G. K. Selevko. Modern educational technologies.
"Public Education". 1988, p. 14.
The concept of pedagogicaltechnologies.
Technology- er a set of techniques used in any business, skill, art (explanatory dictionary).
Pedagogical technology- a set of psychological and pedagogical attitudes,
defining the social set and arrangement of forms, methods, methods, teaching techniques,
educational means, it is the organizational and methodological tools of pedagogical
process. (B. T. Dikhachev).
Pedagogical theory- this is a description of the process of achieving the planned learning outcomes.
(I.P. Volkov).
Pedagogical technology- this is a meaningful technique for implementing the educational process. (V.P.
Bespalko).
Technology- this art, skill, skill, set of processing methods, changes
condition. (V.M. Shepel).
Education technology- is an integral procedural part of the didactic system. (M. Choshanov).
Pedagogical technology- this is a model of joint pedagogical activity thought out in all details 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 systematic method of creating, applying and defining the entire process of teaching, assimilation of knowledge, taking into account technology and human resources and their interaction, which aims to optimize forms of education. (UNESCO).
Pedagogical technology means the systemic totality and order of functioning of all personal and methodological means used to achieve pedagogical goals. (M.V. Kdorin).
Concept educational technology can be represented by three aspects:
1.Scientific. Educational technologies- a guest of pedagogical science, studying and developing goals, content, teaching methods and designing pedagogical processes.
2 Professionally descriptive: description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes.
3.Procedurally effective: implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical means.
Thus, educational technology functions as a science that explores the most rational ways of teaching and as a system of methods, principles and results used in teaching and the actual learning process.
Concept "Pedagogical technology" in educational practice it is used on three hierarchically subordinate conditions:
1. General pedagogical: general pedagogical (general didactic, general educational)
technology is synonymous with the pedagogical system: goals, content, means and
teaching methods, algorithm of activity of subjects and objects of the process.
2 Private methodological:private subjectpedagogical
technology- totality
methods and means for implementing the determined content of training and education within
one subject, class, teacher (methodology of teaching subjects, methodology
compensatory training, methods of work of teachers, educators).
3.Local (modular): local technology represents the technology of individual guests of the educational process (technology of individual types of activities, formation of concepts, lesson technology, acquisition of new knowledge, etc.)
Technology system- a conventional image of the process technology, dividing it into separate functional elements and indicating the logical connections between them.
Technologicalmap- description of the process in the form of a step-by-step, step-by-step sequence of actions (often in graphical form) indicating the means used.
Fingerless V.P. Componentspedagogical technologies.
Pedagogical system- the basis for the development of pedagogical technologies.
Any activity can be either technology,
or art. Art is based on intuition
technology - on science. It all starts with art
technology - ends so that then everything
started over.
1.1 .The essence of the pedagogical system.
By pedagogical system we understand a certain set of interrelated means, methods and processes necessary for an organized, purposeful and deliberate pedagogical influence on the formation of a personality with given qualities.
The structure of the pedagogical system currently appears to be the following interconnected set of invariant elements:
1 - students; 2 - educational goals (general and state); 3 - content of education; 4 -
principle of education and training; 5 - teachers or TSO (technical teaching aids); 6 - organizational forms of educational work.
Public-state order
The structure of the didactic task reflects the goal - the need to form certain personality qualities. Each didactic task is resolved with the help of adequate teaching technology; integrity is ensured by 3 components: organizational form, didactic process and teacher qualifications.
In the didactic process, a distinction is made between the educational process itself and the learning process.
What is the meaning of educational technologies?
Practical teaching should be transferred to the path of Preliminary Instructional Design
but educational process.
The design of the educational process determines the structure and content of the student’s educational and cognitive activity, which leads to high stability of success for almost any number of students.
An essential feature of pedagogical technologies is the process of goal formation.
The problem of goals is considered in 2 aspects:
1) diagnostic goal setting and objective quality control of students’ assimilation of educational material and
2) development of the personality as a whole.
4. Thanks to the idea of the subject of pedagogical technology as a project of a certain pedagogical system, it is possible to formulate an important principle for the development of pedagogical technology and its implementation in practice - the principle of integrity.
2. Diagnostic methodology for goal setting - starting point for developmentpedagogical technologies.
2.1. Diagnostic setting of educational goalsand education, problems and methods.
The goal in the pedagogical system must be set diagnostically, that is, so precisely and definitely that one can unambiguously draw a conclusion about the degree of its implementation and build a well-defined didactic process that guarantees its achievement in a given time.
