Selevko encyclopedia of educational technologies volume 2. Biography of Selevko G.K. XV. Educational technologies

The book is
educational and methodological manual of the new generation. About 500 represented
educational technologies, educational and socio-educational
technology; a separate chapter highlights pedagogical technologies for
based on the use of modern information tools

The methodological basis of the book was
concept of educational technology G.K. Selevko, according to which
technology is a combination of three main
interrelated components: scientific, formal-descriptive and
procedurally effective.

In each of the technologies it is clear
the scientific and conceptual basis is traced, the essence and
features of the content and methods used, will be given necessary for
mastering the material. Characteristics of technologies are provided with examples of them
historical and genetic prototypes (section “Forerunners,
varieties, followers"), The manual also includes control
questions about the contents of the chapters and answers to them.

The book orients the reader in the world
educational technologies of the present and past, represents and
some future technologies. Designed for a wide range
education workers, teachers and pedagogical students,
psychological and socio-pedagogical specialties.

Volume 1.

Textbook format:
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Volume 2.

Textbook format:
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VOLUME 1

Preface to the first volume

Introduction: Technological approach in education

I. Basic psychological and pedagogical concepts of educational
technologies

1.2. The child’s personality as an object and subject in educational technology

1.3. Knowledge, abilities, skills (KUN)

1.4. Methods of mental action (MAT)

1.5. Self-Government Mechanisms of Personality (SGM)

1.6. The sphere of aesthetic and moral qualities of a person (SEN)

1.7. Effective-practical sphere of personality (SDP)

1.8. Sphere creative qualities(STK)

1.9. Sphere of psychophysiological development (SPFR)

1.10. Age and individual personality characteristics

II. Theoretical foundations of modern educational and
pedagogical technologies

2.1. Modern interpretations of the concept of pedagogical technology

2.2. Structure of pedagogical technology

2.3. Terminological relationships

2.4. Basic qualities of modern pedagogical technologies

2.5. Scientific Basics pedagogical technologies

2.6. Classification of educational technologies

2.7. Description, analysis and examination of pedagogical technology

Questions and tasks for self-control

III. Modern Traditional Training (TO)

3.1. Classic traditional classroom teaching technology

3.2. Technology of classical and modern lesson

3.3. Ways to improve traditional technology

Questions and tasks for self-control

IV. Pedagogical technologies based on humane-personal orientation
pedagogical process

4.1. Pedagogy of cooperation

4.2. Humane-personal technology Sh.A. Amonashvili

4.3. System E.N. Ilyina: teaching literature as a subject,
formative person

4.4. Technology of vitagena education (A.S. Belkin)

Questions and tasks for self-control

V. Pedagogical technologies based on activation and intensification
student activities ( active methods training)

5.1. Gaming technologies

5.2. Problem-based learning

5.3. Technology of modern project-based learning

5.4. Interactive technologies.

5.5. Technology communicative learning foreign language culture (E.I.
Passov)

5.6. Technology of intensification of learning based on schematic and symbolic
models of educational material (V.F. Shatalov)

Questions and tasks for self-control

VI. Pedagogical technologies based on management efficiency and
organization of the educational process

6.1. Programmed learning technology

6.2. Level differentiation technologies

6.3. Technology differentiated learning on children's interests (I.N.
Zakatova)

6.4. Technologies for individualization of learning (I.E. Unt, A.S. Grapitskaya,
V.D. Shadrikov)

6.5. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

6.6. Group activity technologies

6.7. Technology S.N. Lysenkova: promising advanced training with
using reference diagrams with commented control

Questions and tasks for self-control

VII. Pedagogical technologies based on didactic
improvement and reconstruction of material

7.1. “Ecology and dialectics” (L.V. Tarasov)

7.2. “Dialogue of Cultures” (B.S. Bibler, S.Yu. Kurganov)

