The main psychological mechanisms of developmental education technology. "Technologies of Developmental Education

Content

Introduction

3. Technology of developing education DB. Elkonin - V.V. Davydova

Conclusion

Introduction

In recent years, the attention of teachers has increasingly been attracted by the ideas of developmental education, with which they associate the possibility of changes in the school. Developmental education is aimed at preparing students for an independent "adult" life. The main goal of a modern school is to ensure that schoolchildren acquire a certain range of skills, knowledge and skills that they will need in the professional, social, family spheres of life.

The theory of developmental learning originates in the works of I.G. Pestalozzi, A. Distervega, K.D. Ushinsky and others. The scientific substantiation of this theory is given in the works of L.S. Vygotsky. It received its further development in the experimental works of L.V. Zankova, D.B. Elkonin, V.V. Davydova, N.A. Menchinskaya and others. In their concepts, learning and development appear as a system of dialectically interrelated aspects of one process. Education is recognized as the leading driving force of the child's mental development, the formation of the whole set of personality traits in him: ZUN 1, COURT 2, SUM 3, SEN 4, SDP 5.

Currently, within the framework of the concept of developmental education, a number of technologies have been developed that differ in target orientations, features of content and methods. Technology L.V. Zankov is aimed at the general, holistic development of the personality, the technology of D.B. Elkonin - V.V. Davydova emphasizes the development of COURTS, technologies of creative development give priority to SES, the technology of G.K. Selevko focuses on the development of MSM, I.S. Yakimanskaya - on the SDP.

In 1996, the Ministry of Education of Russia officially recognized the existence of L.V. Zankov and D.B. Elkonin - V.V. Davydov. The rest of the developing technologies have the status of copyright, alternative ones. 6

In this paper, we will consider the concept of developmental education, as well as the developmental technologies of L.V. Zankov and D.B. Elkonin - V.V. Davydov.

1. The concept of developmental education

The problem of developing education is of interest to teachers of many generations: Ya.A. Comenius and J.J. Russo, I.G. Pestalozzi and I.F. Herbart, K. D. Ushinsky and others. In Soviet times, it was intensively developed by psychologists and teachers L.S. Vygotsky, L.V. Zankov, V.V. Davydov, D.B. Elkonin, N.A. Menchinskaya, as well as A.K. Dusavitsky, N.F. Talyzina, V.V. Repkin, S.D. Maksimenko and others. Naturally, at different historical times, researchers differently represent and interpret the very concept of developing education. The complexity and at the same time the positive side of the development of this topic lies in the organic, natural combination of the problems of pedagogy and psychology: teaching is a component of didactics, while development is a psychological process.

The term "developmental learning" owes its origin to V.V. Davydov. Introduced to designate a limited range of phenomena, it soon entered mass pedagogical practice. Today its use is so diverse that a special study is required to understand its modern meaning.

The concept of "developing learning" can be considered a meaningful generalization (VV Davydov). Its content, semantic meaning, relationships with the main psychological and pedagogical categories are revealed in this chapter in a number of definitions and generalizations.

Generalization 1. Developmental learning is understood as a new, active-active method (type) of training, which replaces the explanatory-illustrative method (type).

Personal development and its patterns

Personality is a dynamic concept: it undergoes changes during life, which are called development (progressive or regressive).

Development (progressive) is a process of physical and mental change of an individual in time, involving improvement, a transition in any of its properties and parameters from less to more, from simple to complex, from lower to higher.

The term "personality formation" is used as:

1) a synonym for "development", i.e. the process of internal personality change;

2) a synonym for "education", "socialization", i.e. creation and implementation of external conditions for the development of personality.

Properties and patterns of the development process. The development of personality occurs in accordance with universal dialectical laws. The specific properties (patterns) of this process are as follows.

Immanence: the ability to develop is inherent in a person by nature, it is an inalienable personality trait.

Biogenicity: the mental development of a personality is largely determined by the biological mechanism of heredity.

Sociogenicity: the social environment in which a person develops has a huge impact on personality formation.

Psychogenicity: a person is a self-regulating and self-governing system, the development process is subject to self-regulation and self-management.

Individuality: personality is a unique phenomenon, characterized by an individual selection of qualities and its own development.

Stages: personality development obeys the general law of cyclicality, undergoing stages of origin, growth, culmination, withering, decline.

Unevenness (nonlinearity): an individual is unique, each personality develops at its own pace, experiencing accelerations (spontaneity) and growth contradictions (crisis) that are randomly distributed in time.

Physical age determines the quantitative (limited) and qualitative (sensitivity) possibilities of mental development.

Generalization 2. Developmental learning takes into account and uses the patterns of development, adapts to the level and characteristics of the individual.

Education and development

The physical development of a child is carried out very clearly according to the genetic program in the form of an increase in the size of the skeleton, muscle mass, etc. It is also obvious that external conditions determine a huge range of results: a child can be more or less healthy, physically trained, and hardy.

What about the psyche, the personality? To what extent does the development of consciousness depend on learning and social conditions, and to what extent - on natural age maturation? The answer to this question is fundamentally important: it determines the boundaries of a person's potential capabilities, and, consequently, the goals and objectives of external pedagogical influences.

In the history of pedagogy, the problem is presented by two extreme points of view. The first (biologizing, Cartesian) proceeds from the rigid predetermination of development by hereditary or emanating from the Most High factors. Socrates said that the teacher is a midwife, he cannot give anything, but only helps to give birth.

The second (sociologizing, behavioristic), on the contrary, ascribes all the results of development to the influence of the environment. The odious Soviet academician T.D. Lysenko wrote: "A woman must give us an organism, and we will make a Soviet man out of it."

Modern science has established that every act of mental development is associated with the reflection in the brain of the external environment, it is appropriation, the acquisition of the experience of cognition and activity, and in this sense is learning. Education is a form of human mental development, a necessary element of development. Any learning develops and enriches the bank of memory and conditioned reflexes.

Learning and development cannot act as separate processes, they relate as the form and content of a single process of personality development.

However, here, too, there are two fundamentally different concepts (Fig. 1).

The concept of learning development (J. Piaget, Z. Freud, D. Dewey): a child must go through strictly defined age stages in his development (preoperative structures - formal operations - formal intelligence) before learning can begin to perform its specific tasks. Development always goes ahead of learning, and the latter is built on top of it, as if "teaching" it.

Rice. 1. The ratio of learning and development

Developmental learning concept: Learning plays a decisive role in a child's development. It became firmly established in the 20th century thanks to the works of Russian scientists L. S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, D.B. Elkonin, P. Ya. Galperin, E.V. Ilyenkova, L.V. Zankova, V.V. Davydova and others. In the interests of society and the person himself, training should be organized in such a way as to achieve maximum development results in a minimum time. It should go ahead of development, making the most of the genetic age-related prerequisites and making significant adjustments to them. This is provided by a special pedagogical technology, which is called developmental learning.

Generalization 3. In developing education, pedagogical influences anticipate, stimulate, direct and accelerate the development of hereditary personality data.

The child is the subject of his development

In the technology of developing education, the child is assigned the role of an independent subject interacting with the environment. This interaction includes all stages of activity: goal setting, planning and organization, implementation of goals and analysis of performance results. Each of the stages makes its own specific contribution to personality development.

In the activity of goal-setting, the following are brought up: freedom, purposefulness, dignity, honor, pride, independence.

When planning: independence, will, creativity, creation, initiative, organization.

At the stage of achieving goals: hard work, skill, diligence, discipline, activity.

