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16. Pedagogical technologies
Technology - a set of knowledge about the methods and means of conducting production processes.
The totality of knowledge about the methods and means of conducting the educational process can be called the technology of the educational process.
In domestic literature, the concept of "teaching technology" was expanded to the term "pedagogical technologies", meaning by this the meaningful technique of the educational process.
The most capacious meaning of the term "pedagogical technologies" conveys the following definition.
Pedagogical technologies are a way of implementing the content of education provided for by curricula, representing a system of forms, methods and means of education that ensures the most effective achievement of the set goals.
In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the pedagogical tasks set.
The process of developing a specific pedagogical technology can be called the process of pedagogical design. The sequence of steps will be as follows:
- the choice of priority goals for which the teacher should be oriented;
- the choice of technology focused on a set of goals or on one priority goal;
– development of learning technology.
The design of teaching technology involves the design of the content of the discipline, the forms of organization of this process, the choice of methods and means of training.
Learning technology is a system category, the structural components of which are: learning goals; content of training; means of pedagogical interaction (means of teaching and motivation), organization of the educational process; student, teacher; activity result.
Thus, learning technology involves the organization, management and control of the learning process. All aspects of this process are interconnected and influence each other.
To date, there is no clearly fixed classification of learning technologies, however, two gradations have been distinguished - traditional and innovative.
Traditional teaching is based on explanatory-illustrative and reproductive methods, and its main essence is reduced to the process of transferring ready-made known knowledge to students.
New educational technologies are born as a result of scientific research driven by scientific discoveries. The development of cybernetics and computer technology has led to the development of programmed learning; the results of research into the patterns of development of human thinking have led to the development of problem-based learning; the activity approach arose on the basis of research by psychologists and philosophers in the field of human activity.
The formation of new technologies is carried out in the following sequence:
– identifying opportunities through basic research;
– determination of effectiveness through applied research;
– development of documentation, software and methodological tools; teacher training;
- replication and distribution of software.
The term "educational technology" appeared in the United States originally as the term "educational technology".
In the domestic scientific and pedagogical literature, this term appeared in the early 1970s in connection with the active introduction of technical teaching aids into the educational process. The first works devoted to the analysis of the essence of this concept belonged to T.A. Ilyina.
In the 1990s, the interest of scientists in the problem of pedagogical technologies increased sharply. However, an analysis of the approaches of various authors to understanding the essence and content of pedagogical technology shows that there is no unity among them.
Such a variety of interpretations of pedagogical technology is not accidental, since each author proceeds from a certain conceptual approach to understanding the essence of technology in general.
Pedagogical technology is developed to achieve a specific educational goal. It is individual for each teacher and involves the selection of methods aimed at studying the personality, the consistent activity of the teacher and the analysis of achieving the goal at each stage of the educational process.
The word "technology" is formed from the Greek: techne - art, skill, skill; logos - word, concept, doctrine, science. Technology - knowledge about the skillful, masterful performance of any activity; the science of art, craftsmanship. In the mass consciousness, technology is associated not with skill, but with routine.
The concept of pedagogical technology is connected with the concepts of methods, means, methodology, pedagogical technique.
“It is necessary to wish that the method of human education should become mechanical, that is, prescribing everything so definitely that everything that will be taught cannot fail to succeed, as happens in well-made watches, in a cart, a ship, a mill, and in any other made for movement of the car "Ya.A. Comenius, "The Great Didactics"
Not all scientists-teachers reacted unequivocally to the introduction of this term, believing that it is impossible to apply it to a person. Then, on the contrary, this term began to be used very widely, sometimes illegally - everything that the teacher does was called technology. The word "technology" has replaced the usual "methods of teaching subjects." It is used in various combinations and meanings: learning technologies, pedagogical technologies, impact technologies, interactions. Their definitions are often vague.
The technological approach has gone through three stages of development:
1) empirical - generalization of the experience of successful teachers;
2) algorithmic - designing algorithms for the activities of teachers and students;
3) stochastic - designing probabilistic algorithms for managing students' activities.
The technological approach can be applied to any component of the education system.
The most common is the assignment of the concept of "technology" to production. Here, the technology assumes a guaranteed production of a product with predetermined qualities, taking into account the properties of the feedstock and the definition of clear processing steps. Here, technology is understood as a set of knowledge about the methods and means of implementing the production process, guaranteeing a certain result.
As a result, the production process can be repeatedly reproduced in any other place. For certain reasons, marriage may occur, i.e. obtaining a product that does not have the required properties.
Components of the technological process:
Final product (purpose of production);
The original object, with certain initial characteristics (raw materials);
Technological map containing a description of the sequence of operations and their content;
Means of diagnosing the initial, intermediate and final state of the production object;
Means for implementing major corrective actions;
Feedback mechanisms.
The very concept of technology arose when the technical means of production began to displace human actions.
