The concept of pedagogical technology

The term "technology "in Greek means" science of art "teshne – "art"," skill"; logos – "word", "teaching". It came to pedagogy from the industrial sphere and is used more and more often, although it has not yet become familiar and clear. "Technology is an objective, primarily material process (and even exclusively material) that occurs in production, and the same must be done if we want to consider or build a technology of training and education." The dictionary of modern Russian language defines "technology" as a set of techniques used in any business, skill and art.

In the pedagogical literature there are concepts: pedagogical technology, educational technology, training technology. They relate, obviously, as well as the categories: pedagogy, education and training. The broadest concept is pedagogical technology, which covers the processes of education, training and upbringing. Educational technology is related to the organization of educational systems and educational institutions. Technology of education and technology of education describe the activities of teachers and students, respectively, in the educational and educational process.

Pedagogical technology and educational technology are often used as synonyms, since the modern interpretation of the term "education" also includes the education of the individual, giving it a certain image.

Teaching technology is a law-based pedagogical activity that implements a scientifically based project of the didactic process and has a significantly higher degree of efficiency, reliability and guarantee of results than traditional methods of teaching

Pedagogical technology is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of a predictable result in changing conditions of the educational process.

The international Yearbook on education and training technology States: "Pedagogical technology is research aimed at identifying principles and developing methods for optimizing the educational process by analyzing factors that increase educational effectiveness, by designing and applying techniques and materials, and by evaluating the methods used" . The essence of this definition is the idea of optimizing the work of a school or other educational institution and, above all, improving the effectiveness of its main link-the educational process .

Pedagogical technology in this sense requires scientific grounds for describing the educational process, the allocation of which will allow you to manage it, really come to a given educational result.

The role of such grounds should not be played by the principles of training (education), formulated on the basis of centuries-old pedagogical experience and forming the basis of traditional pedagogy, but by the laws and laws of the educational process, on which pedagogical technology builds its technology.

V. V. Yudin emphasizes that only laws as objective unshakeable connections of components of the educational process (and regularities as stable, often repeated connections) can be the basis of a technological approach in pedagogy that claims to guarantee the achievement of a predetermined educational goal. He also highlights the main function of technology, which is to transfer experience and use it by others. Pedagogical technology should initially be devoid of a personal touch. Therefore, pedagogical education at the level of essential reproduction must be based on technologies, and not on methods that are either unique or involve their formal repetition.

The use of pedagogical technologies implies a special construction of the educational process . This scheme contains the stages inherent in any type of educational process-the development of the goal and the definition of the content of training. Its distinctive feature is the focus on achieving a clearly set goal and on this basis, the correction of the educational process, the availability of operational feedback.

Technologization of the pedagogical process is a trend of its development, which is aimed at improving the effectiveness of the educational process, ensuring that students achieve the planned learning results.

Any human activity has as it were two levels: the first-technological ("how it is done") and the second – labor ("how to do it" or "how I will do it"). The technology is always developed and designed in advance. Planning of the labor process is carried out on the basis of technology. Technology is objective, it does not depend on the personal characteristics of the person who implements it.

A science-based technology is an intermediate link between a particular science and the corresponding production. It is clear that the laws of physics can not be directly used in production, bypassing their technologization. And the technology of learning is a link between the theory of learning and its practical implementation. In order to use theory in the educational process, scientific knowledge must be technologized and turned into a tool for solving pedagogical problems.

The question of the place that technology occupies in modern pedagogy is not unambiguously resolved. The idea of the place of technology depends on what meaning is attached to this concept.

The technology is based on the laws of the educational process, as a result of scientific knowledge of the human education process. The method is based on empirical experience, the skill of the teacher, it is closer to his artistry, art.

Technology is a framework, a method is a shell, a form of activity of a teacher. The function of technology in building an educational process that provides a given result. This is possible when using the essential grounds, identifying what works, and this allows you to implement another important function of the technology-the transfer of experience, the use of it by others, so it should initially be devoid of a personal touch. Pedagogical education at the level of essential reproduction should be based on technologies, and not on methods that are either unique or involve their formal repetition.