At the stage of analysis, the following are formed: relationships, honesty, assessment criteria, conscience, responsibility, duty.

The position of the child as an object of learning (TO) deprives him in full or in part of the actions of goal-setting, planning, analysis and leads to deformations and development costs. Only in the full-fledged activity of the subject is the development of independence, a positive self-concept, the moral-volitional sphere of the individual achieved, self-realization, self-change occurs. Therefore, one of the main goals of developmental education is the formation of the subject of learning - the individual teaching himself.

The recognition of the role of the subject for the learner marks a change in the paradigm of mental development: sociologizing and biologizing theories of learning traditional for the 20th century are giving way to methods based on subjective, psychogenic factors of development.

Generalization 4. In developing education, the child is a full-fledged subject of activity.

An extremely important problem in this hypothesis is the motivation of the child-subject's activity. According to the method of solving it, the technologies of developing education are divided into groups that exploit various needs, abilities and other qualities of the individual as the basis of motivation:

Technologies based on cognitive interest (L.V. Zankov, D.B. Elkonin - V.V.Davydov),

On the needs of self-improvement (G.K.Selevko),

On the individual experience of a person (technology of I.S. Yakimanskaya),

For creative needs (I.P. Volkov, G.S. Altshuller),

On social instincts (I.P. Ivanov).

Development content

The modern stage of pedagogical practice is the transition from an information and explanatory teaching technology to an activity-developmental one, which forms a wide range of the child's personal qualities. Not only the acquired knowledge becomes important, but also the methods of assimilation and processing of educational information, the development of cognitive forces and the creative potential of students.

In an effort to develop individuality, the technology under consideration does not single out any of the listed groups of personality traits, it focuses on their all-round development.

Generalization 5. Developmental education is aimed at developing the entire totality of personality traits.

RO = ZUN + COURT + SUM + SEN + SDP

From this point of view, it would be more correct to call developing education developmental pedagogy, or developmental pedagogy.

Zone of proximal development

L.S. Vygotsky wrote: “Pedagogy should be guided not by yesterday, but by tomorrow child development". He distinguished two levels in the development of a child:

1) the sphere (level) of actual development - already formed qualities and what the child can do on his own;

2) the zone of proximal development - those activities that the child is not yet able to perform on his own, but which he can cope with with the help of adults.

The zone of proximal development is a greater or lesser opportunity to move from what the child knows how to do independently, to what he can, knows how to do in cooperation.

For development, it is extremely effective to constantly overcome the line between the sphere of actual development and the zone of proximal development - an area unknown, but potentially accessible for knowledge.

Generalization 6. Developmental learning takes place in the zone of proximal development of the child.

Determining the outer boundaries of the zone of proximal development, distinguishing it from the actual and inaccessible zone is a task that is solved so far only on an intuitive level, depending on the experience and skill of the teacher. 7

2. The system of developing education L.V. Zankova

Learning system L.V. Zankova emerged from an interdisciplinary study of the relationship between learning and development. The interdisciplinary nature was expressed, firstly, in the integration of the achievements of several sciences dealing with the study of the child: physiologists, defectologists, psychologists and teachers, and secondly, in the integration of experiment, theory and practice. For the first time, the results of scientific research through a psychological and pedagogical experiment acquired the form of an integral pedagogical system and, thus, were brought to their practical implementation.

Conclusion on the research problem: development occurs as a complex process of interaction of external and internal factors, that is, the individual, deep qualities of the child. This understanding of the relationship between training and development corresponds to a special type of training, in which, on the one hand, exclusive attention is paid to the construction of training, its content, principles, methods, etc. as reflecting social experience, social order, on the other - just as exclusive attention is paid to inner peace child: his individual and age characteristics, his needs and interests.

The general development of L.V. Zankov understands it as an integral movement of the psyche, when each neoplasm arises as a result of the interaction of his mind, will, feelings. At the same time, particular importance is attached to moral, aesthetic development. It is about the unity and equivalence in the development of the intellectual and emotional, volitional and moral.

Currently, the priorities of education are the ideals of developmental education: the ability to learn, subject and universal (general educational) methods of action, the child's individual progress in the emotional, social, cognitive spheres. To implement these priorities, a scientifically grounded, time-tested developmental pedagogical system is needed. This is the system of L.V. Zankov, which is characterized by the integrity and interdependence of its following parts.

The goal of the training is the optimal overall development of each child.

The task of teaching is to present students with a holistic wide picture of the world by means of science, literature, art and direct cognition.

Didactic principles - teaching at a high level of difficulty with observance of the measure of difficulty; the leading role of theoretical knowledge; awareness of the learning process; fast pace of passing educational material; work on the development of every child, including the weak.

Typical properties methodological system- versatility, procedurality, collisions, variability.

The upbringing of a person who meets the modern requirements of society is possible only if, according to the well-known statement of L.S. Vygotsky, teaching will run ahead of the child's development, that is, it will be carried out in the zone of proximal development, and not at the current, already achieved level. This psychological position, basic for the modern school, was comprehended by L.V. Zankov as a didactic principle: "teaching at a high level of difficulty with observance of the measure of difficulty." A prerequisite for its correct implementation is knowledge of the characteristics of the pupils, knowledge of the current level of their development. Constant study of the child, starting from his admission to school, allows us to accurately determine the maximum level of difficulty for each student for the proposed content and methods of its assimilation.

New knowledge about the personality of the student and the rethinking of the already known ones and were the scientific basis on the basis of which the next generation of training courses for primary grades, which are recommended for use in schools by the Ministry of Education and Science.

Below we will dwell on some of the essential features of modern elementary schoolchildren, which were taken into account when developing curricula... Through these features, we will reveal the meaning of the didactic system of L.V. Zankova.

In the unity of the intellectual and emotional in a child of primary school age, the emphasis is on the emotional, which gives impetus to the intellectual, moral, creative principle (the methodological property of versatility).

Collisions can be an impetus to search activity. They arise when:

The child is faced with a lack (excess) of information or methods of activity to solve the problem;

He finds himself in a situation of choosing an opinion, approach, solution, etc .;

He is faced with new conditions for using existing knowledge.

In such situations, learning does not go from simple to complex, but rather from complex to simple: from some unfamiliar, unexpected situation through a collective search (under the guidance of a teacher) to its resolution.

Implementation of the didactic principle of "teaching at a high level of difficulty with observance of the measure of difficulty" requires the selection and structure of content so that when working with it, students experience maximum mental stress. The degree of difficulty varies depending on the capabilities of each student, up to direct assistance. But first, the student must face a cognitive difficulty, which causes emotions that stimulate the search activity of the student, class.

Younger schoolchildren are characterized by syncretism (fusion, indivisibility) of thinking, it is enough low level development of analysis and synthesis. We proceed from the general idea of ​​development as a process of transition from low stages, which are characterized by fused, syncretic forms, to more and more dismembered and ordered forms, which are characteristic of high levels. Psychologists call this transition the law of differentiation. Obeys him mental development in general and mental development in particular. Consequently, at the initial stage of education, the child should be provided with a wide, holistic picture of the world, which is created by integrated courses. The courses arranged in this way are most consistent with the age characteristics of primary schoolchildren and the peculiarities of the modern information flow, which is not divided into separate areas of knowledge.

