Despite the fact that pedagogical technologies of personality-oriented learning are still a relatively new phenomenon that has affected the modern Russian school, interest in them is steadily growing. This is explained not only by the tendencies toward humanization and the transition to pedagogy of cooperation that have been emerging in modern education, but also by the looming crisis of the entire education system as a whole.
Distinctive properties of student-centered learning technologies
Considerable hopes are laid on pedagogical technologies of personality-oriented learning not by chance. The advantages of these systems, which distinguish them from the previous ones, are:
- Providing the student with the maximum possibility of self-realization by revealing in himself a creative, intellectual, physical potential.
- Communication between participants in the pedagogical process, built on mutual respect and the principles of pedagogy of cooperation. Recognition by the student of the status of the subject of cognitive activity.
- Mastering knowledge is a means of development, not a learning goal.
- The educational process, maximally adapted to the individual and personal characteristics of each of the students (including value orientations, individual characteristics of thinking, memory, the course of cognitive processes, areas of interest).
- The dominance of education over learning.
- Compliance with the principle of variability in order to be able to diversify both the form and content of the educational process.
The main categories of personality-oriented technologies
Considering the pedagogical technologies of personality-oriented learning, it is worth noting that within them there are many subcategories that give a more complete picture of their nature.
Developing learning technologies
are distinguished by emphasizing the attention of the teacher on the assimilation of the studied material by the student at an accelerated, outstripping pace. These include the L.V. system Zankova,
V.V. Davydova. The pedagogy of cooperation proposed by Sh.A. Amonashvili, lies the strengthening of humane interactions between the parties to the pedagogical process. The technology of individualization of educational activity offers to build the work of educational programs based on the maximum consideration of the individual characteristics of the child. The technologies for revitalizing activities include the use of the maximum number of non-standard methods - business games, pedagogical tasks (for example, a lecture can not only consider the methods of work of a social teacher, but also provide examples of socio-pedagogical tasks that students are invited to solve).
The pedagogical technologies of personality-oriented learning, including each of the indicated technologies for managing the organization of the educational process and its content, are aimed at comprehensive improvement and humanization of the modern educational system.