technologies.
The concept of "health-saving technologies" has appeared in the pedagogical lexicon in the last few years and combines all areas of activity of an educational institution in the formation, preservation and strengthening of the health of students.
In additional education, three main types of health-saving technologies are used:
- sanitary and hygienic;
- psychological and pedagogical;
- physical culture and health.
Sanitary and hygienic criteria are not only personal hygiene, but also the atmosphere and hygienic conditions in the office, in the sports or dance hall.
The psychological and pedagogical criteria, first of all, include the psychological climate in the classroom. Emotional comfort, a friendly environment increase efficiency, help to reveal the abilities of each child, and this ultimately leads to good results.
Physical culture and health criteria - the organization of classes, taking into account the moments of recovery, on which the functional state of students in the process of activity largely depends, the ability to maintain mental and physical performance at a high level for a long time and prevent premature fatigue.

In conclusion, I would like to note once again that all pedagogical technologies used in the additional education of children are aimed at to:
- wake up children's activity;
- equip them with the best ways to carry out activities;
- bring this activity to the process of creativity;
- Rely on the independence, activity and communication of children.

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

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

4.1. Cooperation Pedagogy
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. E.N. system Ilyina: teaching literature as a subject that forms a person
4.4. Vitagenic education technology (A.S. Belkin)

Pedagogical technologies based on the activation and intensification of students' activities (active teaching methods)

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

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

6.1. Programmed learning technology
6.2. Technologies of level differentiation
Differentiation according to the level of development of abilities
Model "Intra-class (intra-subject) differentiation" (N.P. Guzik)
Model "Level differentiation of training based on mandatory results" (V.V. Firsov)
Model "Mixed differentiation" (subject-lesson differentiation, "model of summary groups", "stratum" differentiation)
6.3. Technology of differentiated learning according to the interests of children (I.N. Zakatova)
6.4. Technology of individualization of education (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Model customized educational programs within the technology of productive education
Model of individual educational programs in specialized education
6.5. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in the classroom
Model: teaching in different age groups and classes (WG)
Models for collaborative creative problem solving
6.7. Technology S.N. Lysenkova: prospective-anticipatory learning using reference schemes under commented control

Pedagogical technologies based on didactic improvement and reconstruction of the material

7.1. "Ecology and Dialectics" (L.V. Tarasov)
7.2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Technologies of integration in education
Integral educational technology V.V. Guzeeva
Technology of education of ecological culture
Concept global education
The concept of holistic pedagogy
Civic education concept
7.7. Content Integration Models academic disciplines
Model "Integration of natural science disciplines"
Model of "synchronization" of parallel programs, training courses and topics
Model "Integrated lessons (lessons)"
Model "Integrated days"
Model of intersubject communications
7.8. Concentrated Learning Technologies
Suggestive Immersion Model
Model of temporary immersion by M.P. Shchetinina
The technology of concentration of learning with the help of sign-symbolic structures
Features of ideographic models

Private subject pedagogical technologies

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

Alternative technologies

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

Nature friendly technologies

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

Technologies of developing education

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

Pedagogical technologies based on the use of new and latest information tools

12.1. Technologies for mastering information culture
Model "Informatization (computerization) of OS"
12.2. Computer as an object and subject of study
12.3. Technology of using information and computer tools in subject education
12.4. Technology computer lesson
12.5. Technology of development and development of computer support for the learning process
12.6. Technology of using the Internet in the educational process
TOGIS model (V.V. Guzeev, Moscow)
Telecommunication technologies
12.7. Education and socialization by mass media and communication
12.8. Technology of media education
Model "Media education" as training course
Model "Media education integrated with basic education"
Model "School Center QMS"
12.9. Use of ICT tools in school management

Social and educational technologies

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

educational technologies

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

Pedagogical technologies of author's schools

15.1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broide)
15.2. Model "Russian School" (I.F. Goncharov)
15.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
15.4. Agroshkola A.A. Katolikova
15.5. School of Tomorrow (D. Howard)
15.6. Centre distance education"Eidos" (Khutorskoy A.V., Andrianova G.A.)
Other types of copyright schools

Technologies of intraschool management

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

Modern pedagogical technologies in the implementation of the Federal State Educational Standard

“Any activity can be a technology,

or art. Art is based on in-

tuition, technology on science. Everything from art

starts, technology ends,

so that everything starts all over again.”