In accordance with these features, all training courses are built on an integrated basis. The course "The World Around" activates the links between knowledge about the Earth, its nature and the social and cultural life of a person, which takes place at a certain historical time, at certain natural conditions... The subtitles of the courses on the technology "Create, invent, try!" Speak for themselves. and "Handcrafted". "Literary reading" organically combines work on the perception of works of literature, music and visual arts. On the basis of broad intra-subject integration, a course of the Russian language is built, in which the language system, speech activity and the history of the language are presented in interconnections; on the same integration, a mathematics course is built, which organically combines the content of arithmetic, geometry, the beginnings of algebra, and the history of mathematics. In the music course, students' musical activities are organized as a unity of performance, listening and improvisation. In the course of this activity, knowledge about music, its history, about composers is integrated with knowledge of literature, fine arts, folklore.

L.V. Zankov decisively abandoned the practice, when each segment training course is considered as an independent and complete unit, when it is possible to move on to a new segment only after the previous one has been "thoroughly" mastered. “Genuine knowledge of each element,” writes L.V. Zankov, - he progresses all the time as he masters the other, subsequent elements of the subject and the awareness of the corresponding whole up to the entire training course and its continuation in the next classes. " This ensures the effectiveness of the didactic principle of "fast pace of passage of educational material." This principle requires constant progress. The continuous enrichment of the student's mind with versatile content creates favorable conditions for its ever deeper understanding, since it is included in a widespread system.

Thus, the development of the main, basic content indicated in the State Standards is carried out systematically:

1) propaedeutic study of the future program material, which is essentially related to the actual content for a given year of study;

2) its study while updating objectively existing links with previously studied material;

3) the inclusion of this material in new connections when studying a new topic.

The novelty of the content or educational situation is a prerequisite for organizing the process of developing education. Therefore, none of the textbooks, as well as in the previous editions, does not contain the sections “Repetition of the past”. The past is organically included in the study of the new. Thus, conditions are created for the repeated operation of the same content for a long time, which ensures its study in various connections and functions, and as a result leads to the strength of the assimilation of the material (a new level of implementation of the methodological property of procedurality and variance).

The next feature of students in primary grades is directly related to the previous ones: the mental operations of younger students (analysis, synthesis, generalization) are most productively carried out at the visual-effective, visual-figurative and, to some extent, verbal-figurative levels.

Let us name the important features of the educational and methodological kit, which is based on modern knowledge about the age and individual characteristics of a younger student. The kit provides:

Understanding the relationships and interdependencies of the studied objects, phenomena due to the integrated nature of the content, which is expressed in the combination of material of different levels of generalization (supra-subject, inter- and intra-subject), as well as in the combination of its theoretical and practical orientation, intellectual and emotional saturation;

Possession of concepts necessary for further education;

Relevance, practical significance of the educational material for the student;

Conditions for solving educational problems, social and personal, intellectual, aesthetic development of the child, for the formation of educational and universal (general educational) skills;

Active forms of cognition in the course of solving problematic, creative tasks: observation, experiments, discussion, educational dialogue (discussion of different opinions, hypotheses), etc.;

Research and design work, development of information culture;

Individualization of learning, which is closely related to the formation of motives of activity, extending to children of different types by the nature of cognitive activity, emotional and communicative characteristics, by gender. Individualization is realized, among other things, through three levels of content: basic, extended and in-depth.

In the learning process, a wide range of forms of education is used: classroom and extracurricular; frontal, group, individual in accordance with the characteristics of the subject, class characteristics and individual preferences of students.

To study the effectiveness of the development of curricula and the teaching materials developed on their basis, the teacher is offered materials on the qualitative accounting of the success of schoolchildren's education, including integrated testing, which corresponds to the position of the Ministry of Education and Science of the Russian Federation. Only the results of written work from the second half of the 2nd grade are evaluated by marks. The lesson point is not assigned.

The initial focus of curricula and teaching materials on the development of each student creates conditions for its implementation in all types of educational institutions (general education, gymnasiums, lyceums). eight

3. Technology of developing education DB. Elkonina - V.V. Davydova

The hypotheses of D.B. Elkonin - V.V. Davydova

a) many general theoretical concepts are available to children from preschool age; they accept and master them before they learn to act with their particular empirical manifestations;

b) the child's opportunities for learning (and, consequently, development) are enormous, but they are not used by the school;

c) the possibilities to intensify mental development lie primarily in the content of the educational material, therefore, the basis for developing education is its content, from which the methods of organizing training are derived;

d) increasing the theoretical level of educational material in primary school stimulates the growth of the child's mental abilities.

Features of the content

A special construction of the academic subject that simulates the content and methods of the scientific field, organizing the child's cognition of genetically original, theoretically essential properties and relationships of objects, the conditions of their origin and transformation.

Raising the theoretical level of education, transferring to children not only empirical knowledge and practical skills, but also "high" forms of social consciousness (scientific concepts, artistic images, moral values).

The developing nature of teaching in technology D. B. Elkonin - V.V. Davydov is primarily due to the fact that its content is built on the basis of theoretical knowledge. As you know, empirical knowledge is based on observation, visual representations, external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relations and connections. They are formed by genetic analysis of the role and functions of some general relations within an integral system of elements.

Meaningful generalizations. The system of theoretical knowledge is based on meaningful generalizations. It can be:

The most general concepts of science, expressing deep cause-and-effect relationships and patterns, fundamental genetically initial concepts, categories (number, word, energy, matter, etc.);

Concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);

Theoretical images obtained through mental operations with abstract objects.

Substantial generalization is the comprehension of an object not through its visual, external similarity with others, but through its hidden concrete relationships, through the contradictory path of its internal development.

Didactic structures. Deduction based on meaningful generalizations prevails in the didactic structure of academic subjects.

According to V.V. Davydov, the ways of mental actions, the ways of thinking are subdivided into rational (empirical, based on visual images) to reasonable, or dialectical.

Rational-empirical thinking is aimed at dismembering and comparing the properties of objects in order to abstract the formal community and give it the form of a concept. This thinking is the initial stage of cognition, its types (induction, deduction, abstraction, analysis, synthesis, etc.) are also available to higher animals, the difference is only in degree.

Reasonable theoretical, dialectical thinking is associated with the study of the nature of the concepts themselves, reveals their transitions, movement, development. At the same time, naturally, the rational logic enters the dialectical one as a logic of a higher form.

The essence of theoretical thinking, according to V.V. Davydov, is that this is a special way of a person's approach to understanding things and events by analyzing the conditions of their origin and development.

The basis of theoretical thinking is mentally idealized concepts, systems of symbols (acting as primary in relation to specific empirical objects and phenomena). In this regard, the methods of mental actions in the technology of D.B. Elkonin - V.V. Davydov, have a number of characteristic differences from the formal logical interpretation.

Content analysis is a way of discovering the genetically original basis of some integral object; it is aimed at finding and isolating an essential relation among its attendant and particular features.

Substantial abstraction is the selection of the initial general relationship in a given material and its formulation in sign-symbolic form.

Of particular importance in the technology of D.B. Elkonin - V.V. Davydov has a generalization effect. In formal logic, it consists in isolating essential features in objects and combining objects according to these features, bringing them under a general concept.

Empirical generalization proceeds from particular objects and phenomena through their comparison to a general empirical concept.

Theoretical, meaningful generalization, according to V.V. Davydov, is carried out by analyzing a certain whole in order to discover its genetically original, essential, universal relation as the basis of the internal unity of this whole.

The ascent from the abstract to the concrete is the use of meaningful generalization as a high-level concept for the subsequent derivation of other, more particular "concrete" abstractions. The ascent from the abstract to the concrete is general principle orientation of students in all the variety of actual teaching material.

