Pedagogical technology: concept and classification

Updated July 20, 2022 500 Author: Dmitry Petrov
Hello, dear readers of the KtoNaNovenkogo.ru blog. Every day we work, study, cook lunch, do laundry, do fitness, boxing, embroidery, etc. In other words, we perform some kind of action.

Moreover, the implementation of all of the above does not happen chaotically, but according to a certain algorithm that someone once developed. This algorithm is called technology.

Pedagogy, as the process of educating and training a person, is also based on the use of certain technologies.

Today we’ll talk about what educational technologies are and what types exist.

Pedagogical technology is...

As you already understand, technology is an algorithm (methods and techniques) for performing any actions, pedagogy is the process of upbringing and education.

Consequently, pedagogical technology is a set of methods, forms, methods and techniques intended for the education and training of a person.

Pedagogical technologies (PT) use specific methodologies, methods and techniques. These concepts are discussed in detail in another article on our blog, so I will not repeat them.

Let me remind you briefly: methodology is a strategy, and methods and techniques are tactics for implementing a strategy.

Pedagogical technologies, regardless of type, are characterized by the following features :

1. purposefulness (there cannot be “learning for the sake of learning,” each of the PTs has its own goal);
2. scientific validity (implemented PT cannot be applied if it does not have a scientific basis);
3. planability (learning cannot be “out of the blue”; PT presupposes the achievement of the planned result);
4. efficiency and guaranteed results (if there are no real results, then such a PT has no right to exist);
5. comfort for the teacher and student (the learning process should not cause negative emotions).

Classification of teaching technologies (N.N. Surtaeva, O.B. Episheva, G.K. Selevko)

The modernization of education and a change in the educational paradigm at the beginning of the 21st century is associated, first of all, with improving the quality of the educational process based on the realization of the personal potential of students. Therefore, it seems promising to use learning technologies that involve a student-centered approach. The advantages of these technologies lie not only in strengthening the role and share of independent work of students, but also in the orientation of these technologies towards the development of the creative potential of the individual, individualization and differentiation of the learning process, promoting effective self-control and self-assessment of learning results.

Classification of educational technologies according to G.K. Selevko:

• in accordance with the level of application (general pedagogical, specific methodological, local (modular));
• in accordance with the philosophical basis (materialistic, idealistic, dialectical, humanistic, etc.)
• in accordance with the leading factor of mental development (biogenic, sociogenic, psychogenic);
• on a scientific concept;
• depending on the organizational form:
• Alternatives
• academic club
• to order
• Group
• differentiated learning;
• depending on the type of cognitive control:
• Classic lecture
• Training with TCO
• System Consultant
• Book learning
• Small group system
• machine learning
• Tutoring
• programmed control;
• when approaching the student:
• Authoritarian
• people-oriented
• humanistic-personal
• didactic-social-anthropo-pedocentric
• Collaboration technologies
• free education
• esoteric (emotional and psychological impact);
• according to the prevailing method:
• dogmatic (reproductive)
• explanatory and illustrative
• development policy education
• problematic search
• creative
• programmed training
• Independent work
• Play.

Real innovations in the field of pedagogy are a rare phenomenon; as a rule, this is a consideration in a new round of pedagogical, social, cultural achievements of long-forgotten pedagogical truths that were used earlier, in other conditions, in a different interpretation of teaching methods. Considering them in a new pedagogical, cultural, social situation gives rise to talk about new pedagogical technologies.

Classification of learning technologies according to O.B. Episheva

A group of subject-specific technologies built on the basis of didactic improvement and reconstruction of educational material (mainly in textbooks). In the technology of modular assessment (P. Jacevicienė, K. Vazina, I. Prokopenko, etc.), the emphasis is on the types and structure of modular programs (consolidation of blocks of theoretical material with the gradual transfer of knowledge cycles into activity cycles), learning assessment scales. In technologies “Ecology and dialectics” (L. Tarasov) and “Dialogue of cultures” (S. Bibler). (V. Bibler, S. Kurganov) - about restructuring the content of education in the directions of dialectization, culturalization and integration.

Technologies of differentiated learning (N. Guzik, I. Pervin, V. Firsov, etc.) and related group technologies focus on the differentiation of setting educational goals, group learning and its various forms, ensuring specialization of the educational process for different groups of students.