The term "pedagogical technology" in the 20s of the XX century. This was due to the introduction of new technical means into the educational process.
Makarenko A.S. in The Pedagogical Poem he wrote: “Our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching. That is why we simply lack all the important aspects of production: the technological process, accounting for operations, design work, standardization, control, tolerances and rejection.”
The concept of "pedagogical technology" began to be actively used in the early 1960s. in England and the USA. In the 70s, everything related to the improvement of the educational process and teaching aids was attributed to it.
Monakhov V.M. believes that the main difference between technology and fundamental science is the shift in emphasis from the question "why?" to the question "how?". At the same time, it is necessary to distinguish technology as a specific area of knowledge from technology as a process.
The most general understanding of technology is a reasonable system of activity used by man in order to transform the environment, to produce material or spiritual values.
Pedagogical technology is a system of functioning of all components of the pedagogical process, built on a scientific basis and leading to the intended results. This is a system in which a pre-designed educational process is consistently implemented, which guarantees the achievement of pedagogical goals.
In the narrow sense of the word, pedagogical technology is a set of methods for organizing the educational process or a sequence of certain actions, operations related to the specific activity of the teacher and aimed at achieving the goals set.
Pedagogical technology is a set of methods of pedagogical interaction, the consistent implementation of which creates conditions for the development of participants in the pedagogical process and guarantees the solution of pedagogical problems.
There are different definitions of pedagogical technology. Let us give examples of the interpretation of this concept by different authors.
Yu.P. Azarov defines pedagogical technology as the teacher's ability to create conditions for the child's self-development.
NOT. Shchurkova understands by pedagogical technology "operational support" of the teacher's functions in relation to the pupil.
F. Fradkin gives the following definition: it is a systemic, conceptual, normative, objectified, invariant description of the activities of a teacher and a student aimed at achieving educational goals.
I.P. Volkov believes that pedagogical technology is a description of the process as the achievement of the planned learning outcomes.
V.P. Bespalko defines pedagogical technology as a project, a model of a pedagogical system implemented in practice.
V.V. Serikov defines pedagogical technology as a procedural and methodological characteristic of pedagogical activity.
V.M. monks defines pedagogical technology as an ordered system of procedures, the strict implementation of which will lead to the achievement of a certain planned result.
Pedagogical technology is a direction in pedagogy, which aims to increase the efficiency of the educational process, to ensure that students achieve the planned learning outcomes. Pedagogical technology is aimed at identifying the principles and developing methods for optimizing the educational process, analyzing factors that increase educational efficiency. The specificity of pedagogical technology lies in the fact that such an educational process is designed and implemented in it, which should guarantee the achievement of the goals set.
Pedagogical technology is:
2) a set of interrelated means, methods and processes necessary for organizing a targeted impact on the formation of a personality with given qualities;
3) rationally organized activities to ensure the achievement of the goals of the pedagogical process.
Functions of pedagogical technology:
1) organizational and activity;
2) design and prognostic;
3) communicative;
4) reflexive;
5) developing.
The concept of "pedagogical technology" can be represented by three aspects:
a) scientific (part of pedagogical science);
b) procedural and descriptive (description, algorithm of the process of achieving the goals of training and education);
c) procedurally effective (implementation of the pedagogical process).
The concept of "pedagogical technology" can be represented at three levels: general pedagogical, particular methodological, local.
Pedagogical technologies are human science, humanitarian technologies, therefore they have their own characteristics:
1) not every phenomenon in the field of upbringing and education is technological; the success of education and training can be determined by the talent and skill of the teacher;
2) the development of each technology requires the analysis of a large amount of scientific information from all areas of human knowledge;
3) pedagogical technologies do not always guarantee a high level of achievement of the plan, since other factors act on the child; The result of education is not always visible in the near future.
In some cases, technologies grow out of theory, in others out of practice. Any activity after some time must be understood and scientifically described in operations that help with a high probability to achieve scientifically verified goals.
Bespalko V.P. believes: “Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again.” Until the technology is created, individual skill prevails. Then there is the collective skill, the expression of which is technology.
The ideas behind modern technology:
Democratization (transfer of some functions to students);
Humanization (relationships of cooperation);
Development of social competence of students (interaction with other people, etc.);
Developing and personality-oriented character;
Activity approach;
Systems approach;
Competence approach, etc.
Guzeev V.V. highlights the ideas around which educational technologies are concentrated:
1) consolidation of didactic units;
2) planning of learning outcomes and differentiation of education;
3) psychologization;
4) computerization.
Signs of pedagogical technologies:
Efficiency (guaranteeing the achievement of results);
Profitability (optimization of the work of the teacher and students);
Reproducibility (on a large scale by any teacher, without loss of results);
Adjustability (the ability to use feedback);
Provide for the interconnected activities of the teacher and students);
Availability of diagnostic procedures, indicators, criteria, tools for measuring performance.