Substantial reflection is the search and consideration of the essential foundations of one's own mental actions.

Thus, the content of an academic subject is a system of concepts, given not as a way to write off an object, but as a basis for its transformation, regulating the basis of methods for obtaining meaningful results. nine

The approaches of V.V. Davydov was originally developed for teaching schoolchildren, but a number of provisions can be useful in teaching adults.

Developing education according to V.V. Davydov is opposed to the existing traditional system of schooling, mainly directed from the particular, concrete, individual to the general, abstract, whole; from case, fact to system; from appearance to essence.

V.V. Davydov raised the question of the possibility of theoretical development of a new teaching system with a direction opposite to the traditional one: from the general to the particular, from the abstract to the concrete, from the systemic to the singular.

V.V. Davydov formulates the main provisions that characterize not only the content of academic subjects, but also those skills that should be formed in students when mastering these subjects in educational activities:

“The assimilation of knowledge of a general and abstract nature precedes the acquaintance of students with more specific and specific knowledge; the latter are deduced by students from the general and the abstract as from their unified basis.

The knowledge that constitutes a given academic subject or its main sections, students acquire, analyzing the conditions of their origin, thanks to which they become necessary.

When identifying the subject sources of certain knowledge, students should be able, first of all, to find in the educational material a genetically original, essential, universal relation that determines the content and structure of the object of this knowledge.

Pupils reproduce this attitude in special subject, graphic or letter models, which make it possible to study its properties in a pure form.

Students should be able to concretize the genetically initial, universal relation of the object under study in the system of private knowledge about it in such a unity that ensures the thinking of the transition from the general to the particular and back.

Students should be able to move from performing actions mentally to performing them externally and vice versa. ” ten

Conclusion

In the early 1930s, the outstanding Russian psychologist L.S. Vygotsky substantiated the possibility and feasibility of education focused on the development of the child. According to him, “pedagogy should focus not on yesterday, but on the future of child development ... Education is good only when it goes ahead of development” 11. Of course, L.S. Vygotsky in no way denied the need to assimilate knowledge, skills and abilities. But they are not the ultimate goal learning, but just a means of student development.

In the early 50s and 60s, L.V. Zankov tried to practically implement the ideas of developing education. He developed a new primary education system, but it was never implemented in the school.

At the beginning of the 60s, D.B. Elkonin, having analyzed the educational activity of schoolchildren, noted its originality and essence not in the assimilation of certain knowledge and skills, but in the child's self-measurement of himself as a subject. The foundation was laid for the concept of developmental learning, in which the child is viewed not as an object of the teacher's teaching objects, but as a self-changing subject of learning.

In the late 1980s, work began on the implementation of this concept. Programs have been developed and published, the creation of textbooks and teaching aids has begun, retraining of teachers who are starting to study in these programs has begun. The teacher is faced with the need to make a choice between the two teaching systems. If a creatively working teacher has to choose between different methods, forms and means of teaching, then this time he is offered a new goal. He must clearly understand where, to achieve what goal his name is, how reliable and realistic this path, on which he is invited to enter, is.

The ultimate goal of developmental learning is to have a need for self-change and be able to satisfy it through learning, i.e. to want, love and be able to learn.

For the first time, a child declares himself as a subject in preschool age(I myself!). But preschoolers have neither the need for self-change, nor the ability for it. Both that and another can develop only at school age. But whether this opportunity will be realized depends on a number of conditions that develop in the learning process.

Crossing the threshold of the school, the child immediately falls into submission to the requirements and norms, which are rigidly determined by the program, textbooks, and the teacher. There is no room left for the child to realize himself as a subject. But one should not look for an explanation of this fact in underestimating the laws of development, in the evil will of the teacher, in the undemocratic nature of the school education system. A conflict situation is generated by the very content of school education, which is based on methods of solving typical problems.

List of used literature

1 Knowledge, abilities, skills

2 Ways of mental action university students, Rostov-on-Don, "Phoenix", 2004, p. 144-145.

First of all, it is worth paying attention to the fact that at the moment there are many variations of the existing teaching and educational processes. At the same time, absolutely any performer or author who came into contact with this topic brings an exceptional individual approach and teaching and educational methods, which determines their author's origin. However, a lot of similar classifying characteristics are revealed, which equally both unite and share the general process of classification of teaching and educational technologies and methods. These include the versatility of the content, goals and applied copyright techniques, which can be conditionally divided into separate subgroups. The functional diagram of pedagogical technologies has a multilevel structure and is defined as follows. (Fig. 1).

By instrumental and essential properties (in particular, by the organization of training, the nature of the teacher-student interaction, target orientation), the following classes of pedagogical technologies are identified:

According to the leading factor of mental development: psychogenic, sociogenic, idealistic, and biogenic technologies. At the moment, it is considered accepted to believe that the aggregate component of the personality includes the influence of biogenic, psychogenic and sociogenic factors, but, nevertheless, the basic classification includes an orientation towards a separate forming factor. However, it should be borne in mind that so far no separate monotechnology has been identified that would classify all semantic aspects according to one clearly identified factor of manifestation psychological characteristics personality. Pedagogical technology should always be comprehensive and not monotheistic. In accordance with the analysis of specific psychological aspects, in the field of classified consideration, psychological and pedagogical technology gets its name.

On a philosophical basis: anthroposophical and theosophical, materialistic and idealistic, humanistic and inhuman, dialectical and metaphysical, scientific (scientistic) and religious, pragmatic and existentialist, free education, as well as classified by the type of coercion and other varieties.

According to the level of application, local (modular), private methodological (subject) and general pedagogical technologies are distinguished.

Taking into account the scientific conceptual assimilation of experience, the following are revealed: developmental, associative-reflex, gestalt technologies, interiorization, behavioral pedagogical technologies. Also in this aspect it is possible to mention some rare suggestive technologies and technologies of neurolinguistic programming.

Pedagogical technologies can be classified into personal structures by orientation: operational (the formation of methods of mental actions - COURT); information Technology(the formation of school knowledge, ability, skills in the subjects of ZUN); applied (the formation of an effective and practical sphere - SDP); self-development technologies (the formation of self-governing personality mechanisms - SUM) and heuristic (development of creative abilities).

According to the structure and nature of the content, it is customary to subdivide the following pedagogical technologies: educational and training, religious and secular, technocratic and humanitarian, professionally oriented and general educational, private and industry-specific, group and differentiated teaching methods, when the teacher has penetrating technologies, mono-technologies and complex ( polytechnology). It is also possible to distinguish the following types of names and functional units of pedagogical technologies according to the general classification (Fig. 2).

Monotechnologies are classified by the fact that they are characterized by the existence of one individualized idea, concept, or practically realizable position, which are combined when all factors are combined. Also, as part of the study of this technology, it was revealed the presence of a penetrating element, which is analyzed from the standpoint of the presence of certain catalysts and analyzers. Salnikova T.P. Pedagogical technologies: Tutorial/ M.: TC Sphere, 2012.- P.57.

Considering the position of V.P. Bespalko, within the framework of individualization of the principles of activation and construction of pedagogical systems and their classification, a number of the following general organizational principles were identified (Fig. 3).

