The concept and structure of pedagogical technology

Pedagogical technology (PT) is a structure consisting of all elements of the pedagogical process. It is based on scientific research and has a clear action plan in time and space.

The main goal of this technology is to achieve the intended results using special methods and tools.

Essence

The content structure of pedagogical technology is built on a special technique. It lies in the absolute controllability of the educational process. And also in the planning and reproduction of the pedagogical cycle, in the exact achievement of the goal.

The technology is based on the following three aspects:

1. Scientific - the study and development of goals, methods, training structures and educational process planning.
2. Procedural and descriptive - the reconstruction of the process that will lead to the achievement of the planned results, the search for ways to introduce the developed methodology into pedagogical activity.
3. Procedurally effective - the implementation of the educational process.

Main levels

The structure of the concept of pedagogical technology consists of three interconnected levels:

1. General - includes elements of the pedagogical system (goals, means and content of the learning process, construction of an activity algorithm).
2. Private (subject) - it is planned within the framework of only one of the teaching methods (teaching mathematics, history, science).
3. Local - specializes in solving a particular problem (conducting a lesson, final test, repeating the material passed).

Approach Capabilities

The technological approach in pedagogy allows you to master the subject of study from different angles: both conceptual and design. It provides opportunities:

• with considerable certainty to plan results and manage educational processes;
• to analyze and systematize the existing experience and its practical use on a scientific basis;
• diversify problems in the field of education and upbringing;
• create favorable conditions for personal development;
• minimize the effect of negative circumstances on the participants in the process;
• efficient use of available resources;
• apply advanced methods to solve various social problems and develop a new methodology.

However, it should be noted that in the structure of pedagogical technology there are no universal methods. This approach complements other scientific approaches of psychology, sociology and pedagogy, but cannot be applied separately.

Manufacturability criteria

The developed technology should meet the main requirements of the methodology. They are called the criteria of manufacturability, which include:

• controllability;
• consistency;
• reproducibility;
• efficiency;
• conceptuality.

Manageability in the structure of pedagogical technology implies the possibility of preliminary planning of the learning process, diagnostics, adjustment of tools and techniques to achieve results.

Systematicity implies that the developed PT must have the properties of a single system: the logic of a phased process, integrity, the relationship between all its parts.

Reproducibility provides the opportunity for other subjects to repeat this PT in the same type of educational institution.

Efficiency assumes that today pedagogical approaches are in competitive conditions. Therefore, they must show high results and be optimal in terms of material costs, and also guarantee the achievement of a standard of training.

Conceptualism implies that each technology should be based on one of the scientific concepts, which includes didactic, socio-pedagogical and psychological justification.

PT structure

Technological criteria are the basis for the system of the approach under consideration. The structure of educational technologies includes:

• learning content;
• training concept;
• technological process.

The content of the training includes goals - general and private, as well as a system of educational material.

The concept of training is a research base of technology and pedagogical ideas. Which are laid in its foundation.

The procedural part of the structure of pedagogical technology is represented, in turn, by a combination of the following elements:

• organization of the learning process;
• methodology of educational activities of students;
• methodology of the teacher;
• management of the process of memorization and assimilation of material;
• diagnostics of the learning process.

Horizontal system

The horizontal structure of educational technology consists of three interconnected elements. Let's consider them in more detail:

1. Scientific. Technology is presented as a scientifically developed solution to a problem. It is based on the achievements of science from previous generations and best practices;
2. Descriptive. The pedagogical approach seems to be a visual model, a description of goals, means and methods. It also provides an algorithm of actions necessary to achieve the goals;
3. Process-activity. Pedagogical technology is the very process of implementing the activities of objects and subjects.

Vertical system

Each pedagogical technology affects one of the areas of activity of the learning process. It, in turn, includes its own system of elements. In addition, this area itself may be an integral part of high-level activities.

Elements of this hierarchy make up the vertical structure of pedagogical technologies. There are four of them:

1. Metatechnologies describe the learning process at the level of implementation of social policy in the educational field. These include the upbringing of preschool children, the technology for managing the quality of education in the area, and the technology for raising education in the anti-alcohol direction.
2. Macrotechnology (industry technology) encompasses activities within the educational field or discipline. For example, the technology of teaching one of the subjects.
3. Mesotechnologies (modular technologies) are technologies for the implementation of individual parts of the educational process. These include the development of approaches to the study of one topic or lesson, the repetition of knowledge as part of a single module.
4. Microtechnologies direct their activities to solving operational problems and to the individual interaction of subjects of the training and education process. For example, technology for obtaining writing skills, trainings on the personal development of an individual.

Teaching methods

One of the components of the structure of pedagogical technologies can be attributed teaching methods - a form of ordered activity of the teacher and students.

The success of training, as a rule, to a large extent depends on the concentration and internal activity of students, on the type of their activity. Therefore, the nature of the activity, the level of independence and a creative approach to the assignment should be important criteria for determining the main teaching method.

For each next form, the degree of independence of the assignment increases.

Classification of teaching methods

In the description of the structure of pedagogical technology, five teaching methods are distinguished:

1. Explanatory and illustrative - a teaching method in which students acquire knowledge in lectures, in textbooks and manuals through ready-made materials. Perceiving and comprehending information, students are within the framework of reproducing thinking. This method is the most common for transferring a large amount of information in higher education institutions.
2. Reproductive - a method in which the application of what has been studied in practice is demonstrated by the example of a visual sample. The activity of students in this case is based on an algorithm and is carried out according to the rules of action in similar situations.
3. The method of problem presentation is an approach in which the teacher before the presentation of the material shows the problem and forms the problem that needs to be solved. Then, by providing a system of evidence and comparing various points of view and approaches, he points out ways to solve the problem. Students are thus participants in scientific research.
4. The partial search method of training shows the organization of the search for solutions to the problems posed either under the guidance of a teacher, or on the basis of the rules and guidelines provided. The process of finding answers is productive, but at the same time it is controlled by the teacher from time to time.
5. Research is a teaching method where, after analyzing the information, posing a problem and briefing in oral or written form, students study literature, various sources, make observations and search for other possible methods. In such a work, initiative, independence, and a creative approach are most fully manifested. Methods of educational activity become methods of conducting scientific research.

The role of PT

Thus, the structure of pedagogical technology has the properties of various subjects. As a science, she is engaged in research and design of rational and effective learning paths. As a system of algorithms, methods and regulators of pedagogical activity, it is introduced directly into the educational process.

Thus, pedagogical technology can be represented either as a complex of aspects in the form of a scientific concept and a project, or as a description of an action program, or as a process actually being implemented in the field of education. This is important to understand.