Fundamentals of pedagogical technology design. The relationship between theory and practice

2021 ◽  
Author(s):  
Aleksandr Pashkevich
Keyword(s):  
General Education ◽  
Selection Criteria ◽  
Educational Process ◽  
Theory And Practice ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
State Educational ◽  
The Relationship

The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.

Overview of Inclusive Educational Technologies

2019 ◽  
Vol 7 (4) ◽  
pp. 9-14
Author(s):  
Ольга Козырева ◽  
Ol'ga Kozyreva ◽  
Наталья Дьякова ◽  
Natalya Dyakova ◽  
О. Васильева ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Further Education ◽  
Educational Process ◽  
Educational Technologies ◽  
Federal State ◽  
Educational Standards ◽  
Stage Of Development ◽  
State Educational

With the introduction of inclusive education, children with disabilities of various nosological groups (hereinafter referred to as HIA), with absolutely different states of intelligence, are active participants in the educational process. Federal state educational standards of primary general education for students with mental retardation (intellectual disabilities) and children with disabilities are being successfully implemented. Along with others, these regulatory documents guarantee and implement the right of these categories of students for education. And determine whether it will qualify or not. Competent selection and implementation of educational technology teacher for students with disabilities is of paramount importance. It is obvious that at the present stage of development of education it is not enough to form in this category of students only the volume of life competencies. It is necessary to work on a certain amount of the academic component, regardless of the state and depth of the student’s intellectual disability. At the moment, an increase in the requirements for primary general education is recorded. Special Federal state educational standards are developed for primary general education. A number of psychological and pedagogical problems that are associated with the preparation of children with disabilities for further education in the middle level of secondary schools are becoming topical. This problem can be solved by inclusive educational technologies.

Correctional and educational work with preschool children with mental retardation

2021 ◽  
Author(s):  
Tat'yana Neretina
Keyword(s):  
Mental Retardation ◽  
General Education ◽  
Speech Therapy ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
Educational Work ◽  
Educational Organization ◽  
State Educational

The textbook allows you to master the organization of the correctional and educational process with older preschoolers with mental retardation in the conditions of a preschool educational organization. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Pedagogical education", "Special (defectological) education", profiles "Preschool defectology", "Speech Therapy" of all forms of education, as well as for teachers of general education and special (correctional) educational institutions, parents, preschool teachers, psychologists, defectologists, speech therapists and other specialists.

scholarly journals DEVELOPMENT OF PROGRAMS FOR EDUCATIONAL WORK IN SPECIAL EDUCATIONAL INSTITUTIONS IN THE CONTEXT OF THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARDS

2021 ◽  
pp. 46-54
Author(s):  
Мария Эдуардовна Паатова
Keyword(s):  
General Education ◽  
Educational Process ◽  
Self Determination ◽  
Educational Institutions ◽  
Necessary Condition ◽  
Federal State ◽  
Educational Standards ◽  
Social Significance ◽  
Educational Work ◽  
State Educational

В Федеральных государственных образовательных стандартах общего образования определена стратегическая цель общего образования по отношению к детям - личностное развитие обучающихся, формирование у них системных знаний о различных аспектах развития России и мира. Одним из результатов реализации Примерной программы воспитания, разработанной ФГБНУ «Институт стратегии развития образования РАО», станет приобщение обучающихся к российским традиционным духовным ценностям, правилам и нормам поведения в российском обществе. Программа призвана обеспечить достижение обучающимися личностных результатов, указанных во ФГОС: формирование у обучающихся основ российской идентичности; готовность обучающихся к самоопределению; формирование ценностных установок и социально-значимых качеств личности. Достижение поставленных задач предполагает формирование жизненно-важных компетенций обучающихся. По отношению к детям с девиантным поведением эти задачи приобретают дополнительное социальное значение, т.к. жизненное самоопределение является необходимым условием их успешной социально-педагогической реабилитации вне зависимости от того, в какие конкретно организационные формы воспитания и обучения они включены. Вместе с тем в принятых ФГОС отсутствует расширенный и точный перечень этих компетенций и ясное описание психолого-педагогических механизмов их формирования, что создает определенные технологические и методологические проблемы по их формированию. Социально-педагогическую реабилитацию воспитанников специальных учебно-воспитательных учреждений мы рассматриваем как специально организованный воспитательный процесс формирования у них социально-личностной жизнеспособности. В статье представлена структура социально-личностной жизнеспособности подростков, которая может послужить методологическим основаниям для проектирования психолого-педагогических механизмов формирования жизненно-важных компетенций воспитанников специальных учебно-воспитательных учреждений. В качестве практического применения авторских теоретических представлений представлена программа духовно-нравственного развития, воспитания и социализации воспитанников специальных учебно-воспитательных учреждений, разработанная в соответствии с требованиями ФГОС. The Federal State Educational Standards of General Education define the strategic goal of general education in relation to children - the personal development of students, the formation of their systemic knowledge about various aspects of the development of Russia and the world. One of the results of the implementation of the Tentative Program for Education developed by the Institute of Educational Development Strategy of the Russian Academy of Education will be the introduction of students to Russian traditional spiritual values, rules and norms of behavior in Russian society. The program is designed to ensure that students achieve the personal results specified in the Federal State Educational Standards: the formation of the basics of Russian identity among students; the readiness of students for self-determination; the formation of value attitudes and socially significant personality qualities. Achieving the set tasks involves the formation of vital competencies of students. In relation to children with deviant behavior, these tasks acquire additional social significance, since life self-determination is a necessary condition for their successful socio-pedagogical rehabilitation, regardless of what specific organizational forms of education and training they are included in. At the same time, the adopted Federal State Educational Standards lack an expanded and accurate list of these competencies and a clear description of the psychological and pedagogical mechanisms of their formation, which creates certain technological and methodological problems for their formation. We consider the socio-pedagogical rehabilitation of pupils of special educational institutions as a specially organized educational process of forming their social and personal viability. The paper presents the structure of the socio-personal viability of adolescents, which can serve as a methodological basis for designing psychological and pedagogical mechanisms for the formation of vital competencies of pupils of special educational institutions. As a practical application of the author's theoretical ideas, this publication presents a program of spiritual and moral development, education and socialization of pupils of special educational institutions, developed in accordance with the requirements of the Federal State Educational Standards.