Technologies of developmental education - the child is placed in the role of an independent subject interacting with the environment. This interaction includes all stages of activity, each of which makes its own specific contribution to the development of the individual. At the same time, the motivational stage is important, according to the method of organization of which subgroups of developmental learning technologies are distinguished based on: cognitive interest (L. Zankov, D. Elkonin - V. Davydov), individual personal experience (I. Yakimanskaya), creative needs (G. Altshuller, I. Volkov, I. Ivanov), needs for self-improvement (T. Selevko). This group also includes the so-called nature-oriented technologies (learning to read and write - A. Kushnir, self-development - M. Montessori), the main idea of ​​which is to rely on the forces of development innate in the child, which cannot be realized without a prepared environment, and when creating In this environment, it is necessary to take into account sensitivity - the highest susceptibility to certain external phenomena.

Technologies based on a collective method of learning (V. Dyachenko, A. Sokolov, A. Rivin, N. Surtaeva, etc.) - learning occurs through communication in dynamic pairs, when each teaches the other, special attention is paid to ways of organizing the student’s workplace and the teaching aids used.

Technologies based on the personal orientation of the educational process - technology of developmental education, pedagogy of cooperation, technology of individualization of learning (A. Granitskaya, I. Unt, V. Shadrikov); based on the activation and intensification of students' activities - game technologies, problem-based learning, programmed learning, the use of schematic and drawing models of educational material (V. Shatalov), computer (new information) technologies (I. Robert and others). The latter use programming languages ​​to represent information and translate it into machine language.

The technology for improving general educational skills in elementary school (V.N. Zaitsev) is based on the following provisions: the main reason for children’s failure in school is poor reading; the psychological cause of poor reading and arithmetic is a lack of working memory; the basis for the development of general educational skills should be diagnostics and self-diagnosis; Continuity and constant maintenance of the achieved level of skills are important.

Alternative technologies, such as Waldorf pedagogy (R. Steiner), free labor technology (S. Fresne), probabilistic educational technology (A. Loboc), workshop technology (P. Collen, A. Okunev) represent an alternative to the classroom-task organization of educational process. These technologies use the pedagogy of relationships (rather than requirements), a nature-based learning process (which differs from a lesson both in concept and in the placement of pedagogical and educational accents), comprehensive training, training without rigid programs and textbooks, the project method and immersion methods, non-evaluative creative activity of students. This also includes the technique of integrating various school subjects, aimed at developing in students a clearer, unified picture of the world and worldview as a result of learning.

Classification of educational technologies

Differentiation of PT by type depends on the selected classifying feature. Let us consider in the summary table the classification according to the main characteristics:

Each of the existing pedagogical technologies can be classified according to several criteria at once.

For example, PT in secondary schools in our country can be classified (with a few exceptions) as general education, group, authoritarian, explanatory. In principle, this is a classic model of “education for all”, which has confirmed its right to exist with more than 400 years of experience.

Modern pedagogical technologies use both classical methods and techniques used for centuries, as well as innovative ones (including original ones). The choice of a specific PT is dictated by the circumstances of the current situation or the approved provisions of the educational institution.

I’ll explain with an example: let’s say a child comes to study at a music school. He has wonderful hearing and a magnificent voice. It would seem that practice vocals with him, and do not “torment” the child with other objects.

But the status of a music school implies that the student must receive a full set of knowledge in all musical subjects: in the specialty (learning to play a musical instrument), in solfeggio (hearing development), in choral singing, in musical literature.

This is a unified standard that provides a fairly clear framework for teachers in choosing educational technologies. Based on the completed course of study at a music school, the graduate is issued a state-issued certificate.

If the parents sent the child to study at a music studio for vocals, then he will be taught there mainly in singing. This course is not standardized, so the teacher has complete freedom regarding the choice of pedagogical technology. He can “give” the student a voice using the classical method or use the author’s method.

Types in additional education

A person-centered approach to learning has become most widespread in Russian centers of additional education. The following pedagogical technologies are recognized as innovative and most promising in the field of additional education:

• developmental training;
• programmed technologies;
• problem-research approach;
• collective technologies (including CSR, KTD, TRIZ);
• games;
• project approach;
• information and communication technologies (ICT);
• saving health.

