Application of modern pedagogical technologies in higher education institutions

Самарский государственный технический университет

Применение современных педагогических технологий в вузе

The problem of theory and practice of pedagogical technologies use was investigated by many domestic and foreign scientists such as P.Y. Galperin, M.V. Klarin, V.A. Slastenin, J. Carroll, B. Bloom and many others. The term “technology” was borrowed from the industrial sphere and its application in education is conditional [5]. Pedagogical technology as one of the varieties of social technology is based on the theory of psychodidactics, social psychology, cybernetics and management. Unlike production technology, pedagogical technology does not have a rigid and predetermined character [3]. Modern development of technology in education and science is due to the following circumstances the integration of pedagogical technology, which is an important condition in the development of technology of various activities; implementation of a systematic approach in education, due to the design of new educational systems; modernization of the educational process; formation of methodology of educational activities; technology processes in any area of human activity, which is the criterion of effectiveness.

Since there is no unity in pedagogical science and practice in understanding of pedagogical technologies, there are different positions of domestic scientists on the definition of the concept “pedagogical technology”. The concept “technology” is derived from the Greek words “techne” – ability and “logos” – teaching, skill, art, explanation. Traditionally, pedagogical technologies were correl-

Самарский государственный технический университет

ated with production technologies. Also, human activity was projected onto technology “technology is human activity.

In the first case, technology was correlated with the logic of the production process, namely it was associated with a set of methods of manufacturing a product. V.P. Bespalko adheres to this position in his works. In his opinion, pedagogical technology is a set of means, methods, processes, which are necessary for purposeful and effectively organized influence from a teacher on the formation of a personality with given qualities [1].

In the second case, the concept of “technology” is associated with an activity-based approach in learning. V.M. Monakhov states that pedagogical technology is a set of certain actions aimed at achieving the goals of the pedagogical process [2].

Many specialists believe that pedagogical technology is a science of using technical means in teaching [6]. An alternative to this point of view is the representation of individual theories by learning technologies. Modern publications call them technologies of programmed learning, problem-modular learning, the theory of formation of scientific generalizations. The theory of programmed learning is considered the progenitor of modern pedagogical technologies. For example,

ВЛАСОВА ИРИНА ВЛАДИМИРОВНА

Российская Федерация, город Самара

IRINA V. VLASOVA

Samara, Russian Federation

American psychologist B.F. Skinner identified the attitudes that became the basis for programmed learning.

e refers to such attitudes as reproducibility of learning cycles, clarification of general goals at each segment of this cycle and the algorithm of actions to achieve them [9]. The notion of “technology” implies its use in the designation of learning processes, and not just the systematic study of these processes. V.I. Bogomolov calls this approach multidimensional and cites P.D. Mitchell’s opinion that pedagogical technology is an interdisciplinary conglomerate that has connections between all aspects of education [1].

The main characteristics of pedagogical technologies include procedural nature of pedagogical category; presentation of technology as a set of methods of transformation of the studied object; design and use of technology as the most effective economic mechanism [8]. These characteristics of pedagogical technologies combine what happens in the process of conducting a training session. Instrumental approach to the definition of the concept “pedagogical technology” is valid for both innovative and traditional learning. In the process of learning, a teacher can apply a learning tool that will serve to achieve the goals of the pedagogical process, such as making a brief outline on the board. There is also a learning module, which is a high-quality methodological product and a means to achieve the result of the pedagogical process. owever, the training module requires a teacher to use a variety of methods and tools in the learning process. It is also worth noting that the tools are used in the learning process not only by the teacher, but also by students. Instrumental tools are necessary for them to form learning and professional achievements. With the help of these tools they identify, define and form knowledge, skills

ПРИМЕНЕНИЕ СОВРЕМЕННЫХ ПЕДАГОГИЧЕСКИХ ТЕХНОЛОГИЙ В ВУЗЕ from various information sources. In this case, the instrumental tools will be supplied by various pedagogical technologies. For example, modular technologies will offer the student educational modules, game technologies – scenarios of business and role-playing games, problem-based learning technologies – problem case studies [4].