The structure (hierarchy) of pedagogical technologies includes four subordinate classes:
1. Metatechnologies - general pedagogical, covering the educational process in the country, region, educational institution (developmental education, educational work);
2. Macro-technologies or sectoral ones, covering activities within the framework of any educational industry, areas of training or education, academic discipline (technology of teaching any subject that compensates for education);
3. Mesotechnologies or modular-local, covering technologies for the implementation of individual parts (modules) of the educational process, aimed at solving private, local didactic, methodological or educational tasks (lesson technology, mastering the topic, control, etc.);
4. Microtechnologies - aimed at solving narrow operational tasks related to individual interaction or self-influence of the subjects of the pedagogical process (formation of writing skills, quality correction training, etc.).
The main qualities of modern pedagogical technologies:
Consistency, structure, complexity;
Integrity;
scientific;
Conceptuality;
Developing character;
Consistency (project, program, technological map);
algorithmic;
Continuity;
Variability and flexibility;
Processuality;
Controllability;
Diagnostics;
predictability;
Efficiency;
Optimality;
Reproducibility.
The technological approach opens up new opportunities for improving the pedagogical process. It allows more certainty to predict the results and manage the pedagogical process; provide favorable conditions for personal development; optimal use of available resources; choose the most effective and develop new technologies.
Methodology in education - a description of specific methods, methods, techniques of pedagogical activity in individual educational processes.
Teaching methodology (private didactics) - a set of ordered knowledge about the principles, content, methods, means, forms of the educational process in individual academic disciplines that ensure the solution of the tasks set.
Methods of educational work - a section of the theory of education that studies the organization of the educational process in various educational institutions, children's associations, organizations, develops recommendations for creating a system of educational work, the use of certain methods or technologies in the educational process.
Methodology is usually understood as the doctrine of methods for solving a particular problem, as well as a set of methods that provide a solution to the problem.
The concept of methodology occurs in various aspects:
1) techniques for implementing a certain method, a specific implementation of the method; the technique in this case is considered as a synonym for the method;
2) a developed method of activity, on the basis of which the achievement of a specific pedagogical goal is realized - a methodology for the implementation of a certain pedagogical technology; in this case, methodology is understood as methodological development, including the sequence and features of the implementation of a set of methods, means aimed at achieving a specific goal;
3) features of pedagogical activity in the process of teaching an academic discipline.
The technique can be general and private.
Technology, unlike methodology, always implies logic, a sequence of pedagogical methods and techniques, i.e. is algorithmic. The technology differs from the methodology: the clarity of the formulation of goals, their diagnostics; theory based; conceptuality, consistency, elaboration of methodological, instrumental and personal aspects; reproducibility; a higher degree of assurance and stability of results.
In education, another understanding of pedagogical technology is also used. This is an applied pedagogical discipline that ensures the real interaction of the teacher with the children, through a subtle psychologically justified "touch on the personality". In this case, the leading concepts include: subject, pedagogical strategy, impact, interaction.
The work of a teacher with pedagogical technologies. Pedagogical technology is a component of the teacher's professional competence. It relies on pedagogical consciousness and pedagogical technique, the awareness of “what kind of teacher am I?”. Before using this or that technological technique, the teacher correlates it with his pedagogical typology, individual professional “I-concept”, colors it with his individuality, thinking over what he uses this technique for, what gives its use. Pedagogical technology is the result of the teacher's reflection of pedagogical interaction.
Table of classifications of pedagogical technologies
| According to the leading factor of mental development | Biogenic | |||
| Sociogenic | ||||
| Psychogenic | ||||
| idealistic | ||||
| By orientation to personal structures | Information (formation of knowledge, skills) | |||
| Operating (formation of ways of mental actions) | ||||
| Emotional-artistic (education of aesthetic relations) | ||||
| Emotional and moral (education of moral relations) | ||||
| Self-development (formation of self-governing mechanisms) | ||||
| Heuristic (development of creative abilities) | ||||
| By the nature of the content of education | Educational - educational | |||
| Secular - religious | ||||
| General education - professional | ||||
| Humanitarian - technocratic | ||||
| Private subject | ||||
| By organizational form | Classroom - alternative | |||
| Academic - club | ||||
| Individual - group | ||||
| Collective way of learning | ||||
| Ways of differentiated learning | ||||
| In relation to the child | Authoritarian | |||
| Didactocentric | ||||
| Personal orientation | ||||
| Humane and personal | ||||
| Technologies of cooperation | ||||
| Technologies of free education | ||||
| According to the prevailing (dominant) method | dogmatic, reproductive | |||
| Explanatory and illustrative | ||||
| Developmental learning | ||||
| Problematic, search | ||||
| Creative | ||||
| Programmed learning | ||||
| Dialogic | ||||
| Gaming | ||||
| Self-developmental learning | ||||
| Information (computer) | ||||
| By category of students | mass technology | |||
| advanced education | ||||
| Compensatory | ||||
| Victimological | ||||