Based on the position of V.P. Bespalko, it can be said that the dominant component of achieving a pedagogical effect is formed by a direct and immediate relationship between a teacher and a student, in which his social skills are formed, and cognitive activity also develops. In the presence of this factor, it is worth considering the necessary presence of an open communication (uncontrolled and uncorrected activity of students), carrying out work with direct cyclicality and periodicity (with control, self-control and mutual control), frontal work with absent-mindedness, characterized by individualization and manual (verbal) or automated ( by using training facilities) control. Based on these signs, Bespalko V.P. reveals the following series of pedagogical systems and didactic technologies:

1) classical lecture training (control - open, absent-minded manual);

2) teaching with the help of audiovisual technical means (open, diffuse automated);

3) "consultant" system (open, directed, manual);

4) learning with the help of a textbook (open, directed, automated) - independent work;

5) the system of "small groups" (cyclical, scattered manual) - group, differentiated ways of teaching;

6) computer training (cyclical, scattered, automated);

7) “tutor” system (cyclical, directed, manual) - individual training;

8) "software training" (cyclical, directed, automated); for which there is a pre-compiled program.

In practice, various combinations of these "monodidactic systems are usually used, the most common of which are:

The traditional classical class-lesson system of Ya.A. Kamensky, representing a combination of a lecture method of presentation and independent work with a book (didachography);

Modern traditional teaching using didachography in combination with technical means;

Group and differentiated teaching methods, when the teacher has the opportunity to exchange information with the entire group, as well as pay attention to individual students as a tutor;

Programmed learning based on adaptive programmed control with partial use of all other types.

A fundamentally important aspect in pedagogical technology is the position of the child in the educational process, the attitude of adults towards the child. Several types of technologies stand out here.

a) Authoritarian technologies, in which the teacher is the sole subject of the educational process, and the student is only an “object”, “cog”. They are distinguished by the rigid organization of school life, suppression of the initiative and independence of students, the use of demands and coercion.

6) Didactocentric technologies are distinguished by a high degree of inattention to the personality of the child, in which the subject also dominates - the object relationship of the teacher and the student, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, in contrast to the first, refers more to the nature of the content, and not to the style of pedagogical relations.

c) Personality-oriented technologies put at the center of the entire school educational system the personality of the child, ensuring comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve any abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentricity, humanistic and psychotherapeutic orientation and are aimed at versatile, free and creative development child.

Within the framework of personality-oriented technologies, human-personal technologies, technologies of cooperation and technologies of free education are distinguished as independent directions.

d) Humanitarian-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the idea of ​​full respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

e) Technologies of cooperation realize democracy, equality, partnership in the subject - the subject relationship of the teacher and the child. The teacher and the students jointly develop goals, content, give marks, being in a state of cooperation, co-creativity.

f) Technologies of free upbringing focus on providing the child with freedom of choice and independence in a greater or lesser sphere of his life. Making a choice, child the best way realizes the position of the subject, going to the result from internal motivation, and not from external influence.

g) Esoteric technologies are based on the doctrine of esoteric ("unconscious, subconscious") knowledge - Truth and the ways leading to it. Pedagogical process- this is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person (child) himself becomes the center of information interaction with the Universe. Selevko G. K. "Technologies of developing education" Moscow, "Public education", 2009.

The method, method, teaching tool determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed teaching, problem learning, developmental learning, self-development learning, dialogical, communicative, playful, creative, etc.

Mass (traditional) school technology, designed for the average student;

Advanced technology (in-depth study of subjects, gymnasium, lyceum, special education and etc.);

Compensatory learning technologies (pedagogical correction, support, alignment, etc.);

Various victimological technologies (surdo-, ortho-, typhlo- oligophrenopedagogy);

Technologies for working with deviant (difficult and gifted) children within the framework of a mass school.

And finally, the names of the big class modern technologies are divided into the content of those modernizations and modifications that the existing traditional system undergoes in them. Kirillova G. D. "Theory and practice of the lesson in the conditions of developing education" Moscow, "Education", 1980

Monodidactic technologies are rarely used. Usually studying proccess is constructed in such a way that a certain polydidactic technology is constructed, which unites, integrates a number of elements of various monotechnologies on the basis of some priority original author's idea. It is essential that the combined didactic technology can have qualities that exceed the qualities of each of the technologies included in it.

Usually, combined technology is called according to the idea (monotechnology) that characterizes the main modernization, does the greatest in achieving the learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished.

a) Pedagogical technologies based on humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, priority of personal relations, individual approach, not tough democratic governance and a bright humanistic orientation of the content. These include the pedagogy of cooperation, the humane and personal technology of Sh.A. Amonashvili, the system of teaching literature as a subject that forms a person E.N. Ilyina and others.

b) Pedagogical technologies based on the revitalization and intensification of students' activities. Examples: gaming technology, problem learning, learning technology based on abstracts of reference signals V.F. Shatalova, communication training E.I. Passova and others.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), technologies of individualization of learning (A.S. Granitskaya, Inge Unt, V.D.Shadrikov), forward-looking learning using support schemes with commented management (S.N. Lysenkova), group and collective methods of teaching (I.D. Pervin, V.K.Dyachenko), computer (information) technologies, etc.

d) Pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdniev, technology "Dialogue of Cultures" V.S. Bibler and S.Yu. Kurganova, the system "Ecology and Dialectics" L.V. Tarasova, the technology of the implementation of the theory of the stage-by-stage formation of mental actions by M.B. Volovich and others.

e) Nature-friendly, using the methods of folk pedagogy, based on the natural processes of child development; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.

f) Alternative: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frene, technology of probabilistic education by A.M. Pubis.

g) Finally, examples of complex polytechnologies are many of the existing systems of author's schools (of the most famous - "School of Self-Determination" by A.N. Tubelsky, "Russian School" by I.F. Goncharov, "School for All" by E.A. Yamburg, "School-Park" M. Balaban and others).

Description and analysis of pedagogical technology

The description of the technology presupposes the disclosure of all its main characteristics, which makes it possible to reproduce it.

Description (and analysis) of pedagogical technology can be presented in the following structure.

1. Identification of this pedagogical technology in accordance with the adopted systematization (classification system).

2. The name of the technology, reflecting the basic qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of modernization of the educational process.

3. Conceptual part ( short description guiding ideas, hypotheses, principles of technology, contributing to the understanding, interpretation of its construction and functioning):

Targets and orientations;

Basic ideas and principles (the main development factor used, the scientific concept of assimilation);

The position of the child in the educational process.

4. Features of the content of education:

Orientation to personal structures (3UN, COURT, SUM, SEN, SDP)

The volume and nature of the content of education;

Didactic structure curriculum, material, programs, presentation form.

5. Procedural characteristics:

Features of the methodology, application of methods and teaching aids;

Motivational characteristic;

Organizational forms of the educational process;

Control educational process(diagnostics, planning, regulations, correction);

6. Software and methodological support:

Curricula and programs;

Educational and methodological aids;

Didactic materials;

Visual and technical means learning;

Diagnostic tools.

As part of the analysis and examination of pedagogical technologies, first of all, it is worth taking into account its different planning and multidimensionality, while its conceptual connection is considered from the standpoint of modernity, democracy and humanism, alternativeness, as well as novelty (innovativeness). P.R. Atutov Technology and modern education/ NS. Atutov // Pedagogy. - 2011. - No. 2.-С.236.

As part of the study of the issue of modern pedagogical technologies, the content of the theory teacher education, the consideration should be made on the basis of the analysis of social order and developmental education, as well as from the standpoint of the principles of consistency and theories of general secondary education.

Considering this issue from the standpoint of procedural characteristics, it is worth noting the dominant presence of the complexity of all methodological means, the adequacy of the content of education to the contingent of students, controllability, optimality and appropriateness of the corresponding individual elements of education.