The goal of training (upbringing) is set diagnostically if:
a) gave such an accurate and definite description of the personal quality being formed that it can be accurately differentiated from any other personality qualities.
b) there is a method (tool) for unambiguously identifying the diagnosed personality quality in the process of objective control of its formation^
c) it is possible to measure the intensity of the diagnosed quality based on control data,
d) there is a quality assessment scale based on measurement results.
2.2.Methodology of diagnostic description of the goal of forming the experience of students at the stage of operational goal formation.
Description and measurement of levels of assimilation of experience (see Bespalko V.P.)
3. Pedagogical technology as a means of guaranteed achievement of learning goals.
3.1. Didactic process pedagogical technology.;
The structure of the didactic process can be represented in in the form of 3 interrelated and interpenetrating components: motivational, the actual cognitive activity of students and the management of this activity by the teacher.
Motivationalstage.
Motivation- a process in psychological and pedagogical science as a result of which a certain activity for an individual transforms a certain personal meaning, creates its stability
interest in it and turns the externally created goals of his activity into the internal needs of the individual.
Motivation for any activity is a complex psychological process that develops over time.
Motivation for educational and cognitive activity does not arise spontaneously; its creation is a task and a sign of the teacher’s skill.
Pedagogical methods of forming motivation.
1) Interesting nature of classroom activities or textbook text.
Entertaining has a subordinate, auxiliary value, mainly helping to maintain interest in learning, rather than creating an initial motivational attitude towards academic work;
2) The technique of creating motivational and problematic situations is more effective. This is the formulation of special educational and cognitive problem tasks, which displays the practical meaning of studying a given topic by subjects.
Stage of educational and cognitive activity.
The assimilation of knowledge occurs only as a result of their own educational and cognitive activities.
ness. ,
To help the teacher organize the didactic process in accordance with the learning objectives, certain methods of considering the educational and cognitive activity of students are recommended, taking into account the specifics of the subject being studied.
Students’ fulfillment of all educational and cognitive actions assigned to them will be complete if periodic monitoring of the quality of assimilation is carried out.
3.2.Methodology research and evaluation efficiency didactic process.
The main goal of organizing the didactic process is to carry out the formation of the student’s personality in accordance with predetermined goals in perhaps a shorter time. The presence of goals and time are the main differences between the organizational didactic process and the spontaneous one.
To do this, it is necessary to develop the necessary and sufficient requirements (principle) for conducting any didactic research:
A clear and definite description of the essence of the scientific search for the problem, the degree of its research in pedagogical science and those new scientific problems that are supposed to be solved subsequently.
Selection and justification of didactic parameters in accordance with each research task and objective methods for monitoring the degree of their change in the course of research work.
A clear and reproducible description of the didactic process being studied and those processes that are control in the study.
Adequate statistical processing and meaningful interpretation of research results.
Conclusion.
Scheme of the stages of development of any educational technology. Components of pedagogicaltechnologies.
Analysis of students' future activities.
Determination of training content for each level of training.
Selection of organizational forms of training and education that are most favorable for the implementation of the labeled didactic process.
Preparation of materials (text situations) for the implementation of the motivational component of the didactic process on individual topics and specific classes.
Development of a system of educational institutions and their inclusion in the meaningful context of teaching aids.
Development of texts for objective control over the quality of assimilation of educational knowledge and actions, according to the goals and criteria of learning, assessment of the degree of assimilation.
Development of the structure and content of training sessions aimed at effectively solving educational and educational problems, planning lessons and homework for schoolchildren.
Testing the project in practice and checking the completion of the educational process.
FingerlessV. P. Textbook theory. Moscow,"Pedagogy";1988, pp.53-67.
3.2.Objective methodology for mastering quality control.
3.2.1.Goal setting for the quality of students' knowledge acquisition.
The degree of mastery of a student determines the perfection of his mastery of activities performed on the basis of assimilation of relevant information and “externally observed when he performs specially completed tests
The rules for performing an activity or its individual operations are called approximate OSnew activity (OOA).
Activities.
Algorithmic activity often called reproductive, because it is mainly performed by a person from memory.
♦ Examples of students' reproductive activities:
No new information is created during execution, it is simply imitative
activity;
Description of the features and properties of previously studied educational elements;
Calculation according to a proposed formula or a known calculation scheme, or activities according to instructions;
Presentation with analysis using known provisions;.