| Technologies for working with difficult children | ||||
| Technologies for working with gifted children | ||||
| According to the concept of assimilation | Associative-reflex | |||
| behavioral | ||||
| Gestalt technologies | ||||
| Interiorization | ||||
| suggestive | ||||
| Neurolinguistic | ||||
| By type of cognitive activity management | Classic lecture | Modern Traditional Learning | traditional classic | Programmed learning |
| Learning with TCO | ||||
| System "consultant" | ||||
| book learning | ||||
| Small group system | GSO, differentiation | |||
| computer training | ||||
| System "tutor" | ||||
| Program learning |
Guidance for the assimilation of educational material |
|
Goals: | |
Task 1. Read the appropriate text. Answer the questions: How has the concept of "technology" changed in pedagogy? What are the reasons for the technological approach to the organization of the educational process? What is meant by pedagogical technology? Highlight the definitions of educational technology in the text and indicate how these definitions complement each other. Which definition of technology is closer, clearer to you? Why? Justify your answer. | |
Task 2. What are the differences between educational technologies from the standpoint of psychology. Analyze the method(s) you use to organize the teaching of schoolchildren from these positions. | |
Task 3. Make a diagram of this text. | We remind you: You can use the well-known "Spider" or "Family Tree" schemes. |
The concept of "technology" in pedagogy
At first glance, the student-centered approach, which we define as the leading one in the field of education, and the technological approach contradict each other. Indeed, the first approach involves an appeal to the inner world of the student, his values, views. And in the technological approach, there is initially an orientation towards the controllability of the educational process, which implies a clear set of goals and ways to achieve them. And then the question arises - is it possible to clearly describe the inner world of the student and how to use it in the educational process? What to do in this situation?
It is obvious to everyone that the modern educational process should be focused on the student. And this means that in accordance with the synergetic approach, spontaneity, uncertainty, non-linearity have the right to exist in it. Is it possible to talk about the technological effectiveness of the educational process and immediately make reservations about the synergy of subjects? In order to answer these questions, let us turn to the definition of the concept of "technology" and, in particular, the concept of "educational technology".
The dictionary of foreign words gives the following definition technology . Translated from Greek Techne - art, craftsmanship, skill and - logic - a set of methods for processing, manufacturing, changing the state, properties, shape of an object.
In the explanatory dictionary, this term is defined as a set of techniques used in any business, skill.
Technology is a procedural category; it can be represented as a set of methods for changing the state of an object. The technology is aimed at designing and using efficient and economic processes (M. Choshanov).
Pedagogical technology is a field of study of theory and practice (within the framework of the education system), which has connections with all aspects of the organization of the pedagogical system in order to achieve specific and potentially reproducible pedagogical results (P. Mitchell).
Pedagogical technology - a set of psychological and pedagogical techniques, teaching methods, educational tools. It is an organizational and methodological tool of the pedagogical process ().
Pedagogical technology is a meaningful technique for implementing the educational process ().
Pedagogical technology is a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers ().
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 (UNESCO).
From the above definitions, the following features of technology can be distinguished: the procedural two-sided nature of the interconnected activities of the teacher and students; a set of techniques, methods; design and organization of the process; availability of comfortable conditions. However, in our opinion, the managerial aspect is not fully taken into account here.
From the position of management, the educational process is a combination of the managerial activity of the teacher and the student's self-government in a holistic management cycle as the interaction of participants in the educational process. The noted gives us the basis for the following definition of the concept of "educational technology".
educational technology is a process system of joint activities of students and teachers in designing (planning), organizing, orienting and correcting the educational process in order to achieve a specific result while providing comfortable conditions for participants.
Let us give explanations in connection with the above definition. First, it indicates collaboration between teachers and students , which means the actual denial of programming only by the teacher of the final results and the construction by him of a rigid program of the student's activities to achieve them. In other words, we are talking about the student as a subject of learning, who determines both the final results of his activity and the process of achieving them. Secondly, in the above definition we fix a full cycle of student management of their educational activities . In this regard, it can be stated that educational technology is designed to provide students with self-management of learning. Thirdly, the definition draws attention to the creation of comfortable conditions for the activities of the subjects of the educational process, which orients, first of all, teachers to the search and creation of conditions for the disclosure, implementation and development of students' personal potential.
Any educational technology includes: target orientation; scientific ideas on which it relies; systems of actions of the teacher and the student (primarily in the categories of management); criteria for evaluating the result; results; restrictions on use.