Each direction has its own characteristics, order and range of application. A modern teacher must be able to operate with several techniques at once in order to find an approach to each student.

Developmental education

It implies a fundamentally new approach to the educational process, aimed at revealing the abilities, personal interests and qualities of each child. At the same time, the classical illustrative and explanatory method fades into the background. Developmental education is based on a set of principles:

• developing in a child a habit of thinking, rather than knowledge, skills and abilities;
• inclusion of the rational sphere and emotions in the educational process;
• children’s full awareness of the meaning of the learning taking place;
• comprehensive development of students with the leading role of theoretical knowledge;
• intensive study of material at a required high level of complexity;
• personal approach, lack of a rigid training structure and a lot of other principles.

The task of developmental methodology is the comprehensive formation of personality. The formula for successful learning using this approach: knowledge, skills, abilities + emotions and moral sphere + methods of mental activity + practical environment and activity + self-governing personal mechanisms.

Programmed training

The development of programmed technology in pedagogy has been carried out in the USA since the 50s. last century. The author of this approach, Professor B.V. Skinner, proposed systematizing and dosing the presentation of information. Training in accordance with this methodology requires the mandatory use of a teaching device (tablet, computer, interactive textbook, etc.) and an established algorithm for presenting small amounts of material. The method had one serious drawback - it did not provide a differentiated approach depending on the skills and level of training of the children.

A modernization of the approach was the branched Crowder algorithm, developed in 1960. The basis of the program was closed questions, depending on the answers to which the student received different sets of tasks.

Programmed learning formed the basis of the scientific work of the Russian teacher Bespalko, who gradated the types of teaching algorithms. The classification of the program approach he proposes is shown in the figure.

Along with them, modern software technologies in additional education for children include sophisticated block and modular algorithms.

Block

The model involves analyzing each topic into standard blocks. All of them take place in a strictly fixed sequence:

1. Block of theoretical information.
2. Checking the assimilation of new material.
3. Correction of the completed topic (work on mistakes).
4. Problem block (solving practical tasks based on a developed topic).
5. Final check and correction.

The listed actions are systematically repeated when analyzing a new topic. The transition to a new section is not carried out until the previous block is completed.

Modular

The essence of the approach is that the student independently determines the order of achieving the necessary goals. All educational information is divided into modules, each of which includes:

• information block;
• algorithm of actions necessary to achieve the goal;
• teacher's comments on the module.

Modular programming allows you to individualize learning and develop consciousness in students. Personalization is achieved by choosing the content of the material being studied, the pace of preparation and the level of independence. The functions of the teacher are reduced to motivating students and coordinating their work.

Problem-based, inquiry-based learning

It involves the use of educational technologies of additional education, built on the creation of problem situations by the teacher and the active work of students to resolve them. The advantage of the method is that the child does not receive knowledge in a ready-made form, but independently comprehends the necessary concepts and patterns.

The teacher launches the research algorithm in one of the following ways:

• direct formulation of problematic issues;
• bringing to a contradiction and finding a way to resolve it;
• consideration of an object or phenomenon from different points of view;
• motivating students to compare, generalize, analyze and draw conclusions.

The functions of a teacher using a research approach are to familiarize children with the lesson plan and issues. If necessary, a complex task is divided into simplified components. Students choose a solution algorithm, analyze the results, which lead them to one conclusion or another.

Collaborative technologies

Modern technologies in additional education, as a rule, are based on the organization of joint activities and active communication of students. Collective classes can take place in the following forms:

• group survey;
• discussion;
• brainstorm;
• dispute;
• viewing;
• conference and other non-traditional lesson formats.

Collective activities in a group can take place at three levels:

• full group work;
• paired learning;
• differentiated group work, when each participant is responsible for solving a specific task.

In this case, the teacher plays the role of a coordinator, a competent mentor and a person who regulates controversial situations that arise.

Peer learning (CSR)

The collective way of learning (CSR) allows you to simultaneously develop two important qualities: independence and communication skills with peers.

Peer learning can take place in different types of micro-groups:

• dynamic group (4 participants perform 1 task, divided into 4 parts);
• static pair (a union of 2 students, one of whom plays the role of a teacher, and the other - a student);
• variation pair (each group member completes the task assigned to him, discusses it with the teacher, and then passes on the learned material to other participants).