7.3. Consolidation of didactic units - UDE (P.M. Erdniev)

7.4. Implementation of the theory of gradual formation of mental actions (P.Ya.
Galperin, N.F. Talyzina, M.B. Volovich)

7.5. Modular learning technologies (P.I. Tretyakov, I.B. Seinovsky,
M.A. Choshanov)

7.6. Integration technologies in education

7.7. Models for integrating content into academic disciplines

7.8. Concentrated learning technologies

7.9. Didactic multidimensional technology V.E. Steinberg

Questions and tasks for self-control

VIII. Subject pedagogical technologies

8.1. Technology of early and intensive literacy training (N.A.
Zaitsev)

8.2. Technology for improving general educational skills in primary school

8.3. Technology of teaching mathematics based on problem solving (R.G.
Khazankin)

8.4. Pedagogical technology based on a system of effective lessons
(A.A. Okunev)

8.5. System of step-by-step teaching of physics (N.N. Paltyshev)

8.6. Technology of music education for schoolchildren D.B. Kabalevsky

8.7. Teaching technologies visual arts At school

8. 9. Technologies of textbooks and educational kits

Questions and tasks for self-control

IX. Alternative technologies

9.1. Technology of productive education (Productive Learning)

9. 2. Technology of probabilistic education (A.M. Lobok)

9.3. Workshop technology.

9.4. Technology of heuristic education (A.V. Khutorskoy)

Questions and tasks for self-control

X. Natural technologies

10.1. Technologies of physical education, saving and strengthening
health

10.2. Nature-appropriate technologies for teaching reading and writing (A.M.
Kushnir)

10.3. Nature-appropriate teaching technology foreign language A.M.
Kushnira

10.4. Technology for teaching children with signs of giftedness

Questions and tasks for self-control

XI. Technologies of free education

11.1. Summerhill Free School Technology (A. Neill)

11.2. Pedagogy of freedom L.N. Tolstoy

11.3. Waldorf pedagogy (R. Steiner)

11.4. Self-development technology (M. Moptessori)

11.5. Dalton Plan Technology (X. Parkhurst)

11.6. Technology of free labor (S. Frenet)

11.7. School-narc (M.A. Balaban)

11.8. Holistic model of the free school T.P. Voitenko

Questions and tasks for self-control

Subject index

Name index

VOLUME 2

Preface to the second volume

Introduction. Summary introductory (theoretical) chapters of the first volume

Personality as an object and subject of educational technology

The structure of a child’s personality traits

Knowledge, abilities, skills (KUN)

Methods of mental action (MAT)

Self-Government Mechanisms of Personality (SGM)

The sphere of aesthetic and moral qualities of a person (SEN)

Effective-practical sphere of personality (SDP)

Sphere of creative qualities (STC)

Sphere of psychophysiological development (SPFR)

Age and individual personality characteristics

The essence of the technological approach in education

The relationship between “technology” and other pedagogical concepts

Basic qualities of modern pedagogical technologies

Classification of educational technologies

Description, analysis and examination of pedagogical technology

XII. Developmental education technologies

12.1. Developmental education system L.V. Zankova

12.2. Technology of developmental education D.B. Elkonina - V.V. Davydova

12.3. Technology of diagnostic direct developmental training (A.A.
Vostrikov)

12.4. Developmental education systems with a focus on development
creative personality traits (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)

12. 5. Personally oriented developmental training (I.S. Yakimanskaya)

12. 6. Technology of self-development of the student’s personality A.A. Ukhtomsky - G.
K. Selevko

12. 8. Integrative technology of developmental education L.G. Peterson

Questions and tasks for self-control

XIII. Information and communication educational technologies

13. 1. Technologies for the formation of information culture

13.2. Technology of using ICT tools in subject teaching

13.3. Computer lesson technologies

13.4. Technology for preparing subject teachers for computer classes

13.5. Technology of using the Internet in teaching and learning
process

13.6. Education and socialization by means mass media And
communications

13.7. Media education technology

13.8. Use of ICT tools in school management

Questions and tasks for self-control

XIV. Social and educational technologies

14.1. Family education technologies

14.2. Technologies of preschool education

14.3. Technology “School is a center of education in a social environment” (S. T.
Shatsky)

14.4. Technologies of social and pedagogical complexes

14.5. Technologies additional education

14.6. Technologies of labor and professional upbringing and education

14.7. Technologies for raising and teaching children with problems

14.8. Technologies of social and pedagogical rehabilitation and support for children
with limited ability to live (disabled people)

14.9. Technologies for rehabilitation of children with disabilities social connections And
relations

14.10. Technology for establishing public relations (PR technologies)

Questions and tasks for self-control

XV. Educational technologies

15.1. Technology of communist education Soviet period

15. 2. Technology of “hard” collective education A.S. Makarenko

15. 3. Technology of collective creative education I.P. Ivanova

15. 4. Technology of humane collective education V.A. Sukhomlinsky

15. 5. Technology of education based on systematic approach(L.I.
Novikova, V.A. Karakovsky, N.L. Selivanova)