So, modern technology is characterized by the following positions:
- the technology is developed for a specific pedagogical plan, it is based on a certain methodological, philosophical position of the author (there are technologies of the process of transferring knowledge, skills and abilities; technologies of developing pedagogy); the technological chain of actions, operations, communications is built strictly in accordance with the target settings, which have the form of a specific expected result; the functioning of the technology provides for the interconnected activities of the teacher and students on a contractual basis, taking into account the principles of individualization and differentiation, the optimal implementation of human and technical capabilities, the use of dialogue, communication; step-by-step planning and consistent implementation of the elements of pedagogical technology should be, on the one hand, reproduced by any teacher and, on the other hand, ensure the achievement of the planned results by all students; an organic part of pedagogical technology is diagnostic procedures containing criteria, indicators and tools for measuring performance.
The origin of the idea of the technology of the pedagogical process is associated primarily with the introduction of the achievements of scientific and technological progress in various areas of theoretical and practical activities. It should be noted that A.S. Makarenko stood at the origins of technologization in pedagogy. In his world-famous Pedagogical Poem, he wrote that "our pedagogical production has never been built according to technological logic, but always according to the logic of moral preaching." He believed that this is why we simply lack all the important departments of pedagogical production: the technological process, accounting for operations, design work, the use of constructors and devices, rationing, control, tolerances and rejection.
Opponents of the idea of technologization in pedagogy consider it an unacceptable liberty to consider a creative, purely intimate, as they believe, pedagogical process as a technological one.
Any activity, notes V.P. Bespalko, can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. Any planning, and one cannot do without it in pedagogical activity, contradicts impromptu, actions on a hunch, on intuition, i.e. is the beginning of technology.
1 See: Bespalko V.P. Components of pedagogical technology. - M., 1989.
Researchers attribute the mass introduction of pedagogical technologies to the early 1960s. and associate it with the reformation of the first American, and then the European school. The most famous authors of modern pedagogical technologies abroad include J. Carroll, B. Bloom, D. Bruner, D. Ham-damn, G. Geis, V. Coscarelli. Domestic theory and practice of implementing technological approaches to education is reflected in the scientific works of P. Ya. Galperin, N. F. Talyzina, A. G. Rivin, L. N. Land, Yu. .P.Rachenko, L.Ya.Zorina, V.P.Bespalko, M.V.Klarina and others.
Currently, pedagogical technologies are considered as one of the types of human science technologies and are based on the theories of psychodidactics, social psychology, cybernetics, management and management.
1 See: Shchepel V.M. Desk book of a businessman and manager. - M., 1992.
Initially, many educators did not distinguish between learning technology, teaching technology, and pedagogical technology. The term "pedagogical technology" was used only in relation to learning, and the technology itself was understood as learning with the help of technical means. Currently, pedagogical technology is understood as a consistent, interconnected system of teacher actions aimed at solving pedagogical problems, or as a systematic and consistent implementation in practice of a pre-designed pedagogical process. Such an idea of pedagogical technology implies:
The possibility of developing various verified pedagogical technologies by specialists with a high level of theoretical training and rich practical experience;
the possibility of free choice of pedagogical technologies in accordance with the goals, possibilities and conditions of the interconnected activities of the teacher and students.
Pedagogical technology is a strictly scientific design and accurate reproduction of pedagogical actions that guarantee success. Since the pedagogical process is based on a certain system of principles, pedagogical technology can be considered as a set of external and internal actions aimed at the consistent implementation of these principles in their objective relationship, where the personality of the teacher is fully manifested. This is the difference between pedagogical technology and methods of teaching and educational work. If the concept of "methodology" expresses the procedure for using a set of methods and techniques for teaching and educating, regardless of the person who implements them, then pedagogical technology involves adding to it the personality of the teacher in all its diverse manifestations. Hence it is obvious that any pedagogical task can be effectively solved only with the help of adequate technology implemented by a qualified professional teacher.
There are approaches that somewhat narrow the concept of pedagogical technology, relegating it to the "art of touching the personality", scientifically based impact on the child in the context of its interaction with the outside world (N.E. Shchurkova and others).
Pedagogical technologies can be represented as teaching technologies (didactic technologies) and upbringing technologies. V. V. Pikan highlights the most significant features of such technologies:
The technology is developed for a specific pedagogical idea, it is based on a certain methodological, philosophical position of the author. So, it is possible to distinguish between technologies of the process of knowledge transfer and technologies of personality development;
the technological chain of pedagogical actions, operations, communications is built strictly in accordance with the target settings, which have the form of a specific expected result;
technology provides for the interconnected activities of the teacher and students on a contractual basis, taking into account the principles of individualization and differentiation, the optimal implementation of human and technical capabilities, and dialogical communication;
elements of pedagogical technology should be, on the one hand, reproducible by any teacher, and on the other hand, guarantee the achievement of the planned results (state standard) by all students;
an organic part of pedagogical technology is diagnostic procedures containing criteria, indicators and tools for measuring performance.
Pedagogical technology is interconnected with pedagogical skill. Perfect mastery of pedagogical technology is mastery. Pedagogical excellence, on the other hand, is the highest level of mastery of pedagogical technology, although it is not limited to the operational component. Among teachers, the opinion was firmly established that pedagogical skill is purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.
