There are formally no contradictions between the technological and methodological approaches to the educational process. However, their assessment by different scientists is carried out in different ways. Some researchers say that the methodology of education is a broader concept than technology. Others support the opposite point of view. In particular, scientists consider educational technologies in a broad sense, including technology in them. The latter, in turn, involves the master's mastery of certain techniques. Let us further consider what modern educational technologies are. The article will consider their signs, forms, features.
Teaching practice
As part of the methodology, the means and techniques of interaction between the teacher and children are studied. However, they do not line up according to a specific algorithm, in a certain logical sequence. Educational pedagogical technologies differ from the method by focusing on a given diagnosed result. At the same time, they cannot be reduced to reproducing actions using an exact algorithm. This is due to the fact that pedagogical practice involves the creativity of teachers and children in a certain framework. In accordance with another approach to the differentiation of these phenomena, the technique is considered mainly as a system of specialist activities. Educational pedagogical technologies, in addition, describe the behavior of children. The technique is characterized by a “soft” recommendatory nature. Educational technologies more rigorously illustrate the sequence of actions of teachers and children, deviation from which can create obstacles to achieving the planned indicators. The methods are more based on intuition, the personal qualities of a specialist, existing educational traditions. In this regard, they are quite problematic to reproduce.
Educational technologies: concept
The definition can be viewed from various angles. In the classical form of technology, educational technologies are components of teaching skills that provide for a professional, scientifically sound choice of a certain operational impact of a specialist on a child as part of its interaction with the world. These elements of activity allow you to form a relationship with your surroundings. Educational technologies should harmoniously combine the freedom of individual manifestation and sociocultural norms. These teaching components form a specific system. It contributes to the establishment of such interactions between the participants in the process, during which the planned goal is achieved during direct contact. It consists in introducing children to cultural universal values.
Fundamental principles
The modern school makes other, different from the former, requirements for specialists and the entire educational system. In this regard, at the scientific level, the development of components of professional activity that are maximally relevant to real conditions is being carried out. Work at school today is based on certain principles. The key ideas that underlie the development of circuits and models include:
- The transition from personality formation within the command-administrative system to the creation of conditions for individual self-actualization.
- The democratization and humanization of the institution of education.
- The ability to choose techniques, positions, ideas, organizational forms, means in the implementation of professional activities.
- Implementation of experimental and experimental-pedagogical work of specialists and institutions, the formation of copyright concepts.
- The ability to realize creative potential.
Characteristic
Innovative educational technologies are distinguished by:
- Systematic.
- Conceptuality.
- Efficiency.
- Manageability.
- Humanity.
- By democracy.
- Reproducibility.
- The subjectivity of the pupils.
- The presence of clear techniques, steps, rules.
The key elements of technology include:
- Considering the needs of children.
- Psychological and pedagogical support.
- Positive perception of children.
- Game activity.
- The use of techniques and tools that exclude mental and physical pressure, coercion.
- Personal appeal to yourself.
- Educational situations.
Work at school involves two levels of mastery of professional components:
- Elementary . At this level, only the basic operations of key technology elements are mastered.
- Professional . This level involves the fluency in several different educational technologies.
Specificity
The manifestations of the educational culture of educators approach technologies in the presence of certain conditions. First of all, these should be well-known, relatively massive ways and forms of interaction with children. Secondly, in professional activity it is necessary to identify typicality, stability, which could be distinguished and described. Thirdly, the method of interaction should include the potential for achieving a specific result. According to Polyakov, these criteria correspond to such modern educational technologies as:
- Creative teamwork.
- Dialogue "teacher-pupil".
- Communication training.
- Show technology. These include the organization of competitions, contests, etc.
- Problem work in groups. In the framework of such activities, they discuss situations, disputes, discussions, develop projects, etc.
Classification
As such, there is no separation of technologies. However, scientists classify them depending on certain criteria. For example, Selevko defines technologies:
- Personally oriented.
- Aimed at cooperation.
- Assuming free education.
- Authoritarian.
The modern school carries out the following separation of components:
- Private methodical.
- General teaching.
- Local.
The latter include systems:
- Presentation of educational requirements.
- Creating an educational environment.
- Informational impact.
- Organization of activities in groups.
- Forming situations of success.
- Ethical protection.
- Reactions to an act, etc.
Among the private methodological technologies are distinguished:
- KTD I.P. Ivanova.
- Individual support of O.S. Gazman.
- Moral education A.I. Shemshurina.
- Detection and development of individual creative abilities of I.P. Volkov, etc.
The systems of Sh. A. Amonashvili, L. I. Novikova, V. A. Karakovsky and N. L. Selivanov are referred to general education.
Individual schemes
The educational process in personal interaction with the child involves:
- The study of integrative characteristics of individual properties.
- Creating the image of "I".
- Study of the tendencies and interests of the child
- Development of individual exposure methods.
This group includes schemes:
- Creating success situations.
- Conflict Resolution
- Ethical protection.
- Pedagogical assessment.
- Reactions to complicated behavioral acts
- Dialogue "teacher-pupil".
Group interaction
The educational process in the team is based primarily on dialogue forms of communication. Debate, discussion, and other tricks are very effective and can be used when interacting with parents. Individual system components can be used for elementary school students. The most popular systems include:
- Claims.
- Creation of moral and psychological conditions in the classroom.
- Troubled activities in a group.