Retelling the information contained in the educational book in the same sequence;
Solving standard (adapted) problems.
Heuristic activity refers to productive. In the process of this activity, new information is created.
Examples of productive activities.
Solving non-standard problems;
Calculation using a self-selected formula;
Rationalization and inventive work;
Research work.
It should be emphasized that any activity is always remembered by a person on the basis of previously acquired information.
The development of a student's experience in studying a subject occurs through 4 levels of mastery.
1.2. Tests to identify the quality of what has been learned activities.
Tests-special testing tools.
Testing- a test to identify the properties of an object, used in combination with a very specific methodology for measuring and evaluating results (a general concept for doctors, engineers, psychologists).
The correct and complete method of performing a given activity for all operations, indicating among them the essential ones, i.e., reflecting the essence and content of the tests, is called standard. T (test) = 3 (task) + E (standard)
A test without a standard is not a test, but an ordinary control task.
Tests must meet certain requirements: adequacy (validity), certainty, simplicity, unambiguity and reliability.
A adequacy(validity) of a test is the exact correspondence of the content of the sample specified by the test to the meaning and content of the characteristic being detected.
Certainty- it is important that the student, when reading the test, understands well what activities he must perform, what knowledge he must demonstrate and to what extent.
Simplicity- the need to have in the test the clearest and most straightforward formulation of the activity task.
Unambiguity- tests should highlight some units that allow them to be conducted
confident processing and calculation in order to obtain a completely definite result.
Reliability- ensuring consistency of test results for one
and the same subject.
1.3. Techniques for constructing tests of various levels.
1. Zero level tests. The student’s readiness to perceive and assimilate new language
rial. It is based on the material of the academic subject to be studied.
Example: It is known that the training and education of the younger generation is carried out in pedagogical systems specially created for this purpose. The preliminary design of such systems is reflected in educational and methodological documents such as curriculum, training programs, teaching aids, and textbooks. These documents are different models in terms of the completeness of their representation of the pedagogical system.
Which model of the pedagogical system do you think is the most complete and specific?
a) curriculum; b) teaching aid (tool); c) curriculum; d) textbook. Reference: b) and d). Significant transactions - 2.
To check the quality of information assimilation, tests should be used that require the performance of recognition actions: a task to identify, distinguish or classify objects, phenomena and concepts, in which the result is the answer “Yes” or “No”.
2. First level tests. Algorithmic reproductive activity is performed by prompting,
because the answer is contained in the test itself.
In tests of this level there is no explanatory test on the basis of which the test task is formed. At this level, discrimination or selective tests are used.
Second level tests. These are special control tasks for checking and correcting assimilation, allowing you to reproduce and discuss information, and solve standard problems. These are tests -
productions, constructive tests.
Third level tests. These are atypical tasks that require heuristic activities to apply knowledge in real practical activities.
Example: Atypical task: “Develop a diagnostic technique for setting a goal for such a personality quality as hard work.”
Standard there is no.
5. Level 4 test. The ability of students to navigate and make decisions in
new, problematic situations.
Creating tests- is a complex pedagogical problem in itself.
Tests of the fourth level are problems, the solutions to which are creative activity, accompanied by the acquisition of objectively new information.
Creative path
Selevko German Konstantinovich was born on February 15, 1932 in Yaroslavl into a teacher’s family. He went to school at the age of seven and, being a very capable student, became an excellent student. But the difficult post-war years brought him to the chemical-mechanical technical school. He began his career at a factory, from where he was drafted into the Soviet Army and sent to a military flight school. Already at the technical school and college, the pedagogical talent of G.K. Selevko: he was always an assistant to teachers, helping those who were behind in their studies.
In 1954, having retired to the reserve due to staff reduction, he entered the Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, who graduated in 1959 with a degree in “Teacher of Physics and Fundamentals of Production.” He successfully combined his studies at the institute with his work as an evening school teacher, where his pedagogical (methodological) talent flourished and his first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.
In 1962, he entered graduate school at the Scientific Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 defended the academic degree of Candidate of Pedagogical Sciences.
After this G.K. Selevko comes to teaching, working simultaneously at school and at the Yaroslavl Pedagogical Institute. Here he goes from teacher to dean of the faculty.
In 1967 he was awarded the academic title of associate professor.
Work on training new teachers G.K. Selevko combined it with work to improve the qualifications of teachers in the city and region. His methodological works: “Electrical circuits and their diagrams in high school physics and electrical engineering courses”, “Fundamentals of molecular kinetic theory in high school”, “Issues of optics in elective courses”, a semi-programmed manual “Collection of problems for repeating a physics course” were distributed in all secondary schools in the region.