15. 6. Educational technologies in modern mass schools

15. 7. Technology of educational work with the class team (according to E.H.
Stepanov)

15. 8. Technologies of individualized (personalized)
education

15.9. Education in the learning process

15.10. Technology of organizing self-education according to A.I. Kochetov

15.11. Technologies for educating the spiritual culture of the younger generation

15.12. Technologies of religious (confessional) education

15.13. Technologies for educating subjective social activity of a person

Questions and tasks for self-control

16.1. School of Adaptive Pedagogy (E.A. Yamburg)

16.2. Model “Russian School” (I.F. Goncharov)

16.4. Pedagogical gymnasium (A.G. Kasprzhak)

16.6. Modern rural sociocultural complex (A.Z. Andreiko)

16.7. School of Tomorrow (D. Howard)

16.8. Center distance education“Eidos” (A.V. Khutorskoy, G.A.
Andrianova)

Questions and tasks for self-control

ХVII. In-school management technologies

17.1. Technology of secondary school management (according to B.C.
Lazarev, A.M. Potashnik)

17.2. Technology of methodological work at school

17.3. Technology of pedagogical experiment

17.4. In-school control and monitoring technology

17.5. Technologies for designing and mastering new technologies

Conclusion

Questions and tasks for self-control

Answers to questions and tasks for self-control

Subject index

Name index

Selevko G.K.

ENCYCLOPEDIA

EDUCATIONAL

TECHNOLOGY

Volume 1

Moscow

Public education

Reviewers:

V.G. Bocharova– Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Moscow

K.Ya. Vazina– Doctor of Pedagogical Sciences, Professor, Head. Department of Professional, Pedagogical Technologies VGIPA, Nizhny Novgorod

A.G. Kasprzak– Candidate of Pedagogical Sciences, honored. teacher at schools in the Russian Federation, Moscow

A.M. Kushnir– Doctor of Psychology, Moscow

O.G. Levina– Candidate of Pedagogical Sciences, Deputy. Director of the Municipal Educational Institution "Provincial College", Yaroslavl

R.V. Ovcharova– Academician of the Academy of Social Sciences, Doctor of Psychological Sciences, Professor, Head. Department of General and Social Psychology KSU, Kurgan

E.N. Stepanov– Doctor of Pedagogical Sciences, Professor, Head. Department of Theory and Methods of Education IPKRO, Pskov

Selevko G.K.

Encyclopedia of educational technologies. In 2 volumes. T. 1. – M.: Public Education, 2005.

The book presents teaching aid new generation. It consists of two volumes, the contents of the second volume being a direct continuation of the first; their separation is dictated by the exceptionally large volume of material.

The two-volume book describes about 500 technologies. The logic of presentation is based on the classification of technologies in the direction of modernization of the traditional education system. In addition, the manual describes not only teaching technologies, but also educational and socio-educational technologies; pedagogical technologies based on the use of modern information tools are highlighted in a separate chapter

The methodological basis of the book is the concept of educational technology by G.K. Selevko, according to which technology is a combination of three main interrelated components: scientific, formal-descriptive and procedural-effective.

In each of the technologies, the scientific and conceptual basis is clearly traced, the essence and features of the content and methods used are outlined, required material for mastering. The characteristics of technologies are provided with examples of their historical and genetic prototypes (section “Forerunners, varieties, followers”). The manual also includes Control questions to the contents of the chapters and answers to them.

The book guides the reader to huge world educational technologies of the present and past, and also presents some technologies of the future. Designed for pedagogical students educational institutions, teachers and a wide range of education workers.