- Show technology.
- Game interaction.
Forms of activity
They represent the external expression of the process. Forms reflect its content, means, goals and methods. They have certain time limits. Under the form of educational activities understand the order in accordance with which the organization of specific acts, procedures, situations, in which there is an interaction of process participants. All its elements are aimed at implementing specific tasks. Modern educational technologies can be arbitrarily combined into several categories that differ from each other in specific ways. In each of them, in turn, there are several types of forms. They can have a huge number of methodological modifications. Researchers name 3 main types of educational activities:
- Ira.
- Events.
- Affairs.
These categories differ in the position of the participants, target orientation, objective opportunities.
Events
These include classes, events, situations in the team, which are organized for children for direct educational impact on them. One of the characteristic features of events is the contemplative and performing position of the younger participants and the organizational role of the elders. New educational technologies include the types of forms of activity, which, on objective grounds, can be attributed to events:
- Disputes.
- Discussions.
- Conversations.
- Cultural trips.
- Tours.
- Educational classes.
- Walks.
Events can be organized when:
- It is necessary to solve educational problems. For example, children need to be informed of valuable, but difficult to understand information from the field of ethics, ecology, etc., to get acquainted with the political or cultural life of society, and works of art.
- There is a need to turn to the content of the educational process, requiring high competence. For example, this may be the solution of problems related to issues of public life, economy, culture, and politics of the people. In these cases, it is advisable to conduct events with the assistance of experts.
- Organizational functions are very difficult for children.
- The problem associated with the direct training of pupils something - cognitive skills or practical skills. In this case, it is advisable to conduct trainings, workshops, etc.
- It is necessary to take measures aimed at improving the health of children, physical development, maintaining discipline, etc.
Affairs
The use of educational technologies, including the above activities, is impractical in the case when children independently, with the support of elders, teachers are able to organize the development and exchange of actions and information. In such cases, preference should be given to another species - business. They represent a common work, an important event, which are organized and carried out by the team members to the benefit of someone and themselves. The characteristic features of this type of form of activity include:
- Actively creative position of children.
- Participation of pupils in the organization process.
- The socially significant nature of the content.
- Independence of children and mediation of adult leadership.
In practice, things can be implemented in different ways, depending on the organizer and the degree of creative development of the participants. By the nature of the embodiment, they can be divided into 3 groups:
- Cases in which the organizational function is assigned to any body or person. They can be expressed in the form of a simple productive common work. For example, it can be a concert for parents, planting trees, making souvenirs, etc.
- Creative affairs. In them, the organizational function is assigned to some part of the team. She thinks, plans, prepares and conducts something.
- Collective creative affairs. In the organization and search for the best solutions in such cases, everyone takes part.
Programs
Teachers-educators try, on the one hand, to use various technologies, types and forms of activity, on the other hand, they single out one type from the existing variety and consider it as a system-forming one. With its help, experts build a scheme of interaction with a specific team, form the individuality of the class. In order for the activity and its impact on the personal development of each child to become more focused, teachers unite individual events and activities in larger blocks. As a result, an extensive topic on educational work, a socio-educational project, a key business, etc. can be formed. Among the most common options for implementing this approach are:
- Development and implementation of targeted programs "Communication", "Leisure", "Health", "Lifestyle", etc.
- Association of affairs in large blocks for familiarization with universal values on the topics: "Man", "Earth", "Labor", "Knowledge", "Culture", "Fatherland", "Family".
- Systematization of events and cases in areas related to the development of such potentials as value, cognitive, artistic, aesthetic, communicative, etc.
- The formation of the annual spectrum of traditional classroom activities, through which the optimal distribution of efforts of the participants in the process and the educational impact in time.
General algorithm for organizing and conducting an event
Any educational technologies in the school are implemented according to certain schemes. They vary depending on the forms of activity included in them. So, when organizing and conducting events, it is important to pay attention to the name of the type of work, since certain methodological ideas can be laid in it. For example, the teacher decides to organize a scrabble tournament. The specialist should have an idea of how this form of the event differs from the competition. A tournament is a round robin competition when all participants have one or more meetings between each other. The competition, in turn, is a competition aimed at identifying the best participants. When organizing the event, it is necessary to take into account the level of development of the class and the upbringing of children, their interests, environmental conditions and objective opportunities. The teacher must clearly state the tasks. They must be specific and result-oriented. The formulations reflect the key idea, focus on the development of feelings, behavior and consciousness of pupils. At the preparatory stage, it is necessary to create an initiative group. Its activities are carried out on the basis of cooperation. The position of the teacher will depend on the organization and degree of formation of the team. At this stage, it is necessary to create the right psychological attitude - to form the willingness and desire of children to take part in the event. The beginning of the direct conduct should activate and tune the pupils. Among the key methodological requirements, special attention must be paid to the clarity of the implementation of the event. In the final part, one should strengthen the positive emotions of children, motivation, arouse feelings of ownership, satisfaction, and promote the development of self-esteem.
Conclusion
Educational technologies are of great importance in educational activities today. Existing schemes of influence on the consciousness and behavior of children contribute to their faster adaptation in the outside world. Moreover, all educational technologies are somehow connected with general education programs. Forms of interaction and influence can be very different. When choosing a particular technology, the teacher should focus on the individual characteristics of children, the specifics of their perception of the surrounding reality, the level of education. Of no less importance will be conversations with parents.