V.P.Bespalko

In the concept of modernization, and in the new standards, the priority goal of education is already "not the transfer of the amount of knowledge, but the development of the personality" of each student.

Currently in the field Russian education drastic changes are taking place.

The standards of the second generation aim teachers at the formation of universal educational

actions that can be provided only as a result of the student's activity in the conditions of choice and

when the teacher uses individually-oriented technologies, which makes mastering and

the introduction of the latter is particularly relevant.

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. However, there are major discrepancies in its understanding and use.

B. T. Likhachev gives the following definition: “Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of the pedagogical process.

I.P. Volkov gives the following definition: "Pedagogical technology is a description of the process of achieving the planned learning outcomes."

UNESCO - "Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education."

V. A. Slastenin, technology is a set and sequence of methods and processes for converting raw materials that make it possible to obtain products with specified parameters.

G. M. Kodzhaspirova gives the concept of educational technology - this is a system of methods, techniques, steps, the sequence of which ensures the solution of the problems of education, training and development of the personality of the pupil, and the activity itself is presented procedurally, that is, as a certain system of actions; development and procedural implementation of the components of the pedagogical process in the form of a system of actions that provide a guaranteed result.

Teachers had a problem - to turn traditional education aimed at accumulating knowledge, skills, skills, into the process of developing the child's personality.

To implement the cognitive and creative activity of the student in the educational process, that make it possible to improve the quality of education, use study time more efficiently and reduce the proportion of students' reproductive activities by reducing the time allotted for homework. Modern educational technologies are focused on individualization, remoteness and variability of the educational process, academic mobility of students, regardless of age and level of education. The school presents a wide range of educational pedagogical technologies that are used in the educational process.

In the context of the implementation of the requirements of the Federal State Educational Standards LLC, the most relevant aretechnology:

Information and communication technology;to which great importance, because the student must possess information, be able to use it, choose from it what is necessary for making a decision, work with all types of information, etc. And today the teacher must understand that in the information society he ceases to be the only carrier of knowledge, as it was before. In some situations, the student knows more than he does, and the role of the modern teacher is more of a guide in the world of information.

Technology for the development of critical thinking

Design technology

Developmental learning technology

Health saving technologies

Gaming technologies

Modular technology

Workshop technology

Case - technology

Integrated Learning Technology

Cooperation Pedagogy.

Technologies of level differentiation

Group technologies.

Traditional technologies (class-lesson system)

I'll tell you about some of them.

one). Information and Communication Technology

Informatization of education is bringing the education system in line with the needs and capabilities of the information society.

Educational activities based on ICT:

open (but controlled) space of information sources,

tools of "adult" information activity,

educational process information support environment,

flexible class schedule, flexible composition of study groups,

modern educational process management systems.

As a rule, the following are the leading directions for the use of ICT at the initial stage of education:

formation of primary skills of working with information - hersearching and sorting, organizing and storing ;

development of information and communication means as one of the main tools of activity, acquiring skills in working withgeneral user tools (primarily withtext editor Andpresentation editor , dynamic tables ); variousmultimedia sources ; somecommunication tools (primarily with the Internet).

Lessons using information technology have a number of advantages over traditional lessons.

A lesson using information technology becomes more interesting for students, which, as a rule, results in more effective assimilation of knowledge; improving the level of clarity in the classroom.

The use of some computer programs makes it possible to facilitate the work of the teacher: the selection of tasks, tests, checking and assessing the quality of knowledge, thereby freeing up time for additional tasks in the lesson (due to the fact that the materials are pre-prepared in electronic form).

Improving the effectiveness of the lesson through visibility. Of course, this can be achieved by other methods (posters, maps, tables, writing on the board), but computer technology, no doubt, creates a much higher level of visibility.

The ability to demonstrate phenomena that are impossible to see in reality. Modern personal computers and programs make it possible to simulate various educational situations with the help of animation, sound, photographic accuracy, they have the ability to present in multimedia form unique information materials(paintings, manuscripts, video clips); visualization of the studied phenomena, processes and relationships between objects.