Introduction: Technological approach in education 10

I. Basic psychological and pedagogical concepts of educational technologies 13

1.2. The child’s personality as an object and subject in educational technology 17

1.3. Knowledge, abilities, skills (KUN) 21

1.4. Methods of mental action (SUD) 23

1.5. Self-governing mechanisms of personality (SUM) 25

1.6. Sphere of aesthetic and moral qualities of a person (SEN) 26

1.7. Effective-practical sphere of personality (SDP) 27

1.8. Sphere of creative qualities (STC) 28

1.9. Sphere of psychophysiological development (SPFR) 29

1.10. Age and individual personality characteristics 29

Questions and tasks for self-control 34

II. Theoretical foundations of modern educational and pedagogical technologies 35

2.1. Modern interpretations of the concept of pedagogical technology 36

2.2. Structure of pedagogical technology 39

2.3. Terminological relationships 41

2.4. Basic qualities of modern pedagogical technologies 44

2.5. Scientific foundations of educational technologies 47

2.6. Classification of educational technologies 55

2.7. Description, analysis and examination of pedagogical technology 61

Questions and tasks for self-control 67

III. Modern Traditional Training (TO) 68

3.1. Classic traditional classroom teaching technology 70

3.2. Technology of classical and modern lesson 77

Lesson in a small rural school 83

3.3. Ways to improve traditional technology 86

Questions and tasks for self-control 91

IV. Pedagogical technologies based on humane-personal orientation of the pedagogical process 92

4.1. Pedagogy of cooperation 94

4.2. Humane-personal technology Sh.A. Amonashvili 109

4.3. System E.N. Ilyina: teaching literature as a subject that shapes a person 112

4.4. Technology of vitagen education (A.S. Belkin) 115

Forerunners, varieties, followers 118

Questions and tasks for self-control 125

V. Pedagogical technologies based on activation and intensification of students’ activities (active teaching methods) 126

5.1. Gaming technologies 129

Game technologies in the preschool period 132

Gaming technologies in primary school age 134

Gaming technologies in middle and high school age 135

5.2. Problem-based learning 142

5.3. Technology of modern project-based learning 147

5.4. Interactive technologies 155

Technology “Development of critical thinking through reading and writing” (RCMP) 158

Discussion technology 160

Technology "Debate" 163

Training technologies 170

5.5. Technology of communicative teaching of foreign language culture (E.I. Passov) 184

5.6. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov) 189

Questions and tasks for self-control 194

VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process 196

6.1. Programmed learning technology 199

6.2. Level differentiation technologies 206

Model “Intraclass (intrasubject) differentiation” (N.P. Guzik) 208

Model “Level differentiation of training based on mandatory results” (V.V. Firsov) 210

Model “Mixed differentiation” (subject-lesson differentiation, “mixed group model”, “stratal” differentiation) 212

6.3. Technology of differentiated learning based on children's interests (I.N. Zakatova) 217

Model “Profile training” 220

6.4. Technologies for individualization of learning (I. Unt, A.S. Granitskaya, V.D. Shadrikov) 227

Model of individual educational programs within the framework of productive education technology 232

Model of individual educational programs in specialized training 233

6.5. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko) 243

Vertical option (Krasnoyarsk) 246

Horizontal options 247

6.6. Group activity technologies 254

Model: group work in class 255

Model: training in different age groups and classes (RVG). 259

Models of collective creative problem solving 261

6.7. Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control 265

Questions and tasks for self-control 268

VII. Pedagogical technologies based on didactic improvement and reconstruction of material 269

7.1. “Ecology and dialectics” (L.V. Tarasov) 272

7.2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov) 277

7.3. Consolidation of didactic units - UDE (P.M. Erdniev) 282

7.4. Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich) 286

7.5. Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov) 290

7.6. Technologies of integration in education 296

Integrated educational technology V.V. Guzeeva 298

Model “Technology of Education ecological culture» 302

Global Education Model 306

The concept of holistic pedagogy 308

Civics Education Concept 311

7.7. Models of content integration in academic disciplines 314

Model “Integration (combination) of academic disciplines” 315

Model of “synchronization” of parallel programs, training courses and topics 316

Model of interdisciplinary connections 316

7.8. Concentrated learning technologies 319

Suggestive Immersion Model 320

Temporal immersion model M.P. Shchetinina 322

Technology of concentration of learning using sign-symbolic structures 324

Features of ideographic models 326

7.9. Didactic multidimensional technology V.E. Steinberg 330

Questions and tasks for self-control 338

VIII. Subject pedagogical technologies 339

8.1. Technology of early and intensive literacy training (N.A. Zaitsev) 341

8.2. Technology for improving general educational skills in elementary school (V.N. Zaitsev) 343

8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin) 347

8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev) 350

8.5. System of step-by-step teaching of physics (N.N. Paltyshev) 352

8.6. Technology of music education for schoolchildren D.B. Kabalevskogo 355

8.7. Technologies for teaching fine arts at school 361

Technology of education in the learning process “Teacher of the Year in Russia – 2004” E.I. Slavgorodskogo 392