In 1974 G.K. Selevko is awarded the “Excellence in Public Education” badge.
In 1985, he was invited to create the Department of Pedagogy at the Yaroslavl Regional Institute of Advanced Studies. Working as the head of the department, Associate Professor G.K. Selevko contributed a lot of new things to the activities of this institution. Over the course of 10 years, the department headed by him trained personnel to open new departments. In 1989, for successful scientific and pedagogical activities, he was awarded the academic title of professor. Being a supporter of progressive pedagogical innovations, he initiated the creation in 1990 of the Faculty of Social Pedagogy at the Yaroslavl IPK.
During the period of the rise of the socio-pedagogical movement in the country, G.K. Selevko becomes an active advocate of school restructuring on the basis of humanism and democracy. He writes a number of articles on the pedagogy of cooperation, generalizes the experience of teachers in the region (“Improving the methodological training of students”, “Pedagogy of cooperation: methodological recommendations”, “New pedagogical thinking”, etc.). Leading the innovative work of educational institutions in the region since 1990, G.K. Selevko participated in the creation of most gymnasiums, lyceums and social and pedagogical complexes in the region. This experience has been summarized in a number of publications.
For active work in training teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.
In his research G.K. Selevko is consistently developing a technological approach to education. Within the framework of this approach, he developed original concepts: self-education of schoolchildren, the content of the work of the class teacher, a humane-personally-oriented approach to students, the concept of a social teacher, the concept of working with difficult children, as well as innovative educational technology - the technology of self-development and self-improvement of the personality of students, the basis which is the paradigm of self-development. Of particular importance in this case was the use and development at the technological level of the ideas of Academician A.A. Ukhtomsky about the education of the dominant self-improvement of the child’s personality. After publications in the central press, hundreds of educational institutions throughout Russia joined this technology. The technology of self-development and self-improvement of the personality of students has become a systematizing basis for building educational systems in educational institutions. This technology has not yet been included in any official document - neither in the Concept of Education, nor in any federal program, however, in recent years it has become widespread among the teaching people.
According to monitoring data, educational institutions using this technology significantly increase the social maturity of graduates.
The outpost for the practical development of the technology has become its experimental base, which includes more than 150 experimental sites in the Russian Federation and neighboring countries.
Recently, the experimental base has received powerful development: it has taken a new educational technology under its “scientific wing” International Academy of Sciences of Teacher Education (IASPE), established by the pedagogical community under the presidency of Academician of the Russian Academy of Education Vitaly Aleksandrovich Slastenin. In the structure of the academy, at the suggestion of Vice-President E.I. Artamonova, the “Center for Personal Development and Self-Development” was opened. It is he who helps the author of the technology coordinate the scientific and methodological activities of teacher-researchers. A competition is being held for the status of the federal experimental site of MANPO. 33 schools have already received diplomas, and there are about 130 more candidates for this status. The Center for Personal Self-Development of MANPO today has gained authority as a center for scientific research in the field of developmental technologies in education.
Teachers saw the main thing in the technology of personal self-improvement: its scientific natural basis , reliance on the patterns of age-related development of schoolchildren and their basic needs, the ability to educate the younger generation not through external (usually ineffective) influence, to use the innate mechanisms of self-development, and above all, the dominant mental activity.
The teachers were attracted not only by the current idea, but also by a comprehensive guide to its implementation, a complete program of action, substantiated by scientific and accessible theory, equipped with methodological apparatus, and practical training. And then it’s a matter of pedagogical technique, skill, professional understanding and mastering the methods and forms of educating children. Idea and books by G.K. Selevko encouraged teaching staff to think in this direction, and joint “brainstorming” (or even a “prolonged storm”) led many schools to the first gratifying results: technology marked the beginning of a fundamentally new quality of education for schoolchildren.
Currently G.K. Selevko is in the prime of her creative powers, developing a technology for self-development of a person’s personality as a continuous system from kindergarten to graduation from a vocational educational institution, enriching it with new practical tasks and situations, visiting schools, consulting teachers, listening to their advice. We contact those who are far away by email and regular mail (not all rural schools are connected to the Internet yet), send out teaching aids and electronic versions of textbooks for grades 4–11, electronic slide films for all grades, and a video presentation of technology . On the disks he has a huge amount of didactic materials, hundreds of socio-psychological tasks, test situations, illustrations, which teachers enthusiastically accept.