Modern technologies of preschool education

2020 ◽  
Author(s):  
Elena Andrianova ◽  
Mariya Bogomolova ◽  
Anna Grishina ◽  
Larisa Dormidontova ◽  
Larisa Zaharova ◽  
...  
Keyword(s):  
Preschool Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Study Guide ◽  
Educational Standards ◽  
Educational Organizations ◽  
Ulyanovsk Region ◽  
State Educational ◽  
Modern Technologies

Study guide tailored to the needs identified in the GEF PRIOR to the organization of educational process in preschool educational organizations, and areas of development and education of the child. Used experience pre-school educational institutions of Ulyanovsk, Ulyanovsk region, operating in the mode of innovation. Meets the requirements of Federal state educational standards of higher education of the last generation. For bachelors of higher educational institutions enrolled in the profile "Primary education" and educators of preschool organizations.

Digital School: Am I Learning or Being Taught?

2019 ◽  
Vol 7 (1) ◽  
pp. 36-41
Author(s):  
А. Ганеев ◽  
A. Ganeev ◽  
В. Власенко ◽  
V. Vlasenko
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Educational Process ◽  
Educational Technologies ◽  
Federal State ◽  
Educational Standards ◽  
Professional Activities ◽  
State Educational

Turning to reality the new goals set by the federal state educational standards requires using means (methods or instruments) adequate to the relevant anticipations by the teacher as well as the active assimilation and inclusion of the new educational technologies into his/her professional activities and implementation of activity-based models for arranging the teaching and learning process. The article addresses the transformation of the modern educational process and the role of digitalization in achieving the educational results in line with the modern society’s requirements.

scholarly journals THE CONTENT OF TEACHERS’ EXPECTATIONS ON THE ROLE OF A PSYCHOLOGIST IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD

2021 ◽  
pp. 143-151
Author(s):  
Татьяна Алексеевна Липская ◽  
Ольга Валентиновна Кузьменкова
Keyword(s):  
Life Experience ◽  
School Psychologist ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Federal State ◽  
Special Role ◽  
Educational Standards ◽  
State Educational