Information technologies provide ample opportunities for individualization and differentiation of learning, not only through multi-level tasks, but also through self-education of the student.

(Example of tasks in the Russian language on the disk)

2). Technology for the development of critical thinking.

What is meant by critical thinking?Critical thinking - the type of thinking that helps to be critical of any statements, not to take anything for granted without evidence, but at the same time be open to new ideas and methods. Critical thinking is a necessary condition for freedom of choice, quality of forecast, responsibility for one's own decisions. Critical thinking, therefore, is essentially a kind of tautology, a synonym for qualitative thinking.

Allows students to develop critical thinking in organizing their work with various sources of information (specially written texts, textbook paragraphs, videos, teacher's stories, etc.).

Students are motivated to study new material by involving them in independent thinking, reflection, as well as organizing collective, pair and individual work in the lesson.

The purpose of the technology: to teach the student to think independently, comprehend, determine the main thing, structure and transmit information so that others learn about what he has discovered for himself.( Use of signal traffic lights)

The technology is based on a three-phase process:challenge - the realization of meaning (comprehension of the content) - reflection (reflection).

Call stage: set students up to achieve goals, update knowledge, the ability to analyze their opinions on a particular issue.

The stage of realization of meaning: actively construct new information, establish connections between incremental or previously learned material. At this stage, there is work directly with the text (individual, in pairs, etc.).

Reflection stage: analysis of the just completed process of assimilation of new content and this content itself. The opportunity to evaluate yourself and your comrades in terms of incremental knowledge, as well as the process itself, methods and techniques.

Basic Methodological Techniques for the Development of Critical Thinking

1. Reception "Cluster"

2. Table

3. Educational brainstorming

4. Intelligent warm-up

5. Zigzag, zigzag -2

6. Reception "Insert"

7. Essay

8. Reception "Basket of ideas"

9. Reception "Compilation of syncwines"

10. Method of control questions

11. Reception "I know .. / I want to know ... / I found out ..."

12. Circles on the water

13. Role project

14. Yes - no

15. Reception "Reading with stops"

16. Reception "Interrogation"

17. Reception "Confused logical chains"

18. Reception "Cross discussion"

3). Design technology.

The project method is not fundamentally new in world pedagogy. It originated at the beginning of this century in the United States. It was also called the method of problems and it was associated with the ideas of the humanistic direction in philosophy and education, developed by the American philosopher and educatorJ. Dewey, as well as his studentW. H. Kilpatrick.It was extremely important to show the children their personal interest in the acquired knowledge, which can and should be useful to them in life. This requires a problem taken from real life, familiar and significant for the child, for the solution of which he needs to apply the acquired knowledge, new knowledge that has yet to be acquired.

Purpose of technology- to stimulate students' interest in certain problems, involving the possession of a certain amount of knowledge and through project activities, providing for the solution of these problems, the ability to practically apply the acquired knowledge.

In modern Russian school the project-based learning system began to revive only in the 1980s - 90s, in connection with the reform school education, the democratization of relations between the teacher and students, the search for active forms of cognitive activity of schoolchildren.

This technology implies a triad of student actions with the support and guiding function of the teacher:idea-implementation-product; as well as the following stages of activity:

Making a decision on the implementation of any activity (preparation for any events, research, making models, etc.).

Formulation of the purpose and objectives of the activity.

Drawing up a plan and program.

Implementation of a plan.

Presentation of the finished product.

That is, the project is “five P”:

Problem - Design (planning) - Search for information - Product - Presentation.

The sixth “P” of the project is its Portfolio, i.e. a folder that contains all the working materials of the project, including drafts, daily plans and reports, etc.

Important rule: each stage of the project must have its own specific product!

Preparation of various posters, memos, models, organization and holding of exhibitions, quizzes, competitions, performances, conducting mini-studies involving the mandatory presentation of the results obtained are far from full list examples of project activities in elementary school.

Work according to this method makes it possible to develop the individual creative abilities of students, to approach professional and social self-determination more consciously.

