PEDAGOGICAL TECHNOLOGIES: CONCEPT, STRUCTURE AND CONTENT
Keywords:
technology, pedagogical technology, structure, educational technologiesAbstract
Objective: generalization of scientific approaches to the interpretation of the term «pedagogical technology», revealing of its structure and content.
Methodology: the following theoretical methods to attain the purpose of the study and solve particular tasks are used: comparative analysis of educational literature to identify and study the essence of the phenomenon of «pedagogical technology»; synthesis of scientific and theoretical data to reveal the structure of pedagogical technology and its content.
Scientific innovation: views of scientists on the interpretation of the term «pedagogical technology» are considered; the stages of development of pedagogical technologies in the global educational system are highlighted; the facts concerning the structure and content of pedagogical technologies are represented.
Conclusions: scientific evidence indicates that in modern pedagogical science and educational practice pedagogical technology operates in four dimensions: scientific, procedural and effective, procedural and descriptive, compound. In the scientific context pedagogical technology is considered as a new branch of pedagogical knowledge, where pedagogical technologies constitute as a subject. In the procedural and effective context pedagogical technology is understood as a real educational process, based on a specific technology in order to achieve pre-scheduled objectives. In the procedural and descriptive context pedagogical technology is defined as a model (algorithm, scheme, strategy, etc.) of educational process, developed according to the basic thesis of technological approach.
It is outlined that in modern educational practice pedagogical technology operates at three levels: educational (technology of integral educational process in the region, at a certain educational level, in educational institution), objective (technology of studying particular school subject), modular or local (technology of solution some didactic, educative or administrative problems, etc.). Scientists focus on that the structure of pedagogical technology includes the following interrelated elements: a conceptual basis; substantive and procedural parts.
Suggested in the research are methodological requirements and criteria of adaptability (conceptuality, consistency, logic, handling, efficiency, repeatability, unity of substantive and procedural parts) for the designing of pedagogical technology.
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