8.9. Technologies of textbooks and educational-methodical complexes 394

UMC technology " Educational program"School 2000-2100" 397

Questions and tasks for self-control 410

IX. Alternative technologies 412

9.1. Technology of productive education (Productive Learning) 413

9.2. Technology of probabilistic education (A.M. Lobok) 420

Alternative technology for mastering mathematics “Other mathematics” A.M. Pubis 424

9.3. Workshop technology 426

9.4. Technology of heuristic education (A.V. Khutorskoy) 432

Forerunners, varieties, followers 436

Questions and tasks for self-control 437

X. Natural technologies 438

10.1. Technologies of physical education, saving and promoting health 440

10.2. Nature-appropriate technologies for teaching reading and writing (A.M. Kushnir) 453

Nature-appropriate model of teaching reading by A.M. Kushnira 454

Models of nature-conforming teaching of writing by A.M. Kushnira 457

10.3. Nature-appropriate technology for teaching a foreign language A.M. Kushnira 463

10.4. Technology for teaching children with signs of giftedness 466

Questions and tasks for self-control 475

XI. Technologies of free education 476

11.1. Summerhill Free School Technology (A. Neill) 478

11.2. Pedagogy of freedom L.N. Tolstoy 482

11.3. Waldorf pedagogy (R. Steiner) 486

11.4. Self-development technology (M. Montessori) 490

11.5. Dalton-plan technology (E. Parkhurst) 495

11.6. Technology of free labor (S. Frenet) 498

11.7. School-Park (M.A. Balaban) 500

11.8. Holistic model of the free school T.P. Voitenko 505

Questions and tasks for self-control 510

Subject index for volumes 1 and 2 511

Name index for volumes 1 and 2 554

Answers to questions and tasks for self-control 562

With. 1

Selevko G.K.

ENCYCLOPEDIA

EDUCATIONAL

TECHNOLOGY

Volume 2

Moscow

Public education

2005
Reviewers:

V.G. Bocharova– Corresponding Member of the Russian Academy of Education, Doctor of Pedagogical Sciences, Professor, Moscow

K.Ya. Vazina– Doctor of Pedagogical Sciences, Professor, Head. Department of Professional, Pedagogical Technologies VGIPA, Nizhny Novgorod

A.G. Kasprzak– Candidate of Pedagogical Sciences, honored. teacher at schools in the Russian Federation, Moscow

A.M. Kushnir– Doctor of Psychology, Moscow

O.G. Levina– Candidate of Pedagogical Sciences, Deputy. Director of the Municipal Educational Institution "Provincial College", Yaroslavl

R.V. Ovcharova– Academician of the Academy of Social Sciences, Doctor of Psychological Sciences, Professor, Head. Department of General and Social Psychology KSU, Kurgan

E.N. Stepanov– Doctor of Pedagogical Sciences, Professor, Head. Department of Theory and Methods of Education IPKRO, Pskov

Selevko G.K.

Encyclopedia of educational technologies. In 2 volumes. T. 2. – M.: Public Education, 2005.

The book represents a new generation of teaching aids. It consists of two volumes, the contents of the second volume being a direct continuation of the first; their separation is dictated by the exceptionally large volume of material.

In each of the technologies, the scientific and conceptual basis is clearly traced, the essence and features of the content and methods used are outlined, and the necessary material for development is given. The characteristics of technologies are provided with examples of their historical and genetic prototypes (section “Forerunners, varieties, followers”). The manual also includes control questions about the contents of the chapters and answers to them.

The book orients the reader in the vast world of educational technologies of the present and past, and also introduces some technologies of the future. Intended for students of pedagogical educational institutions, teachers and a wide range of educators.

Preface to the second volume 6

Introduction. Summary of the introductory (theoretical) chapters of the first volume 8