4). Developmental learning technology.

The basis of developmental education is the “zone of proximal development”. This concept belongs to the Soviet psychologist L.S. Vygotsky.

The main idea is that all the knowledge that can be taught to students is divided into three types. The first type includes what the student already knows. The third is, on the contrary, something that is absolutely unknown to the student. The second part is in an intermediate position between the first and second. This is the zone of proximal development.

Developmental education has been developed since the late 50s in the framework of the schools of L.V. Zankov and D.B. Elkonin.Today underproblem learning such organization is understood training sessions which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities.

The technology of problem-based learning involves the organization, under the guidance of a teacher, of an independent search activity students to solve educational problems, during which students form new knowledge, skills and abilities, develop abilities, cognitive activity, curiosity, erudition, creative thinking and other personally significant qualities.

A problematic situation in learning has a teaching value only when the problematic task offered to the student corresponds to his intellectual capabilities, contributes to the awakening of the students' desire to get out of this situation, to remove the contradiction that has arisen.
Problematic tasks can be learning objectives, questions, practical tasks etc. However, one should not mix a problem task and a problem situation. A problem task in itself is not a problem situation; it can cause a problem situation only under certain conditions. Same problem situation can be triggered by different job types. IN general view The technology of problem-based learning lies in the fact that students are confronted with a problem and they, with the direct participation of the teacher or independently, explore ways and means of solving it, i.e.

build a hypothesis

outline and discuss ways to test its truth,

argue, conduct experiments, observations, analyze their results, argue, prove.

According to the degree of cognitive independence of students, problem-based learning is carried out in three main forms: problem presentation, partially search activity and independent research activity. The least cognitive independence of students takes place in problematic presentation: the presentation of new material is carried out by the teacher himself. Having posed a problem, the teacher reveals the way to solve it, demonstrates to the students the course of scientific thinking, makes them follow the dialectical movement of thought towards the truth, makes them, as it were, accomplices in the scientific search. In the conditions of partial search activity, the work is mainly directed by the teacher with the help of special questions that encourage the student to independent reasoning, active search for an answer to individual parts of the problem.

Problem-based learning technology, like other technologies, has positive and negative sides.

Benefits of problem-based learning technology : contributes not only to the acquisition by students of the necessary system of knowledge, skills and abilities, but also to the achievement of a high level of their mental development, the formation of their ability to independently acquire knowledge through their own creative activity; develops interest in academic work; provides lasting learning outcomes.

Disadvantages: large expenditures of time to achieve the planned results, poor controllability of the cognitive activity of students.

five). Health saving technologies.

Providing the student with the opportunity to maintain health during the period of study at school, the formation of necessary knowledge, skills in a healthy lifestyle and the application of the acquired knowledge in everyday life.

Organization of educational activities, taking into account the basic requirements for the lesson with a complex of health-saving technologies:

Compliance with sanitary and hygienic requirements (fresh air, optimal thermal conditions, good lighting, cleanliness), safety regulations;

rational lesson density (the time spent by schoolchildren on educational work) should be at least 60% and not more than 75-80%;

clear organization of educational work;

Strict dosage of training load;

change of activities;

learning taking into account the leading channels of perception of information by students (audiovisual, kinesthetic, etc.);

place and duration of TCO application;

inclusion in the lesson of technological techniques and methods that promote self-knowledge, self-esteem of students;

building a lesson taking into account the performance of students;

individual approach to students, taking into account personal capabilities;

Formation of external and internal motivation of students' activities;

a favorable psychological climate, situations of success and emotional release;

Stress prevention:

work in pairs, in groups, both in the field and at the blackboard, where the guided, “weaker” student feels the support of a friend; encouraging students to use various ways decisions, without fear of making mistakes and getting the wrong answer;

Conducting physical education sessions and dynamic pauses on the lessons;

purposeful reflection throughout the lesson and in its final part.

The use of such technologies helps to preserve and strengthen the health of schoolchildren: preventing overwork of students in the classroom; improvement of the psychological climate in children's groups; involvement of parents in the work to improve the health of schoolchildren; increased concentration of attention; reduction in the incidence of children, the level of anxiety.