Since 2000, four interregional scientific and practical conferences have been held, at which more than a thousand teachers shared their experiences.
In 2000, G.K. Selevko was awarded a medal for the Order of Merit for the Fatherland, second degree.
But the main thing in life of G.K. Selevko is the “Encyclopedia of Educational Technologies”, published in two volumes in 2006 by the publishing house “Narodnoe obrazovanie”.
This unique educational and reference manual for teachers, students of pedagogical universities, institutes of the system of additional professional education, managers, methodologists and other educators contains a fairly complete description of about 500 educational technologies and will be indispensable in various courses of “Pedagogical Technologies”.
The work carried out by the author on the generalization and integration of pedagogical technologies, conceptual and methodological analysis made it possible to reveal the essence of modern pedagogical ideas and patterns that are reflected in specific technologies, to understand the potential possibilities of pedagogical management of the educational process and student development and to implement them in teaching practice.
The Encyclopedia of Educational Technologies creates a complete multidimensional view of the global educational space.
The methodological basis of the book is the concept of educational technology put forward by Professor G.K. Selevko, according to which technology is a combination of three main interrelated components: scientific, formal-descriptive and procedural-effective.
A long series of scientific and practical work.
These are works on methods of teaching physics, manuals for elective courses, textbooks for schoolchildren and teachers “Collection of problems in physics”, “Laboratory workshop on measurements”, “Pedagogical foundations of an engineer’s activity”, “Pedagogy of cooperation”, “New pedagogical thinking” and etc., in total more than 200 published scientific and methodological works.
Recommendations developed in the course of research are regularly published in the "Teacher's Newspaper", the magazine "Class Teacher" and other publications; conferences and seminars are held in many regions of the country to implement these recommendations into practice.
In 1998, the work of G.K. Selevko “Modern educational technologies”, recommended by the Ministry of General and Professional Education of the Russian Federation as a teaching aid for students of pedagogical institutes and students of advanced training institutes. In 2000, the above-mentioned work was recognized as a pedagogical bestseller. In 2005, the second edition received an award from the governor of the Yaroslavl region.
G.K. Selevko– full member of the International Academy of Sciences of Teacher Education.
German Konstantinovich actively participates in international cooperation, makes presentations at international symposiums and meetings, including in near and far abroad (Kazakhstan, Belarus, Slovakia).
Selevko German Konstantinovich- Candidate of Pedagogical Sciences, scientific director of the author’s “School of Dominant Personal Self-Improvement” (Rybinsk, Yaroslavl region).
Self-development learning technology includes all the essential qualities of developmental learning technologies and complements them with the following important features.
The child’s activity is organized not only as satisfaction of cognitive needs, but also of a number of other needs for personal self-development:
in self-affirmation(self-education, self-education, self-determination, freedom of choice);
in self-expression(communication, creativity and self-creativity, search, identification of one’s abilities and strengths);
in security(self-determination, career guidance, self-regulation, collective activity);
in self-actualization(achieving personal and social goals, preparing oneself for adaptation in society, social tests).
The goal and means in the pedagogical process becomes dominant personality self-improvement, including attitudes towards self-education, self-education, self-affirmation, self-determination, self-regulation and self-actualization. The idea of personality development based on the formation of a dominant self-improvement belongs to the outstanding Russian thinker A. A. Ukhtomsky
Teaching technology based on the use of motives for personal self-improvement represents a new level of developmental training and can be called self-developmental training.
Classification characteristics
By level of application: general pedagogical.
On a philosophical basis: humanistic, anthroposophical.
According to the main development factor: psychogenic.
According to the concept of assimilation: associative-reflex + developmental.
By orientation to personal structures: moral-volitional self-government of the individual - SUM.
By the nature of the content: educational, secular, general education, humanistic.
By type of cognitive activity management: small group system + software.
By organizational form: classroom + club.
By approach to the child: pedagogy of cooperation.
By the prevailing method: developing + self-developing.
Goal Accents
Formation of a self-improving person (homo self-studius, self-made men).
Formation of SUM - self-governing mechanisms of personality.
Nurturing the dominant self-improvement, self-development of the individual.
Formation of an individual style of educational activities.
Conceptual provisions
The student is a subject, not an object of the learning process. -,
Training is prioritized over development.
The training is aimed at comprehensive development with a priority area - SUM.
The leading role of theoretical, methodological knowledge.