Under the conditions of innovative learning process the nature of the teacher’s activity changes. Information function, as one of the traditional in the teacher’s activity, loses its importance, due to the transfer of formative function to the students. In this case, the efficiency of formation of new knowledge and skills will depend on the activity of the student himself. Thus, the teacher ceases to be a source of knowledge.

e performs an advisory, organizing, and controlling function. In the activity of the teacher in the technology of education is also traced methodological function, through which he offers students a method of learning and processing of information, instead of a system of knowledge.

Thus, we can say that modern pedagogical technologies contain the means of cognitive and learning activities [7]. It is worth noting that the modern technological level of learning is a unique fact of integration of science, art, methodology and teaching practice in a single set. A similar position is held by the Soviet and Russian philosopher P.G. Shchedrovitsky.

e believes that mankind is at a stage of building a new formation where norms, knowledge, and means will be combined into a synthetic formation that will not contradict existing pedagogies. In this case, the novelty of the concept of “pedagogical technology” will indicate the presence of the actual difference between modern types of learning and the preceding ones. The integration carried out in the technological type of learning ex- pands the relationship between theories of learning, modern tools, and the practice of learning. This integration shows that the above processes have achieved their unity and the most important result of learning technologies is achieved [10].

Pedagogical technology can also function as a separate scientific branch of knowledge, which explores the most effective principles used in the educational process. In a narrow sense, pedagogical technology represents the means and methods of systemic impact on the pedagogical process. In pedagogical technology an important aspect is a precise focus, a system of consecutive stages, actions, obligatory conditions, control and evaluation activities and stable feedback. But no less important is the possibility of application of this technology in other conditions of the educational process and another similar educational institution. This is the requirement to reproduce the pedagogical technology by other subjects. Creating a technology of education should not represent the work based on creative insight or experimentation. In this case it will be a presentation of vivid pedagogical experience, rather than pedagogical technology of training. Pedagogical technology is effective if it meets the following features consistency, reproducibility, a certain model of pedagogical interaction. Teaching technologies, which are built on the leading role of the teacher in accordance with the model of “subject – object” interaction are focused on group work and are personally – oriented.

Summarizing the above, it is necessary to formulate the requirements for the use of pedagogical technologies in the educational process in higher education institutions

• 1.    Activities related to the use of pedagogical technologies must be creative and productive. Before using any modern pedagogical technology it is necessary to conduct a mental ex-

• periment, trace the influence and intensity of pedagogical actions, evaluate the effectiveness and usefulness of the technology.

• 2.    The main criteria for the choice of technology should be the purpose, the subject of study, the conditions of the educational process.

• 3.    Conditions of application of pedagogical technologies in practice should be expressed in the consistency of actions, timeliness of integration into the learning process and compliance with its objectives.

• 4.    Systematicity and integrity should be the underlying principles of construction of pedagogical technologies and their implementation in pedagogical practice.

• 5.    Regardless of the personality of the teacher, pedagogical technologies must meet the requirements of reliability in different conditions of the educational process.

• 6.    Each learning technology should be based on structuring of learning information and communication with students, subject matter of study, educational and psychological readiness of students, synchronization of the learning process and application of various didactic means.

• 7.    Pedagogical technologies should provide innovative nature of the educational environment. In this case it is necessary for students to accept them on the basis of positive motivation. In order to create a positive motivational basis, it is necessary that students perceive methods and means of learning activities as an independently chosen way of activity aimed at their task solution with the aim of satisfaction from the result of their own activity.

Thus, we can say that using pedagogical technologies, the teacher must comply with the requirements for their development and application in the learning process, as the effectiveness of the technology and the achievement of the maximum possible results of the educational process depends on them.