This training format allows each student to work at his own pace, increases responsibility for the success of the entire team, forms adequate self-esteem and ensures good assimilation of new information.

Creative activity (CTD)

Group training gives high results in creative activities. The goal of TKD is to develop the necessary skills in a child and teach them to use them in a particular area. The technology ensures joint work between the student and the adult mentor. In this case, certain forms of conducting classes are used:

• a game;
• work in creative laboratories and workshops;
• competition.

The teaching method is dialogue communication. To evaluate a student’s success, praise, awards, participation in competitions as the winner of qualifying stages, and exhibitions of works are used.

Modern educational technologies and methods

Modern educational technologies and methods

Bitkin V.A.

life safety teacher MKOU secondary school No. 1

Digory, Digory district, North Ossetia-Alania

"Technology"

- this is a detailed path for carrying out a particular activity within the framework of the chosen method.

"Pedagogical technology"

- this is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result.

Let us give some definitions of the concept of “educational technology”.

Pedagogical technology means a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin).

Pedagogical technology is a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

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

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, with the goal of optimizing forms of education (UNESCO).

Analyzing the above definitions, we can identify the criteria that constitute the essence of pedagogical technology:

-unambiguous and strict definition of learning goals (why and for what);

— selection and structure of content (what);

— optimal organization of the educational process (how);

— methods, techniques and means of teaching (with the help of what);

— taking into account the required real level of qualification of the teacher (who);

— objective methods for assessing learning outcomes (is this true).

Under the current conditions, the emergence of various technologies became natural. Here is a list of modern educational technologies (according to G.K. Selevko).

Lessons and extracurricular activities are the basis for the introduction of progressive pedagogical technologies in order to develop the social qualities, intellectual and creative abilities of children.

In this article I would like to consider those of the above technologies that I successfully implement in life safety lessons and in extracurricular activities.

Personality-oriented technologies

.

The goal of the technology of personality-oriented learning is the maximum development of the child’s individual cognitive abilities based on the use of his existing life experience. In accordance with this technology, an educational program is drawn up for each student, which is individual in nature, based on the characteristics inherent in this student, and flexibly adapts to his capabilities and development dynamics.

In the technology of student-centered learning, the center of the entire educational system is the individuality of the child’s personality, therefore, the methodological basis of this technology is the individualization of learning.

Personalization technology

learning (adaptive) – this is a learning technology in which an individual approach and an individual form of learning are a priority.

The main advantage of individual learning is that it allows you to completely adapt the content, methods and pace of a child’s educational activity to his characteristics, to monitor his every action and operation when solving specific problems; monitor his progress from ignorance to knowledge, make timely necessary corrections to the activities of both the student and the teacher, adapt them to the constantly changing, but controlled situation on the part of the teacher and the student. All this allows the student to work economically, constantly control the expenditure of his energy, work at the optimal time for himself, which, naturally, allows him to achieve high learning results.

An individual approach as a principle is implemented to one degree or another in all existing technologies, so individualization of learning can also be considered a “penetrating technology.”

Technologies for student-centered learning are closely related to problem-based learning. Research technology

(problem-based) learning, in which the organization of classes involves the creation of problem situations under the guidance of a teacher and the active activity of students to resolve them, resulting in the acquisition of knowledge, skills and abilities; the educational process is structured as a search for new cognitive guidelines. The child independently comprehends leading concepts and ideas, and does not receive them from the teacher in a ready-made form.

Problem-based learning technology involves the following organization:

 The teacher creates a problem situation, directs students to solve it, and organizes the search for a solution.

 The student is placed in the position of the subject of his learning, resolves a problematic situation, as a result of which he acquires new knowledge and masters new ways of action.

A special feature of this approach is the implementation of the idea of ​​“learning through discovery”: the child himself must discover a phenomenon, a law, a pattern, properties, a way to solve a problem, and find the answer to a question unknown to him. At the same time, in his activities he can rely on the tools of cognition, build hypotheses, test them and find the path to the right decision.

According to the specifics of problem-based tasks, there are three types of problem-based learning:

1. Theoretical research

. Training is based on the proposal and solution of theoretical educational problems by students. They themselves must answer the question posed.