1. The system of developing education L.V. Zankov, can be called the technology of early intensive all-round development of the child's personality. An important feature of this system is that the learning process is aimed at the development of the child's personality and therefore education should be focused not so much on the whole class as a whole, but on each individual student. In other words, learning should be person-centered. At the same time, the goal is not "pull up" weak students to the level of strong ones, and reveal the individuality and optimally develop each student, regardless of whether he is considered "strong" or "weak" in the class.

Her target orientations:

Child personality development

High level overall development personality

Harmonization of content (development of the whole personality and creation of the basis for comprehensive harmonious development)

Learning should be ahead of development (ahead of it)

The child is the subject of the educational process

The aim of the training is to master the SUD (independent educational activity), and not ZUN (knowledge, skills and abilities).

Learning according to the L.V. Zankova does not reject or belittle the importance of acquiring actual knowledge, skills, and abilities that every educated person needs. It sets priorities in a slightly different way: the goal of promoting the child in general development is brought to the fore, and the assimilation of solid knowledge and skills becomes a means to achieve the general goal.

Didactic principles - For the most effective process of general development of schoolchildren L.V. Zankov developed the didactic principles of RO:

Purposeful development based on an integrated developmental system;

Consistency and high complexity of the content, adequate to the zone of proximal development of the child;

The leading role of theoretical knowledge (without belittling the importance of practical skills and abilities);

Learning at a high level of difficulty;

Progress in learning the material at a fast pace;

Awareness by the child of the learning process (the principle of consciousness turned to its activity);

Content problematization (collisions);

Variability of the learning process, individual approach;

Work on the development of all (strong and weak) children.

The didactic principles of L.V. Zankov's system:

1) training at a high level of difficulty;

2) the inclusion of the studied didactic units in the variety of functional connections (in the previous edition - the study of the material at a fast pace);

3) combination of sensory and rational knowledge (in the previous edition - the leading role of theoretical knowledge);

4) students' awareness of the learning process;

5) the development of all students, regardless of their level of school maturity.

Learning principle at a high level of difficulty is the leading principle of the system, its main idea is to create an atmosphere of intellectual activity of students, to provide them with the opportunity as independently as possible (with tactful guidance from the teacher) not only to solve the assigned educational tasks, but also to see and understand the difficulties that arise in the learning process and find ways to overcome them. Teaching at a high level of difficulty should be carried out in compliance with the measure of difficulty "in relation to the class as a whole, as well as to individual students, according to the individual originality of the assimilation of educational material."

The principle of including the studied didactic units in the variety of functional connections is revealed as follows. The activity of analytical comprehension of the educational material by younger schoolchildren quickly decreases if the students are forced to analyze the same unit of educational material for several lessons, perform the same type of mental operations (for example, select test words by changing the form of the word). It is known that children quickly get tired of doing the same thing, their work becomes ineffective, and the development process slows down.

To avoid this, it is recommended in the process of studying a particular unit of educational material to explore its connections with other units. Comparing the content of each part of the educational material with others, finding similarities and differences, determining the degree of dependence of each didactic unit on others, students comprehend the material as an interacting logical system.

The educational material is assembled into thematic blocks, which include closely interacting and dependent units. Their simultaneous study allows, on the one hand, to save study time, and on the other hand, it makes it possible to study each unit for more lessons. For example, if traditional planning takes 4 hours to study each of two units of material, then by combining them into a thematic block, the teacher gets the opportunity to study each for 8 hours. At the same time, due to the observation of their connections with other similar units, the previously studied material is repeated.

In the previous version of the principle, all this was called “ fast pace ". This approach, in an organic combination with teaching at a high level of difficulty and observance of the measure of difficulty, makes the learning process comfortable for both strong and low-performing students, that is, it also comes to the implementation of the principle of development of all students. In addition, it contributes to the realization the principle of students' awareness of the learning process , because, observing the relationship and interaction of all units of the material, and each unit in the variety of its functions, students are aware of both the content of the educational material, and the process of obtaining knowledge, the content and sequence of mental operations.

The essence of the principle of combining sensory and rational knowledge is "in the knowledge of the interdependence of phenomena, their internal essential connection." In order for the material to contribute to the development of the child's ability to independently comprehend the phenomena of the life around him, to think productively, it is necessary that work with him be based on the understanding of all terms and concepts. The key to understanding lies in the correct formation of concepts, which is carried out first on the basis of the intuitive-practical experience of students with the help of all analyzers available to them and only, then it is transferred to the plane of theoretical generalizations.

2. Elkonin-Davydov

Aimed at the mental, mental and personal development of the child.

The developing nature of teaching in technology D. B. Elkonin - V.V. Davydov is connected, first of all, with the fact that its content is built on the basis of theoretical knowledge.

Empirical knowledge is based on observation, visual representations, external properties of objects; conceptual generalizations are obtained by highlighting common properties when comparing objects. Theoretical knowledge, on the other hand, goes beyond sensory representations, is based on mental transformations of abstractions, and reflects internal relations and connections. They are formed by genetic analysis of the role and functions of some general relations, within a system of abstract elements.

The system of theoretical knowledge is based on meaningful generalizations. These can be: the most general concepts of science, expressing deep cause-and-effect relationships and patterns, fundamental genetic initial ideas, categories (number, word, energy, matter, etc.);

Concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);

Theoretical images obtained through mental operations with abstract objects. Substantial generalization is the comprehension of an object not through its visual, external similarity with others, but through its hidden concrete relationships, through the contradictory path of its internal development.

Example: the concept of "fruit" can be empirical if you define external signs (part of a plant, a born animal). And meaningful, if we abstract it to the general processes of development, change (generation, result of the development process).

In the technology of D.B. Elkonin - V.V. Davydov's teaching by solving educational problems is the main method.

Developmental learning technology

Developmental learning is understood as a new, active - activity type of learning, which is replacing the explanatory - illustrative type.

Developmental training:

Takes into account and uses the patterns of development, adapts to the level and individual characteristics individual;

Leads, stimulates, directs and accelerates the development of hereditary personality data;

Regards the child as a full-fledged subject of activity;

Aimed at the development of the entire totality of personality traits;

An essential feature of developmental learning is that itcreates a zone of proximal development, causes, prompts, sets in motion the internal processes of mental neoplasms.

The concept of "mental development" is used very widely, but there is no unambiguous answer to the question of what criteria can be used to judge a person's mind, the level of his mental development. All Russian psychologists admit that training plays a leading, decisive role in mental development. This follows from the social nature of man: his mental development is determined by the socio-historical conditions in which he lives. From the first days of his life, a child, under the influence of adults, begins to master the experience accumulated by previous generations, to actively "appropriate" it, that is, to make it a personal property. In the process of mastering this experience, the child's mental development takes place, the formation of his human abilities.

The main psychological principles of developmental education are:

• problematic learning;
• optimal development different types mental activity(from visual-effective, practical, visual-figurative, abstract, abstract-theoretical);
• individualization and differentiation of training;
• special formation of both algorithmic and heuristic methods of mental activity;
• special organization of anemic activity.

Under the influence of increasing requirements for school education Soviet psychologists began to study the "zone of proximal development" of children four decades ago. The task was to find out what are the possibilities of children's thinking, if the content and methods of teaching are changed so that they activate the development of abstract, abstract theoretical thinking. Experiments have brilliantly confirmed the hypothesis that children are much more capable than previously thought. It turned out that first graders can operate with abstract symbols, solve problems based on formulas, and master grammatical concepts.