According to the stages of solving the pedagogical problem, regardless of their content and time frame, one can distinguish between interrelated general and particular technologies. The general ones include design technologies, for example, the learning process and its implementation. Private - these are technologies for solving such problems of training and education as pedagogical stimulation of students' activities, monitoring and evaluating its results, and more specific - such as analyzing the educational situation, organizing the beginning of the lesson, etc.
Thus, in accordance with a holistic approach, when developing and implementing the project of the pedagogical process as a system, it is necessary to strive to ensure the organic unity of all its components, bearing in mind that changes in one of them automatically cause changes in others. Pedagogical technology, in contrast to methodology, involves the development of the content and methods of organizing the activities of the pupils themselves. It requires diagnostic targeting and objective quality control of the pedagogical process, aimed at developing the personality of schoolchildren as a whole.
Scientists, educators and practicing teachers from different countries are constantly looking for ways to improve the efficiency of teaching. Let's consider typical pictures of traditional teaching methods.
The teacher explains the learning material to the whole class. All 30 students seem to perceive him in the same way. And what is the “final result”, i.e. the quality of its assimilation by students? We can say in advance: the most different. Some students correctly, meaningfully, without errors and fully learned the lesson, others - with errors and incompletely. The teacher worked the same way, but the result is different. Is it possible to ensure that all students learn the material being studied at least “well”? What needs to be done for this? And here the teacher can turn to pedagogical technology.
A number of reasons and circumstances lead researchers to search for new approaches.
- The teaching material is huge, while the terms of schooling are limited. Consequently, the lack of time prompts us to look for ways to activate and intensify the educational process.
The teacher works with a large group of students at the same time. He does not have the opportunity to pay attention to everyone enough to help him, individually, in the teaching. Therefore, some other, special forms of organization of the educational process are needed; it is necessary to invent and attract new teaching aids that free the teacher from routine, although necessary elements of work.
- in the age of scientific and technological progress, the teacher has already ceased to be the main, main carrier and translator of new information in the field of education. This role is now played to a no lesser (and perhaps even greater!) extent by the mass media (media): the press, radio-electronic means, cinema, numerous literature on various subjects. It would be unreasonable if the teacher did not use the wide possibilities of the media for educational purposes. And what are the ways and methods of involving the media in the educational process? They must be found, studied and used.
- In the last 2-3 decades, science has received new data on the reserves and untapped possibilities of the physical, intellectual and social development of a person, starting from infancy. As an example, we can point to the revival in our country of genetics, which suggests ways to identify, train and educate talented and gifted children, a special organization of educational work with children with defects in physical and intellectual development. The phenomenon of acceleration in the development of children and adolescents over the past 30 years has been studied by physiologists, psychologists, educators, sociologists and geneticists. The data obtained by the researchers made it possible first to reduce the period of initial education by a whole year (60-80s), and then to start systematic education a whole year earlier than before - from 6 years instead of 7 (since 1984).
The idea of the phased formation of mental actions, studied by psychologists P.Ya. Galperin. N.F. Talyzina, influenced the search for new teaching methods. Reserves for the intensification of learning already in the primary grades are also suggested by data on the study of the problems of developmental education (L.V. Zankov, D.B. Elkonin, V.V. Davydov, etc.).
These and other reasons encourage teachers to look for new ways to improve the educational process. Beginning in the 1960s, the Lipetsk experience was enthusiastically introduced in the schools of the former Soviet Union, then technical means, programmed learning, learning algorithms, problem-based learning, learning optimization. Innovative teachers with their ideas and practical experience, which increase the effectiveness of the educational and educational process, have shown themselves widely.
In foreign pedagogy in the 70-80s, and in our country - a decade later, they began to widely and intensively develop an engineering, technological approach to learning; over time, it developed into pedagogical technology.
Technology (from the Greek techne - art, skill, ability, and logos - word, teaching) - the doctrine of the ability, skill to do something. This concept has long been widely used in manufacturing processes. The concepts of technology for manufacturing specific parts of machines and assemblies, technology for baking bread, technology for making shoes, etc. are familiar. In every production process, raw materials, materials and semi-finished products have similar or almost the same characteristics. Therefore, the process of their processing is characterized by uniform, monotonous procedures. However, a complex production process can be divided into several or even many simple operations. Then each individual operation will be brought to perfection: less time will be spent on it, the quality of the performed operation will increase. So, the manufacturing process of a particular product has been improved. At the same time, since the divided processes are monotonous, and the matter becomes routine, uncreative, it is possible to transfer some operations (or even all) to machines, technology. And the worker will only operate this processing machine. Engineering thought leads to the rationalization of production: to the economical expenditure of funds, the combination of operations, rhythm; all this provides an accurate, predictable, predetermined result. It turns out the product with the desired parameters.