The use of these technologies makes it possible to distribute various types of tasks evenly during the lesson, to alternate mental activity with physical minutes, to determine the time for the presentation of complex educational material, to allocate time for conducting independent work, normatively apply TCO, which gives positive results in training.

6). Game technologies.

The level of education and upbringing at school is largely determined by the extent to which the pedagogical process is focused on the psychology of the age and individual development of the child. This involves a psychological and pedagogical study of schoolchildren throughout the entire period of study in order to identify individual development options, the creative abilities of each child, strengthen his own positive activity, reveal the uniqueness of his personality, timely assistance in case of lagging behind in studies or unsatisfactory behavior. This is especially important in lower grades schools, when purposeful human learning is just beginning, when learning becomes the leading activity, in the bosom of which the mental properties and qualities of the child are formed, primarily cognitive processes and attitude towards oneself as a subject of knowledge (cognitive motives, self-esteem, ability to cooperate, etc.).

In this regard, there is an urgency in the development of gaming technologies for modern school. IN Lately Several tutorials on gaming technology have been published. I would like to note the work of A.B. Pleshakova “Game technologies in the educational process”, A.V. Finogenov “Game technologies at school” and O.A. Stepanova “Prevention of school difficulties in children”.

The material studied in the process of playing activity is forgotten by students to a lesser extent and more slowly than the material in the study of which the game was not used. This is explained, first of all, by the fact that the game organically combines entertainment, which makes the process of cognition accessible and exciting for schoolchildren, and activities, due to the participation of which in the learning process, the assimilation of knowledge becomes more qualitative and durable.

Unlike games in general, a pedagogical game has an essential feature - the presence of a clearly defined learning goal and a pedagogical result corresponding to it, which can be substantiated, clearly identified and characterized by an educational and cognitive orientation.

Determination of the place and role of gaming technology in the educational process, combinations of game and learning elements largely depend on the teacher's understanding of the functions and classification of pedagogical games.

In educational games, this is their main feature- managed to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity - independently according to abilities, when a child can rise to the "ceiling" of his abilities.

Primary school age is characterized by brightness and immediacy of perception, ease of entering into images. Children are easily involved in any activity, especially in the game. They independently organize themselves into a group game, continue playing with objects, and non-imitation games appear.

Efficiency didactic games depends, firstly, on their systematic use, and secondly, on the purposefulness of the program of games in combination with the usual didactic exercises.

Game technology is built as a holistic education, covering a certain part of the educational process and united by a common content, plot, character. At the same time, the game plot develops in parallel with the main content of education, helps to activate the educational process, to assimilate a number of educational elements. Compiling game technologies from individual games and elements is the concern of every elementary school teacher.

By definition,a game- this is a type of activity in the conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

Classification of educational games

1. By area of ​​application:

-physical

-intellectual

-labor

-social

-psychological

2. By (characteristic) the nature of the pedagogical process:

-educational

-training

-controlling

-generalizing

-cognitive

-creative

-developing

3. Game technology:

-subject

-plot

-role-playing

-business

-imitation

-dramatization

4. By subject area:

-mathematical, chemical, biological, physical, ecological

-musical

-labor

-sports

-economically

5. By gaming environment:

-no items

-with items

-desktop

-indoor

-street

-computer

-television

-cyclic, with vehicles

What tasks does the use of this form of training solve:

-Carries out more free, psychologically liberated control of knowledge.

-The painful reaction of students to unsuccessful answers disappears.

-The approach to students in teaching becomes more delicate and differentiated.

Learning in the game allows you to teach:

Recognize, compare, characterize, reveal concepts, justify, apply

As a result of the application of game learning methods, the following goals are achieved:

§ cognitive activity is stimulated

§ mental activity is activated

§ information is spontaneously remembered

§ associative memorization is formed

§ increased motivation to study the subject

All this speaks of the effectiveness of learning in the process of the game, which is professional activity that

Thus, using innovative educational technologies, it is possible to solve the following interdependent problems:

1. Through the formation of skills to navigate in the modern world, to promote the development of the personality of students with an active civic position, able to navigate in complex life situations and solve problems positively.