Additional hypotheses
All the highest spiritual needs of a person - for knowledge, for self-affirmation, for self-expression, for self-actualization - are aspirations for self-improvement and self-development. Using these needs to motivate learning means opening the way to improving the quality of school education.
The dominant of self-improvement - an attitude towards conscious and purposeful improvement by an individual of himself - can be formed on the basis of the needs of self-development.
Internal processes of self-improvement can and should be influenced by organizing the external part of the pedagogical process, including special goals, content, methods and means.
The system of self-development education (SDT), based on the use of motives for personal self-improvement, represents a higher level of developmental education and is the best continuation of primary level development technologies based on cognitive motives.
Content Features
SRO includes three interconnected, interpenetrating subsystems (Fig. 19).
1. "Theory"- mastering the theoretical foundations of self-improvement. A significant, fundamentally important component is being introduced into the school curriculum - the course “Personal Self-Improvement” from grades I to XI.
2. "Practice"- formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon.
3 . "Methodology"- implementation of forms and methods of self-development training in teaching the fundamentals of science.
ZUN. The content of the fundamentals of science is determined by the current educational standards.
Variations in the didactic structure of educational subjects (enlargement of didactic units, deepening, immersion, advance, integration, differentiation) are determined by didactic approaches to their study. In the general context of special subject knowledge, general educational skills and knowledge, as well as related knowledge, are of particular importance.
A special group of knowledge bases is represented by knowledge of the course "Personal Self-Improvement" which serves as a system-forming and integrating theoretical basis for the entire process of school education.
The course provides the child with basic psychological and pedagogical training, a methodological basis for consciously managing his development, helps him find, understand and accept goals, a program, and learn practical techniques and methods for his spiritual and physical growth and improvement. This course implements the position about the leading role of theory in personality development; it is the theoretical basis for all educational subjects.
The course is built taking into account age capabilities and presents the following structure by class.
Grades I-IV - Basics of ethics (self-regulation of behavior);
V class - Know yourself (personality psychology);
VI class - Do yourself (self-education);
VII grade - Learn to study (self-education);
VIII class - Culture of communication (self-affirmation);
IX class - Self-determination;
X class - Self-regulation;
XI class - Self-actualization.
COURT. Methods of mental action are the operational part of the intellect; they dispose, manage, and apply the information available in the ZUN storehouses. At the same time, COURTS in a conscious form represent a special kind of knowledge - methodological, evaluative and ideological.
In SRO technology, much attention is paid to this knowledge: it is acquired both in a special course and when studying the fundamentals of science.
In the educational process, the entire arsenal of methodological techniques for forming SUDs in the technology of D.B. Elkonin - V.V. Davydov is used, with the only difference being that empirical (classical logical) methods of mental action are used on an equal basis with theoretical (dialectical logical) methods.
Within each academic subject, connections are established with the course “Personal Self-Improvement”.
SUM. The most important quality of the self-governing complex, underlying the purposeful activity of a person, is the psychological dominant. It represents the dominant focus of excitation in the nervous system, giving the mental processes and behavior of the individual a certain direction and activity in this area. The Russian physiologist and philosopher A.A. Ukhtomsky created the theory of dominance and substantiated the need for education dominants of constant moral self-improvement. For this purpose, SRO technology provides:
The child’s awareness of the goals, objectives and opportunities for his development;
Participation of the individual in independent and creative activities;
Adequate style and methods of external influences.
One of the concentrations for the formation of SUMs is the course “Personal Self-Improvement”. During classes, half of the teaching time is devoted to practical, laboratory and training forms of work, including
Psychological and pedagogical diagnostics and self-diagnosis of students;
Drawing up self-improvement programs by sections and periods of development;
Understanding, reflection of life activity;
Trainings and exercises on self-education, self-affirmation, self-determination and self-regulation.
Another focus of the formation of SUMs is creative activity as the main area of personal self-improvement; here interests, inclinations, abilities, positive aspects of the self-concept are formed, and self-discovery of the individual occurs.
The creative activities of students are organized in the system of the school’s club space, which includes creative associations of interests and areas, extracurricular work in subjects, social activities, participation in olympiads, competitions, competitions. In addition, extracurricular creative activities are organized according to the teaching and educational system of I.P. Volkov.
The club space makes an irreplaceable contribution to the formation of a positive self-concept, convinces the child of the enormous possibilities of his personality (I can, I am capable, I am needed, I create, I am free, I choose, I evaluate).