We have given a schematic description of the production technology, because the concept and term "technology" are inherent in the production process. Naturally, the question arises: is it possible to apply the same engineering approach to the pedagogical process, at least in teaching?
The first attempts of such an approach in our country were in the late 50s - early 60s. This was facilitated by the desire to introduce technical means into the educational process, in particular visual, audio and audiovisual equipment. By that time, behaviorism (J. Watson, G. Ebbinghaus, E. Thorndike), neobehaviorism (E. Tolman), and B.F. Skinner (American psychologist) about operant reinforced learning. Mathematical information theory (K.E. Shannon, an American engineer and mathematician) and cybernetics, the science of control, communication, and information processing, were developed (N. Wiener, 1948). Soviet psychologists and teachers conducted research on the algorithmization of learning (L.N. Landa). Philosophers and sociologists have developed the concept of a systematic approach in the study of social and natural phenomena and processes. This idea has also been taken up by psychologists and educators.
Electronic technology is developing with great opportunities for its use in various areas of information supply and processing, including in the educational process.
From the beginning of the 1960s to 1966, on the basis of a new law on education in the USSR, the senior classes of a general education secondary school became professional at the same time. In this regard, the training was extended by one year. Along with teachers of general education disciplines for vocational training in schools, as well as in training and production workshops, engineers of various profiles began to work: mechanics, energy, technologists, etc. First of all, specialists in this profile saw the backward, inert methods and methods of educational work of professional teachers. These techniques have traditionally coexisted in the school for decades, and some for centuries. Both theorists and practitioners began to look for ways to rationalize the educational process. This is how programmed learning appears and spreads in breadth in educational institutions of all levels and different types. In programmed learning, it has become possible to widely use technical means to provide information, train and control the student's knowledge. Machineless programming is also developing, there are textbooks compiled according to the principle of programming, including pedagogy (I.E. Schwartz).
Programmed learning is characterized by control. Its development was also facilitated by the fact that in the 1970s, tests “returned” to the Soviet school, which had once been condemned, but in fact banned. All these circumstances turned out to be favorable for the implementation of the technological approach to the educational process, for the development of theoretical issues of pedagogical technology and its implementation. To date, monographs, brochures and articles on the problems of pedagogical technology have been published (see literature at the end of the lecture).
The new makes its way not without difficulty. Pedagogical technology is no exception. This can be seen at least from a brief review of scientific and educational pedagogical literature. So, I.M. Kantor in a monograph devoted to the conceptual and terminological system of pedagogy, following V.I. Zagvyazinsky gave a rather sharp negative assessment of pedagogical technology as a term. Such enthusiasm, in his opinion, clearly reveals "its inexpediency in practice, at best not leading forward, not contributing to the development of pedagogical theory, at worst - clogging its system of concepts and emasculating part of the pedagogical content in it"1. In textbooks on pedagogy, ed. Yu.K. Babansky (1988), I.F. Kharlamov (1990, 1996, 1997), on educational work under the general. ed. L.I. Ruvinsky (1989), I.A. Zyazyun (1989) there is not a word about pedagogical technology, although there is material about pedagogical technology. In the textbook "Pedagogy in concepts and definitions" (compiled by G.I. Zhelezovskaya, Saratov, 1991), the lexical base of which was a frequency dictionary (411 terms), pedagogical technology was also unlucky: it is not even mentioned.
It should be noted the great contribution of V.P. Bespalko in the development of the theory and practice of pedagogical technology, his works on the theory of pedagogical systems and actually - pedagogical technology. And, finally, the last decade is significant for the publication of literature by various authors on pedagogical technology (V.V. Guzeev, V.V. Grinkevich, M.V. Klarin, V.Yu. Pityukov, A.I. Uman, P.M. Erdniev and etc.). Pedagogical technology as an academic discipline is now being studied by students of pedagogical specialties in many universities. All of the above makes it relevant to comprehend "pedagogical technology" as a concept and the corresponding term of the science of pedagogy.
If by pedagogical technology we understand only the totality (ensemble, system) of methods and techniques of educational work, then in this sense the pedagogical process did not do without technology either in the historically distant past, and does not do now, although this term is not used, but initially was perceived negatively by official science. But the fact is that pedagogical technology as a concept includes other features that are not included in the system of methods.
Let's turn to the content, i.e. features of this concept, which are peculiar to him and only to him: it is necessary that pedagogical technology can be distinguished from other, related and close concepts according to them. In our opinion, the specific features of pedagogical technology, which distinguish it from traditional and other educational methods, include the diagnostic nature of the purpose and results of the educational process. We emphasize that this is an essential feature that allows us to distinguish this concept from others. In addition, there are also such signs: the predictability of the results of work, the exact sequence of operations and actions. This sequence may be cyclic, i.e. repeating in a circle. Another sign is a guarantee of achieving the results of a given level (or quality), the reproducibility of these results. These features provide the most important integrating feature - the controllability of the educational process.