J. Bruner wrote that any child at any stage of his development has access to any knowledge with adequate methods of presenting it.

Of course, the possibilities of children are not limitless. But studies have shown that with the appropriate organization learning activities they can be realized to a greater extent than with the pre-existing training system. Thus, the team, led by V.V.Davydov and D. B. Elkonin, proved the ability to form elements of theoretical thinking already in primary school age, to increase its share in cognitive activities children, go in learning from "abstract to concrete".

The solution to the problem often occurs intuitively, and in this process both practical and imaginative thinking, directly related to sensory support, play an essential role. The solution of the pedagogical problem in the verbal plan, on the basis of theoretical reasoning, should be carried out gradually, link by link. At the same time, it is impossible for a person to cover all the necessary links, which makes it difficult to establish a relationship between them. Inclusion in this process visual-figurative thinking makes it possible at once, "at a glance" to cover all the components included in the problem situation, and practical actions make it possible to establish the relationship between them, to reveal the dynamics of the phenomenon under study and thereby facilitate the search for a solution.

One of the important principles of developmental learning is optimal (meeting the goals of learning and mental characteristics child) development different types mental activity:abstract-theoretical, and visual-figurative, and visual-effective, practical thinking.

Educational activity requires mastering different methods of creating images, on different materials (based on descriptive text, drawings, pictures). Receptions educational work can have varying degrees of complexity, which is associated with varying degrees their generality. Mastering the techniques of educational work serves as the basis on which educational skills and abilities are formed in children. Skill and technique are not identical to each other. If a student forms his skill without first mastering a rational technique, then he often masters the wrong skill. For example, a student has mastered the ability to show natural areas on a map with a pointer. natural areas and on different physical maps, where the boundaries of the zones are not marked. However, when mentally "imposing" boundaries, for example, of the tundra, on a physical map, he does not use the landmarks available on the map (mountain ranges, river mouths); instead, he continually turns his head back and forth from the natural zone map to the physical map, stopping the pointer from moving. This student is a "copyist". He mastered the skill on the basis of an irrational reception.

Exists a system of teaching techniques that contribute to the development of the personality of students:

• transfer of learned techniques from a training task to a new one;
• search for new methods of educational work;
• management of their learning activities;
• generalization techniques.

Problematic presentation of knowledgeinvolves not only communicating the conclusions of science to the students, but, if possible, carrying them along the path of discovery, forcing them to follow the dialectical movement of thought to the truth and making them accomplices in scientific research.

Educational task in the technology of developing education is similar to a problem situation, but its solution consists not in finding a specific way out, but in finding a general method of action, a principle for solving a whole class of similar problems.The educational task is solved by performing certain actions:

Acceptance from a teacher or self-formulation of an educational problem;

Transformation of the conditions of the problem in order to discover the general relation of the studied object;

Modeling the selected relationship in subject, graphic and letter forms;

Transformation of the relationship model to study its properties in a "pure form";

Building a system of particular problems that can be solved in a general way;

Control over the implementation of previous actions;

Assessment of mastering the general method as a result of solving this educational problem.

It should be emphasized that any pedagogical innovations, including technologies of developing education, should be based on the results of preliminary psychological and pedagogical diagnostics, and the teacher must always be guided by the principle:"The main thing is not to harm!"

Purpose: development of the abilities of the organization and the use of developmental and personality-oriented technologies in the educational process.

Tasks

To teach how to classify and effectively use the advantages of developmental and student-centered technologies

To form the ability to organize the content of the subject in the specialty, guided by the provisions of developmental and personality-oriented technologies

To create an idea of ​​the advantages of these technologies when organizing training in individual subjects (using the example of specialty subjects, areas of training).

Plan

Technologies of developing, problem-based and student-centered learning.

Private subject technologies.

Specificity of lessons based on appropriate technologies.

Question 1. Technologies of developmental and student-centered learning

Fundamentals of Developmental Education Technologies... Developmental learning is understood as a new active-activity method (type) of learning, replacing the explanatory-illustrative method (type).

Progressive development of personality is a process of physical and mental change of an individual in time, involving improvement, a transition in any of its properties and parameters from less to more, from simple to complex, from lower to higher.

Developmental education is focused on the "zone of proximal development", i.e. on the activity that the student can perform with the help of a teacher.

Developmental learning takes place in the zone of proximal development (according to L.S.Vygotsky). Of all the technologies of developing education, the greatest interest for the experiment is the system of L.V. Zankov, technology by D.B. Elkonina-V.V. Davydov, the technology of self-developing education by G.K. Selevko and the system of developing education with a focus on the development of the creative qualities of the personality of G.S. Altshuller. The indicated innovative technologies, except for the last one, are technologies of school pedagogy, but their didactic principles are applicable to pedagogy. high school and can serve as a basis for the development of their university modification.

Among developing technologies, great interest is attributed to problem learning, since problem assignments and questions require students to apply knowledge and skills in a new learning situation, to obtain new ways to search for them. They are necessary for creative thinking, help students to master the methods of scientific knowledge, form an interest and a need for creative activity. From the explanatory dictionary Ozhegov S.I. and Shvedova N.Yu .: Creativity is the creation of new cultural or material values.

In the education system, it is advisable to use all three types of problem-based learning identified by M.N. Skatkin: 1) problem presentation of knowledge by the teacher, in which he poses a problem and shows the process of its solution, which is used only in the case when the educational problem is difficult to solve by the students themselves; 2) the teacher involves students in finding a way to solve the problem through heuristic conversation, where, through logically interrelated questions, students are brought to the correct conclusion; 3) the research method of teaching, in which students, having realized the problem, themselves outline a search plan, make assumptions, ponder, compare, observe, draw conclusions, generalizations.

The main difference between problem-based and traditional teaching lies in two points: they differ in the purpose and principles of organizing the pedagogical process.

The goal of the problem type of teaching is not only the assimilation of the results of scientific knowledge, the knowledge system, but also the very way of the process of obtaining these results, the formation of the student's cognitive initiative and the development of his creative abilities.

In problem-based learning, the teacher's activity consists in the fact that, if necessary, he explains the content of the most complex concepts, systematically creates problem situations, communicates facts to students and organizes their educational and cognitive activities so that, based on the analysis of facts, students independently draw conclusions and generalizations, with the help of the teacher, they form certain concepts, laws. As a result, students develop the skills of mental operations and actions, knowledge transfer skills, attention, will, and creative imagination develop.

Psychology has established a certain sequence of stages in a person's productive activity in a problem situation:

Problem situation

Problem

Finding ways to solve it

Solution

The full cycle of mental actions from the emergence of a problem situation to solving the problem has several stages:

the emergence of a problem situation;

awareness of the nature of the difficulty and the formulation of the problem;

finding ways to solve by guessing or putting forward proposals and justifying the hypothesis;

checking the correctness of the solution to problems.

One of the common methods of stimulating student activity is to pose problems while presenting a new topic. Formulation of the problem contributes to the formation of interest in the studied material, activation of students' thinking, makes it possible to draw the attention of students to a particular scientific problem. The problematic method, or puzzling, boils down to this: the teacher poses a problem to the students. This can be done with the help of questions (there may be one question, a system of questions, the question may concern any detail of the studied, around which all the material is built, etc.).

The problem can be posed using graphs, drawings, drawings, photographs, etc. Students' work on a problem is no less, and often more valuable, than the solution itself. Students remember the very reaction to the problem.