Рассматривается вопрос представлений педагогов образовательных учреждений о роли школьного психолога в современном образовательном процессе. Подчеркивается особая роль школьного психолога, осуществляющего психологическую поддержку всех субъектов образовательного процесса в условиях внедрения федеральных государственных образовательных стандартов. Представлены результаты изучения экспектаций педагогов об основных целях деятельности, направлениях и формах работы педагога-психолога в условиях реализации федеральных государственных образовательных стандартов. Дана характеристика представлений педагогов о профессионально важных качествах школьного психолога, работающего в современных образовательных условиях. В перечень наиболее значимых профессиональных качеств школьного психолога вошли: доброжелательность, жизненный опыт, интеллектуальность, любовь к людям, ответственность, отзывчивость, стремление к сотрудничеству, уважение к личности, умение работать в команде, умение слушать. Описаны основные задачи, выделяемые педагогами, которые, по их мнению, являются наиболее приоритетными в рамках деятельности школьного психолога по отношению к разным субъектам образовательного процесса. Выделены значимые социально-психологические условия профессиональной деятельности педагога-психолога в реализации федеральных государственных образовательных стандартов. Выявлена высокая степень заинтересованности педагогов образовательных учреждений в сопровождении педагогом-психологом образовательного процесса в современных условиях. The article deals with the question of the ideas of teachers of educational institutions about the role of a school psychologist in the modern educational process. The special role of the school psychologist, who provides psychological support to all subjects of the educational process in the context of the introduction of federal state educational standards, is emphasized. The article presents the results of studying teachers’ expectations on the main goals of activity, directions and forms of work of a teacher-psychologist in the conditions of implementation of federal state educational standards. The characteristic of teachers’ ideas about professionally important qualities of a school psychologist working in modern educational conditions is given. The list of the most significant professional qualities of a school psychologist includes: benevolence, life experience, intelligence, love for people, responsibility, responsiveness, desire for cooperation, respect for the individual, ability to work in a team, ability to listen. The main tasks identified by teachers are described, which, in their opinion, are the most priority within the framework of the school psychologist’s activity in relation to different subjects of the educational process. Significant socio-psychological conditions of professional activity of a teacher-psychologist in the implementation of federal state educational standards are highlighted. A high degree of interest of teachers of educational institutions accompanied by a teacher-psychologist of the educational process in modern conditions is revealed.

Features of implementation of the competence-based approach in legal education in the direction of “Jurisprudence” in modern Russia in connection with adoption of the new Federal State Educational Standards in Jurisprudence

2021 ◽  
pp. 76-85
Author(s):  
M.Yu. Osipov ◽  
Keyword(s):  
Higher Education ◽  
Legal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Federal State ◽  
Institutions Of Higher Education ◽  
Educational Standards ◽  
Automated Systems ◽  
The Subject ◽  
State Educational

Analyzed is the problem of implementing the competence-based approach in legal education as one of pressing problems facing Russian legal education. The urgency of this problem is due to the fact that at present new standards have been adopted in various areas of training, incl. the direction 40.03.01 “Jurisprudence” (FGOS 3 ++). In connection with adoption of this standard, the problem arises of understanding the features of the process of its implementation by educational institutions of higher education that train lawyers in this area of training. The subject of the research in this article is the patterns and features of the implementation of the competence-based approach in legal education in this area of training. In the course of the study, the features of the implementation of the competence-based approach in this area of raining in modern Russia were analyzed in connection with the adoption of the new Federal State Educational Standards in jurisprudence. A competence-based model of a lawyer is presented, as well as requirements for the technology for the formation and assessment of formation of competencies in this area of training in modern Russia, including the use of automated systems for compiling educational and methodological documentation that ensure the educational process.

Psychodiagnostics of a child

2020 ◽  
Author(s):  
Valentina Kamenskaya ◽  
Oksana Draganova ◽  
Leonid Tomanov
Keyword(s):  
Higher Education ◽  
Statistical Evaluation ◽  
Preschool Education ◽  
Educational Institutions ◽  
Federal State ◽  
Educational Standards ◽  
State Educational ◽  
Relationship Of ◽  
The Relationship ◽  
Specialized Program

The book describes the ways and methods of psychodiagnostic examination of children. The results of psychodiagnostic examination of the basis for the development of a specialized program of psychotherapy and psychocorrection, which are implemented as psychologist more successful, more reliable and more accurate than was performed psychodiagnostic assessment. Given the material on the basic methods of statistical evaluation of empirical data. Also consider the relationship of psycho-diagnostics, psycho-correction and psychological counseling. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions specializing in training 44.03.01 "Pedagogical education" profile "Preschool education" and "Primary education".

Technology of Formation of Cognitive Logical Universal Educational Actions by Means of the Subject "Chemistry" in the Context of the Implementation of the Federal State Educational Standard of Secondary (Complete) General Education

2021 ◽  
pp. 23-29
Author(s):  
O. Zakabluk
Keyword(s):  
General Education ◽  
Social Research ◽  
Educational Institution ◽  
Educational Process ◽  
Federal State ◽  
Educational Standards ◽  
Educational Standard ◽  
The Subject ◽  
State Educational

Within the framework of the article, the technology of formation of cognitive logical universal educational actions (CLUEA) by means of the subject “Chemistry” in the context of the implementation of the Federal State Educational Standards of Social Research. The conditions for using this technology in the educational process are considered and possible risks are described. The results of the author's use of the technology for the formation of cognitive logical universal educational actions (CLUEA) in the course of the subject “Chemistry” in the context of the implementation of the Federal State Educational Standards of Secondary (Complete) General Education. The conclusions about the effectiveness of the technology used, taking into account the age of students and the type of educational institution are given.

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