The concept of pedagogical technology in educational practice

Bukhara Engineering Technological  Institute (teacher)

Sharipova Feruza Negmatullaevna

sharipova14@mail.ru

The concept of "pedagogical technology" in educational practice

Annotation: The article deals with the educational and didactic possibilities of modern pedagogical technologies, and it discusses the concept of “pedagogical technology” in educational practice

       In pedagogical and psychological literature, the term “technology” is often found, which came to us along with the development of computer technology and the introduction of new computer technologies. In pedagogical science, a special direction has appeared - pedagogical technology. This trend originated in the 60s in the United States, England and is currently distributed in almost all countries of the world. The appearance of this term and the direction of research in pedagogy are not an accident. Analyzing the existing picture of the scientific status of educational technology, it should be noted that:

·      some authors consider learning technology between science and art; other authors associate learning technology with the didactic design function;

·     approaches are also known when the learning technology is defined as a kind of professional toolkit, providing for all kinds of technical training tools, then the technology is considered as a way to technicalize the learning process;

• learning technology is defined as knowledge of the necessary procedures for designing a new or somewhat modernized training practice. In this case, the technology is considered as the application of the scientific principles of the organization of teaching practice.

In some cases, there is a desire to integrate these approaches, then not only scientific knowledge, but also the teacher’s activity, which should be based on scientific principles, are taken as the basis of the technology. The current situation in science does not help practice. In reality, we have technologies in the form of teaching methods, the weakness of which is one-sided - substantiation, with no psychological and general didactic justification. The effect of these techniques is subject knowledge that poorly combines with the logical actions of their derivation, generalization and systematization.  Another negative consequence is that subject methods do not form the ability of students to translate knowledge into actions. This is exactly the situation with the so-called traditional technologies of teacher training, when a young teacher has little knowledge of technology due to their theoretical unconsciousness. And if we add to this the inadequacy of operating with diagnostic techniques and the ability to transform existing technologies in the context of training, then professional activity acquires exclusively reproductive characteristics.     The technology of instruction reflects the theory of instruction; it is the strategy and tactics of the teacher’s actions, depending on what technological level it models. Learning technology is associated with methods, but their dependence can be determined differently in connection with a different interpretation of the teaching method. Currently, the concept of pedagogical technology has firmly entered the pedagogical vocabulary. However, in his understanding and use, there are big differences. Technology is a set of techniques used in any business, skill, art.

In our understanding, pedagogical technology is a meaningful generalization that incorporates the meanings of all definitions of various authors (sources). The concept of “pedagogical technology” can be represented by three aspects.

1) scientific: pedagogical technologies - a part of pedagogical science that studies and develops goals, content and teaching methods and designs pedagogical processes;

2) procedural and descriptive: a description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;

3) process-effective: the implementation of the technological (pedagogical) process, the functioning of all personal, instrumental and methodological pedagogical tools.

Thus, pedagogical technology functions both as a science exploring the most rational ways of learning, and as a system of methods, principles and regulations used in teaching, and as a real learning process.

The concept of “pedagogical technology” in educational practice is used at three hierarchically subordinate levels:

1) General pedagogical (general educational) level: general pedagogical technology characterizes a holistic educational process in a given region, educational institution, at a certain level of education. Here, pedagogical technology is synonymous with the pedagogical system: it includes a set of goals, content, means and methods of training, an algorithm of the activities of subjects and objects of the process.

2) Particularly methodological (subject) level: private-subject pedagogical technology is used in the meaning of "private methodology", i.e. as a combination of methods and means for the implementation of a certain content of training and education within the framework of one subject, class, teacher (methods of teaching subjects, methods of compensatory training, methods of work of teachers, educators).

3) Local (modular) level: local technology is the technology of individual parts of the educational process, the solution of private didactic and educational tasks (technology of individual activities, the formation of concepts, the education of individual personal qualities, the technology of the lesson, the assimilation of new knowledge, the technology of repetition and material control, technology of independent work, etc.). Technological microstructures are also distinguished: techniques, links, elements, etc. Lining up in a logical technological chain, they form an integral pedagogical technology (technological process).

 Literature

1. Atutov P.R. Technology and modern education // Pedagogy. - 1996. - No. 2.

2. Afanasyev VT. Consistency and society. - M., 1980.

3. Babansky Yu.K. Optimization of the learning process. - M., 1977.

4. Bespalko V.P. Pedagogy and advanced learning technologies. - M., 1995.

Скачано с www.znanio.ru