SEN. The sphere of aesthetics and morality in SRO is widely represented both in the curriculum and in extracurricular creative activities by universal human values. But the most important thing is, given the current climate of lack of ideology and faith in our society and in school, the formation of the ideal of self-improvement as the meaning of life, combined with the individual’s faith in himself, which will be the ideological basis of the new system of upbringing and education.
Features of the technique
Main motivation: moral-volitional + cognitive. Teacher position: a business partner, a senior comrade who knows a higher truth.
Student position: freedom of choice, self-determination.
The main task of private methods in SRO is to form a dominant (psychological attitude) in students for self-improvement. To achieve it, adequate style and methods of external influences and the way of life of the child are of considerable importance. In a school setting, they are created by humane-personal relationships and the methodological organization of the educational process.
Interpersonal relationships “teacher-student” are determined by a humane-personal approach (“to love, understand, accept, sympathize, help”). Reliance on positive stimulation (pedagogy of success), denial of external coercion, cooperative partnerships create conditions for satisfying the needs of self-improvement, and orient the student towards developing positive creative dominant behavior.
The organization of the educational process in subjects is based on
Shifting the emphasis from teaching to learning;
Transforming pedagogical guidance of self-education and self-education of the individual into a priority for organizing the educational process;
The use of moral-volitional motivation for activity (along with cognitive);
Priority of independent methods and techniques.
The general methodological level of the educational process is created by the richness and variety of methods used. To create conditions for self-determination (opportunities for self-testing) of a child in various styles and methods of activity, SRO uses a system for planning methods used in academic subjects. Each student during the period of study must work in all the most important methodological modes (technologies).
In SRO technology, the organization of mutually agreed upon education of students, teachers and parents, coordination of the functioning of all three subsystems: theory, practice and methodology is of great importance.
Literature
I. Bardin K.V. How to teach children to learn. - M., 1987.
2 Berne R. Development of self-concept and education - M., 1986.
3. Gazman O.S. and others. New values of education. Vol. 2. - M., 1996.
4. Kovalev A.G. The personality educates itself. - M., 1989.
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Academician of MANPO, professor, candidate of pedagogical sciences
Creative path
Selevko German Konstantinovich was born on February 15, 1932 in Yaroslavl into a teacher’s family. He went to school at the age of seven and, being a very capable student, became an excellent student. But the difficult post-war years brought him to the chemical-mechanical technical school. He began his career at a factory, from where he was drafted into the Soviet Army and sent to a military flight school. Already at the technical school and college, the pedagogical talent of G.K. Selevko: he was always an assistant to teachers, helping those who were behind in their studies.
In 1954, having retired to the reserve due to staff reduction, he entered the Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, who graduated in 1959 with a degree in “Teacher of Physics and Fundamentals of Production.” He successfully combined his studies at the institute with his work as an evening school teacher, where his pedagogical (methodological) talent flourished and his first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.
In 1962, he entered graduate school at the Scientific Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 defended the academic degree of Candidate of Pedagogical Sciences.
After this G.K. Selevko comes to teaching, working simultaneously at school and at the Yaroslavl Pedagogical Institute. Here he goes from teacher to dean of the faculty.
In 1967 he was awarded the academic title of associate professor.
Work on training new teachers G.K. Selevko combined it with work to improve the qualifications of teachers in the city and region.
In 1974 G.K. Selevko is awarded the “Excellence in Public Education” badge.
In 1985, he was invited to create the Department of Pedagogy at the Yaroslavl Regional Institute of Advanced Studies. Working as the head of the department, Associate Professor G.K. Selevko contributed a lot of new things to the activities of this institution. Over the course of 10 years, the department headed by him trained personnel to open new departments. In 1989, for successful scientific and pedagogical activities, he was awarded the academic title of professor. Being a supporter of progressive pedagogical innovations, he initiated the creation in 1990 of the Faculty of Social Pedagogy at the Yaroslavl IPK.
For active work in training teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.
In his research G.K. Selevko is consistently developing a technological approach to education. Within the framework of this approach, he developed original concepts: self-education of schoolchildren, the content of the work of the class teacher, a humane-personally-oriented approach to students, the concept of a social teacher, the concept of working with difficult children, as well as innovative educational technology - the technology of self-development and self-improvement of the personality of students, the basis which is the paradigm of self-development. Of particular importance in this case was the use and development at the technological level of the ideas of Academician A.A. Ukhtomsky about the education of the dominant self-improvement of the child’s personality.