2. Change the nature of the interaction between the subjects of the school education system: the teacher and the student are partners, like-minded people, equal members of the “one team”.

3. Increase the motivation of students for learning activities.

A positive motivation to study in a child can arise when 3 conditions are met:

I'm interested in what I'm being taught;

I am interested in the one who teaches me;

I'm interested in how they teach me.

High motivation for learning activities is also due to the versatility of the learning process. There is a development of different aspects of the personality of students, through the introduction of various types of students' activities into the educational process.

4. Pay more attention to the study and mastery of modern pedagogical technologies, which make it possible to significantly change the methods of organizing the educational process, the nature of the interaction of the subjects of the system, and, finally, their thinking and level of development.

However, the introduction of modern educational and information technologies does not mean that they will completely replace the traditional teaching methods, but will be an integral part of it. After all, pedagogical technology is a set of methods, methodological techniques, forms of organization of educational activities based on the theory of learning and providing planned results.

It is very difficult for the teacher to overcome the stereotypes of the lesson that have developed over the years. There is a great desire to approach the student and correct mistakes, suggest a ready-made answer. Students also face the same problem: they are not accustomed to seeing a teacher in the role of an assistant, an organizer of cognitive activity. The modern education system provides the teacher with the opportunity to choose among the many innovative methods “his own”, to take a fresh look at his own work experience.

Today, for the successful conduct of a modern lesson, it is necessary to comprehend in a new way own position, to understand why and why changes are needed, and, above all, to change yourself.

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

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

4.1. Cooperation Pedagogy
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. E.N. system Ilyina: teaching literature as a subject that forms a person
4.4. Vitagenic education technology (A.S. Belkin)

Pedagogical technologies based on the activation and intensification of students' activities (active teaching methods)

5.1. Gaming technologies
Game technologies in the preschool period
Game technologies at primary school age
Game technologies in middle and high school age
5.2. Problem learning
5.3. Technology of modern project-based learning
5.4. Interactive technologies
Technology "Development of critical thinking through reading and writing" (RKCHP)
Discussion Technology
Technology "Debate"
Training technologies
5.5. Technology of communicative teaching of foreign culture (E.I. Passov)
5.6. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov)

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

6.1. Programmed learning technology
6.2. Technologies of level differentiation
Differentiation according to the level of development of abilities
Model "Intra-class (intra-subject) differentiation" (N.P. Guzik)
Model "Level differentiation of training based on mandatory results" (V.V. Firsov)
Model "Mixed differentiation" (subject-lesson differentiation, "model of summary groups", "stratum" differentiation)
6.3. Technology of differentiated learning according to the interests of children (I.N. Zakatova)
6.4. Technology of individualization of education (I. Unt, A.S. Granitskaya, V.D. Shadrikov)
Model of individual educational programs within the technology of productive education
Model of individual educational programs in specialized education
6.5. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
Model: group work in the classroom
Model: teaching in different age groups and classes (WG)
Models for collaborative creative problem solving
6.7. Technology S.N. Lysenkova: prospective-anticipatory learning using reference schemes under commented control

Pedagogical technologies based on didactic improvement and reconstruction of the material

7.1. "Ecology and Dialectics" (L.V. Tarasov)
7.2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov)
7.6. Technologies of integration in education
Integral educational technology V.V. Guzeeva
Technology of education of ecological culture
Global education concept
The concept of holistic pedagogy
Civic education concept
7.7. Models of integration of the content of academic disciplines
Model "Integration of natural science disciplines"
Model of "synchronization" of parallel programs, training courses and topics
Model "Integrated lessons (lessons)"
Model "Integrated days"
Model of intersubject communications
7.8. Concentrated Learning Technologies
Suggestive Immersion Model
Model of temporary immersion by M.P. Shchetinina
The technology of concentration of learning with the help of sign-symbolic structures
Features of ideographic models

Private subject pedagogical technologies

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

Alternative technologies

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

Nature friendly technologies

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

Technologies of developing education

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

Pedagogical technologies based on the use of new and latest information tools

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

Social and educational technologies

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

educational technologies

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

Pedagogical technologies of author's schools

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

Technologies of intraschool management

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