Work on a problem is successful when a problem situation arises. Techniques for creating problem situations.

Creation of a situation of choice, decision-making.

Comparison, juxtaposition of facts, phenomena.

Offer students to establish causal relationships, relationships between phenomena, processes.

Excursions into the history of discoveries, inventions.

Demonstration of techniques, facts illustrating the mismatch between theory and life experience of students.

Comparison of two or more approaches to explaining the same phenomenon.

Asking students questions requiring:

1. experiment, hypothesis;

   search for new relationships between phenomena;

   explanations of the same facts, phenomena from the standpoint of different sciences.

Problems are not interesting for students if they are not related to his life and are of a general nature. A problematic situation does not arise even when a student has a too low level of knowledge to solve a given problem, or, conversely, he finds a solution too quickly and he is not interested in the further course of reasoning.

For the formation of research skills, the development of critical and creative thinking, such a form of developing lessons as "brainstorming" has successfully proven itself, which involves the work of students in stationary microgroups, where it becomes possible to express their point of view to each participant, while relieving psychological stress before unsuccessful speech or erroneous statement.

The use of the principle of "learning as a discussion" is also important. The use of discussion is necessary when studying topics where unambiguous assessments are impossible. To teach students the skills of scientific discussion is the use of formalized debate in the classroom.

Personality-Oriented Technologies constitute such pedagogical innovations as the technology of "full assimilation of knowledge", "multilevel learning", "collective mutual learning", "inclusive learning", "modular learning", etc.

Technology of complete assimilation of knowledge... The technology of complete assimilation of knowledge sets a uniform fixed level of knowledge acquisition for students. Skills and skills, but makes time, methods, forms, working conditions variable for each student.

The key concept of this technology is the standard (criterion) for the complete assimilation of knowledge, i.e. planned learning outcomes. To be achieved by all students.

The main requirement for defining a standard is its operability and diagnostics. In other words, the goal setting should be brought to the level of unambiguous understanding by the teacher and the student of the planned indicators of complete assimilation of the educational material. For this purpose, goals are formulated through specific actions and operations that the student must perform in order to confirm the achievement of the benchmark. The goals of cognitive activity include:

knowledge - the student remembers and reproduces a specific educational unit (term, fact, concept, procedure, etc.);

understanding - the student transforms educational material from one form of expression to another, interprets, explains, summarizes, predicts the further development of phenomena, events, etc.

application - the student demonstrates the application of the studied material in specific conditions and in a new situation;

analysis - the student singles out the parts of the whole, reveals the relationships between them, realizes the principles of building the whole;

synthesis - the student demonstrates the ability to combine elements to obtain a whole that has novelty, for example, writes a creative essay, proposes an experiment plan, a solution to a problem.

The preparation of educational material with this technology consists in the allocation of educational units, fragments of educational information indicating the planned terms of study (several lessons, weeks, etc.) For each of the learning units, a control task (test) is prepared on a two-point scale (test - fail) ...

The teacher's activity within the educational unit assumes the following:

familiarization with learning objectives;

presentation of a general training plan;

the learning process, while the presentation of new material is carried out traditionally;

organization of the current check;

assessment of current results and identification of students who have both correctly and incorrectly mastered the educational element;

correctional work with students who have not achieved complete assimilation of knowledge, the organization of small subgroups of mutual assistance;

retesting those students who were assisted.

All of the above technologies deserve attention, but we would like to dwell on the application of the "modular learning" technology that is most adapted to the education system.

Modular training emerged as an alternative to traditional education, integrating everything progressive that has been accumulated in the pedagogical theory and practice of our time.

A module is a fairly complete integral block, where the educational material is built not by the logic of the subject, but by the logic of a scientific problem. Separate sections of the studied material can be divided into modules. In addition, the individual modules as a whole can be included in specific topics of subject courses. At the same time, their study will allow to generalize knowledge in several subjects at once, to reveal their scientific meaning, to establish real intersubject connections. The study of the module can be carried out at the expense of the time allotted for the generalization of classes in several subjects. The study of each module is built according to a certain scheme, which can be modified depending on the characteristics of the topic - the module and the conditions of the given school.

Module study scheme:

Introductory lecture

Concretization of the studied material

Independent work of students

Seminar, role play, project defense competition.

Knowledge control

At the first stage of work on the module, an introductory lecture is given. The introductory lecture addresses the most common issues of the module topic, which allows students to get a general idea of ​​the material being studied.

Then, at the second stage, in the lessons on the concretization of knowledge, the most complex issues of the topic are studied. It is possible to use problem learning here.

The rest of the questions of the module are offered to students for independent study at the third stage over a series of lessons. Self-study of the material can include the use of various technologies: peer learning technologies, collaboration technologies, problem learning technologies, etc. Students may be offered topics for preparing reports, abstracts or projects and a list of additional literature for independent work. In the lessons of independent work, students can engage in drawing up quizzes, crosswords.

In the third stage, during a seminar, workshop, project defense competition or role play, students present the results of their work, come up with generalizations that supplement the knowledge gained at the lecture, participate in discussions on the problems discussed.

At the fourth stage, students' knowledge is monitored.

It is planned in advance the number of hours that will be used to study the module as a whole and the number of hours that will be spent on studying the topic at each stage separately. If in the course of independent work of students it turns out that the students have mastered the educational material before the allotted time, then the hours for independent work are reduced. The remaining unused hours can be used while studying other modules.

Level differentiation technology. Level differentiation technology works well with collaborative learning and helps create an adaptive learning experience. In the lessons with the use of level differentiation, diagnostics are necessarily carried out to determine the development zone, the level of learning and the level of learning of students. A certain type of lesson has its own diagnostics. The level of learning - in the lessons of control, the level of learning - in the lessons of new material.

The task of the teacher with this approach is to teach children of the 1st level of learning (children who are characterized by inertia of thinking, inability to apply knowledge, and sometimes to perceive it, poor academic performance, etc.) to recognize, distinguish and remember what they see. It is necessary to strengthen self-confidence in such children by giving them feasible tasks of a mandatory level. To activate their cognitive activity with various interesting tasks. Increase positive motivation for learning.

Students of the 2nd level of learning, who have an average and normal level intellect who are able to comprehend the connections between concepts, possessing the skills of independent work, it is necessary to teach the laws, teach to understand and reproduce what has been learned.

Students of 3 levels of learning, who are able to generalize, highlight the main thing, analyze, combine theory with practice, it is necessary to support the desire to search, to creativity.

It must be borne in mind that the purpose of such training is not only the acquisition of knowledge, skills and abilities by each student at a level corresponding to his individual developmental characteristics. But the effect of socialization, the formation of communication skills, is also very important. The guys learn to work together, study, create, always be ready to help each other. It is important that students become friends not only while completing common tasks in the lesson, but their sympathy, friendly relations with each other, interest in the success of others are transferred to their lives outside of school, become qualities of their personality.

Combination benefits modular training, with collaboration technology and multilevel training in the following:

Not all students are ready to ask the teacher a question if they do not understand the material. When working in a group, during joint activities, students clarify unclear points from each other, if necessary, they are not afraid to turn to the teacher together.

Over time, everyone understands that the success of the group depends not only on memorizing ready-made information from the textbook, but also on the ability to independently acquire knowledge and skills and apply them in specific tasks.

Students form their own point of view, they learn to argue for it, to defend their opinion.

Children learn to communicate with each other, with a teacher, master communication skills.

A sense of camaraderie and mutual assistance develops.