The outpost for the practical development of the technology has become its experimental base, which includes more than 150 experimental sites in the Russian Federation and neighboring countries.
In 2000, G.K. Selevko was awarded a medal for the Order of Merit for the Fatherland, second degree.
But the main thing in life of G.K. Selevko is the “Encyclopedia of Educational Technologies”, published in two volumes in 2006 by the publishing house “Narodnoe obrazovanie”. The work carried out by the author on the generalization and integration of pedagogical technologies, conceptual and methodological analysis made it possible to reveal the essence of modern pedagogical ideas and patterns that are reflected in specific technologies, to understand the potential possibilities of pedagogical management of the educational process and student development and to implement them in teaching practice.
Selevko German Konstantinovich (February 15, 1932, Yaroslavl) - academician of the MANPO, professor, candidate of pedagogical sciences
He began his career at a factory, from where he was drafted into the Soviet Army and sent to a military flight school. Already at the technical school and college, the pedagogical talent of G.K. Selevko: he was always an assistant to teachers, helping those who were behind in their studies.
In 1954 he entered the Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, who graduated in 1959 with a degree in “Teacher of Physics and Fundamentals of Production.” He successfully combined his studies at the institute with his work as an evening school teacher, where his pedagogical (methodological) talent flourished and his first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.
In 1962 he entered graduate school at the Scientific Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 defended the academic degree of Candidate of Pedagogical Sciences.
After this G.K. Selevko comes to teaching, working simultaneously at school and at the Yaroslavl Pedagogical Institute. Here he goes from teacher to dean of the faculty. In 1967 he was awarded the academic title of associate professor.
In 1985, he was invited to create the Department of Pedagogy at the Yaroslavl Regional Institute of Advanced Studies. Working as the head of the department, Associate Professor G.K. Selevko contributed a lot of new things to the activities of this institution. Over the course of 10 years, the department headed by him trained personnel to open new departments. In 1989, for his successful scientific and pedagogical activities, he was awarded the academic title of professor. Being a supporter of progressive pedagogical innovations, he initiated the creation in 1990 of the Faculty of Social Pedagogy at the Yaroslavl IPK.
For active work in training teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.
G.K. Selevko develops a technology for self-development of a person’s personality as a continuous system from kindergarten to graduation from a vocational educational institution, enriches it with new practical tasks and situations, goes to schools, consults teachers, listens to their advice.
Since 2000, four interregional scientific and practical conferences have been held, at which more than a thousand teachers shared their experiences.
But the main thing in life of G.K. Selevko is the “Encyclopedia of Educational Technologies”, published in two volumes in 2006 by the publishing house “Narodnoe obrazovanie”.
German Konstantinovich actively participates in international cooperation, makes presentations at international symposiums and meetings, including in near and far abroad (Kazakhstan, Belarus, Slovakia).
Books (5)
Know yourself
A collection of developmental activities for fifth grade students. Textbook, collection of developmental activities.
The book opens the “Personal Self-Improvement” series and is intended for fifth-grade secondary school students as a teaching aid in the “Know Yourself” section.
It provides various information about personality psychology. The basic qualities of a person in the moral, mental, volitional and emotional spheres are considered, and methods of self-knowledge and self-esteem are given.
Realize yourself. Collection of developmental activities for 11th grade students
The book is devoted to the formation of the personality of a graduate who strives to realize all his potentials, has a sense of social responsibility, and knows how to use and increase the spiritual and material wealth of society.
The books are intended for students and teachers, psychologists and educators, as well as for a wide range of readers interested in the problems of personal development and self-improvement.
Encyclopedia of educational technologies. Volume 1
Encyclopedia of educational technologies. Volume 2
The book is a teaching aid of a new generation.
About 500 teaching, educational and socio-educational technologies are presented; a separate chapter highlights pedagogical technologies based on the use of modern information tools.
The methodological basis of the book was the concept of educational technology by G.K. Selevko, according to which technology is a combination of three main interrelated components: scientific, formal-descriptive and procedural-effective.
In each of the technologies, the scientific and conceptual basis is clearly traced, the essence and features of the content and methods used are outlined, and the material necessary for mastering is given. The characteristics of technologies are provided with examples of their historical and genetic prototypes (section “Forerunners, varieties, followers”). The manual also includes control questions about the contents of the chapters and answers to them.
The book orients the reader in the world of educational technologies of the present and past, and introduces some technologies of the future.
Intended for a wide range of educators, teachers and students of pedagogical, psychological and socio-pedagogical specialties.