2. Finding a practical solution

(practical creativity), i.e. ways of applying acquired knowledge in an unknown situation: design, discovery, invention. Training is based on the proposal and solution of practical educational problems and situations.

3. Development of artistic solutions

(artistic creativity) based on the ability of artistic perception and reflection of reality based on creative imagination, musical, visual, theatrical and other skills. (For example, write a fairy tale about how life safety helps us in life; staging skits, etc.).

The technology of research (problem-based) learning is a direct path to the project method,

which allows children to develop creative abilities, the desire to create themselves, and to realize themselves as creators. The very concept of “project” is borrowed from the Latin language and literally translated has a bright semantic connotation of “thrown forward.”

By determining the topic of the project, students develop motivation in acquiring new knowledge. The majority of gifted children with whom work is carried out using the problem-based method express a desire to engage in design.

I successfully use didactic game technology in many lessons. Gaming technologies

have means that activate and intensify the activities of students. They are based on pedagogical play as the main type of activity aimed at mastering social experience.

The following classifications of pedagogical games are distinguished:

-by type of activity (physical, intellectual, labor, social, psychological);

-by the nature of the pedagogical process (educational, training, cognitive, controlling, educational, developmental, reproductive, creative, communicative, etc.);

-according to gaming methods (plot, role-playing, business, simulation, etc.);

-according to the gaming environment (with and without an object, tabletop, indoor, outdoor, computer, etc.).

The goals of gaming technology education are broad:

-didactic: broadening one’s horizons, applying knowledge in practice, developing certain skills;

-educational: nurturing independence, cooperation, sociability, communication;

-developmental: development of personality qualities and structures;

-social: familiarization with the norms and values ​​of society, adaptation to environmental conditions.

The place of games in the lesson and the time allocated to the game depend on a number of factors in the preparation of children, the material being studied, the goals and conditions of the lesson, etc. For example, if the game is used as a training exercise for initial consolidation, then 5-10 minutes can be allocated to it. In the future, the same game can be played by repeating the material already covered. The same game can be used at different stages of the lesson.

Learning in our classes is carried out through active forms: games-competitions; quizzes; role-playing games; solving puzzles and solving riddles; Olympics; dictations, etc. This technology is effective only in combination with other methods and teaching aids. In my practice, I use them at various stages of the lesson and during extracurricular activities.

A personal approach, which can be represented by the formula “love + understand + accept + compassion + help,” is the most important factor determining the results of the educational process of children. A personal approach to the child is the basis of cooperation pedagogy.

Collaboration technology

is a joint work of equals. According to Amonashvili Sh.A., Shatalov V.F., Lysenkova S.N., it is necessary to teach students to work according to the principle: “do as I do.”

Cooperation is a joint developmental activity of adults and children, cemented by mutual understanding and joint analysis of its progress and results. Two subjects of educational activity (teacher and child) act together and are equal partners. For example, while studying the topic “Road Safety,” I first involved three students in the work, who independently worked through the material and prepared part of the lesson and a presentation demonstrating the practical application of the topic.

The conceptual provisions of cooperation pedagogy reflect the most important trends along which modern educational institutions are developing:

-transformation of pedagogy of knowledge into pedagogy of personality development;

-at the center of the entire educational system is the child’s personality;

-humanistic orientation of education;

-development of the child’s creative abilities and individuality;

- a combination of individual and collective approaches to education.

Basic principles of cooperation pedagogy:

-learning without coercion; - the right to your point of view;

- the right to make mistakes;

-success;

-majority.

Modern technologies also include health-saving technology

.

Health is a state of complete physical, spiritual and moral well-being. Working on the principle of health conservation, I use the following methods:

• comfortable start and end of the lesson,
• use of positive attitudes “I will succeed”, “I can handle it”;
• conducting various valeological pauses in class;
• gymnastics aimed at maintaining a high level of performance in the student and increasing stress resistance.

It is very important to constantly, step by step, instill in children the idea that they are the creators of their own health.

The success of using a new technology does not depend on the ability of the teacher to implement a certain teaching method in practice, but on the effectiveness and correctness of the application of the chosen method at a certain stage of the lesson, when solving a given problem and in working with a specific contingent of children.

Used sources

1. School›General pedagogical technologies

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1. Festival.1september.ru ›articles/609524/

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