As soon as the educational and educational process becomes diagnostic, it is possible to pre-set a predictable level in its goal, the achievement of which can be monitored by stages of work (current control) and upon its completion (final control). The weakness of traditional methods is that, as a rule, they do not define, in particular, the level of assimilation, the level of abstraction, the degree of formation of skills and abilities. Having a diagnostic goal in accordance with pedagogical technology, the teacher conducts an educational and educational lesson in the exact sequence of operations and actions. He controls the progress towards the goal, makes appropriate adjustments and achieves a guaranteed result. Thus, the educational process, technologically built, becomes manageable.
So, pedagogical technology has already fully developed as a concept of the science of pedagogy.
The genesis of the essence (history of formation) of pedagogical technology is an interesting and independent issue. Let's draw its diagram. It seems to us as follows: the idea to introduce an engineering approach (we will conditionally call such a beginning “engineering pedagogy”) -> technical means in the educational process -> learning algorithms -> programmed learning -> technological approach -> pedagogical technology (didactic aspect) -> behavioral technology (aspect of education). Not all components of pedagogical technology are equally developed to date. The development of upbringing technology is especially difficult, although a start has been made here (I.P. Ivanov, N.E. Shchurkova, L.F. Spirin, Zh.E. Zavadskaya, Z.V. Artemenko, etc.).
So we came to the definition of the concept of "pedagogical technology". Naturally, the definitions of different authors do not coincide. One of them belongs to UNESCO, the other belongs to the US Commission on Learning Technology. In our opinion, pedagogical technology is a system of knowledge, a set of methods, techniques and necessary sequential operations of the subject to influence the object, which makes up the educational process, which guarantees the achievement of the diagnostic goal. In this working definition, we believe, the most important features of pedagogical technology are reflected:
1 - diagnostic goal (or system of goals);
2 - a strict sequence of pedagogical operations (teaching and educational techniques, methods, actions);
3 - a guarantee of its achievement;
4 - manageability of the educational process.
Currently, a number of pedagogical technologies can be considered promising: algorithmic, problematic, model, contextual, modular, computer learning. Practitioners have found wide support for the individual pedagogical technologies of modern innovative teachers (remember, for example, the “pickle effect” by V.F. Shatalov).
What is the psychological and philosophical basis of pedagogical technology? First, let's name the behaviorist (from the English behavior - behavior) concept of "stimulus-response" - S-R, which recognizes learning by the method of "trial and error" (J. Watson, E.L. Thorndike, 1874-1949). Behaviorists reduce the psyche to various forms of behavior. Behavior, in their opinion, is a set of reactions of the body to environmental stimuli. The unit of behavior is the relationship between stimulus and response. One or another response to a stimulus is developed by repeated repetitions by trial and error. Behaviorists drew their main conclusions on the basis of observations on animals: cats, dogs, rats, etc. and transferred them (conclusions) to human behavior, not seeing a fundamental difference in the behavior of people and animals. The only important thing was that there was a stimulus and an appropriate reaction of the animal or person to it. Behavioral theory in a modernized form is also developed by the American psychologist B.F. Skinner (b. 1904). Unlike his predecessors, B. Skinner does not deny the role of human activity, which is achieved by the reinforcement system and passes according to the formula "stimulus - reaction - reinforcement", or S - R - R. Between the stimulus S and the reaction R, neobehaviorists (E. Tolman , K. Hull) introduce intermediate variables - the so-called factors that explain the qualitative side of mental processes that ensure the relationship between S and R.
If we omit the details, then pedagogical technology in the didactic aspect, although its developers do not explicitly talk about it, proceeds exactly from what Skinner did: a generalized action is divided into a number of operations that can be diagnosed, externally controlled. Correctly performed operations are reinforced and encouraged. The reward system leads to the achievement of goals. And since the operations themselves are part of the action, the generalized goal of the action is also achieved in total.
It must be said that a well-established system of pedagogical technology provides unconditionally good results in the formation of skills and abilities. Recently, in the press and in the oral presentations of some critics, there is a negative attitude (and assessment) to the development of skills and abilities in the educational process; they even stuck a disparaging label “the notorious ZUNs, i.e. knowledge-skills-skills”, which are opposed to “creative mental activity” and the development of the student’s cognitive abilities. While fully accepting the statement about the need to develop the cognitive and creative abilities of the student, one cannot agree with ignoring the formation of skills and abilities: without the latter, no creativity, no development of mental abilities is possible. Suffice it to say that the skills of free reading, literate writing, culture of speech, elementary calculations (for example, multiplication tables), the technique of owning a musical instrument, unambiguous possession of scientific terminology and nomenclature, etc., with which a student deals daily, is an absolutely necessary condition his creative work. These are all actions and operations consciously brought to automatism. And impeccable possession of them is a component of success in creative work in any field.