Personality as an object and subject of educational technology 9

Structure of child’s personality traits 10

Knowledge, abilities, skills (KUN) 12

Methods of mental action (SUD) 13

Self-governing mechanisms of personality (SUM) 13

Sphere of aesthetic and moral qualities of a person (SEN) 14

Effective-practical sphere of personality (SDP) 14

Sphere of creative qualities (STC) 15

Sphere of psychophysiological development (SPFR) 15

Age and individual personality characteristics 15

The essence of the technological approach in education 20

The relationship between “technology” and other pedagogical concepts 26

Main qualities of modern pedagogical technologies 29

Classification of educational technologies 31

Description, analysis and examination of pedagogical technology 36

XII. Developmental education technologies 42

12.1. Developmental education system L.V. Zankova 49

12.2. Technology of developmental education D.B. Elkonina - V.V. Davydova 54

12.3. Technology of diagnostic direct developmental training (A.A. Vostrikov) 68

12.4. Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) 72

12.5. Personally oriented developmental training (I.S. Yakimanskaya) 79

12.6. Technology of self-development of the student’s personality A.A. Ukhtomsky - G.K. Selevko 83

12.8. Integrative technology of developmental education L.G. Peterson 103

Questions and tasks for self-control 107

XIII. Information and communication educational technologies 109

13.1. Technologies for the formation of information culture 113

Model “Informatization (computerization) of an educational institution” 119

Model “Continuous formation of information culture of students” 121

Model “Basic course “Informatics and ICT”” 126

13.2. Technology of using ICT tools in subject teaching 130

13.3. Computer lesson technologies 139

13.4. Technology for preparing subject teachers for computer classes 146

13.5. Technology of using the Internet in the educational process 154

Model TOGIS (V.V. Guzeev, Moscow) 157

Telecommunications Model 160

13.6. Education and socialization by media and communications 166

13.7. Media education technology 173

Model “Media education” as a training course 175

Model “Media education integrated with basic” 177

Model “School Center SMK” 178

13.8. Use of ICT tools in school management 181

Questions and tasks for self-control 187

XIV. Social and educational technologies 189

14.1. Technologies of family education 192

14.2. Technologies of preschool education 202

14.3. Technology “School is a center of education in a social environment” (S.T. Shatsky) 211

14.4. Technologies of social and pedagogical complexes 215

Model “School – coordinator of educational activities social institutions» 218

Model “Commonwealth of School and Industry” 218

Model “Complex of social and pedagogical support for the child” 219

Model “SPK as a specially designed environment” 222

14.5. Technologies of additional education 226

14.6. Technologies of labor and professional upbringing and education 234

Technology labor education and education in a modern mass school 237

Technology of contextual professional-oriented training 239

14.7. Technologies for raising and teaching children with problems 247

Model of differentiation and individualization of training 251

Technologies of compensatory training 252

Technology of working with problem children in public schools 253

Technologies for correctional and developmental education of children with mental retardation 259

14.8. Technologies of socio-pedagogical rehabilitation and support for children with disabilities (disabled) 262

Technology of working with mentally retarded children 264

Technology of working with children with special educational needs 265

14.9. Technologies for rehabilitation of children with impaired social connections and relationships 268

Model “KDN – coordinating center of social and educational work in the region” 270

Model “Center for Social Rehabilitation of Minors” (“Center for PPMS - Psychological, Pedagogical and Medical and Social Assistance”) 277

Model “Social Shelter” 278

Technology for the prevention of substance abuse in an educational environment 279

Model “Correctional (penitentiary) institution” 282

14.10. Technology for establishing public relations (PR technologies) 285

Questions and tasks for self-control 291

XV. Educational technologies 293

15.1. Technology of communist education of the Soviet period 298

15.2. Technology of “hard” collective education A.S. Makarenko 304

15.3. Technology of collective creative education I.P. Ivanova 310

15.4. Technology of humane collective education V.A. Sukhomlinskogo 319

15.5. Technology of education based on a systematic approach (L.I. Novikova, V.A. Karakovsky, N.L. Selivanova) 323

Model of self-government in the student body 328

15.6. Educational technologies in modern mass schools 333

15.7. Technology of educational work with the class team (according to E.N. Stepanov) 344

15.8. Technologies of individualized (personalized) education 351

Model of psychological and pedagogical support and accompaniment of a child in the educational process (O.S. Gazman) 356

Model of tutor support and child support (T.M. Kovaleva) 361

Neurolinguistic programming technology 363

15.9. Education in the learning process 370

15.10. Technology of organizing self-education according to A.I. Kochetov 379

15.11. Technologies for educating the spiritual culture of the younger generation 391

Model “Education of patriotism and citizenship” 399

15.12. Technologies of religious (confessional) education 403

15.13. Technologies for educating a person’s subjective social activity 411

Model of the formation of the subjective activity of a teenager’s personality in the activities of the Union of Pioneer Organizations - Federation of Children's Organizations (SPO-FDO) 415

Model of nurturing social initiative in the activities of all-Russian public organization“Children and youth social initiatives” (DIMSI) 421

Questions and tasks for self-control 429

16.1. School of Adaptive Pedagogy (E.A. Yamburg) 433

16.2. Model “Russian School” (I.F. Goncharov) 437

16.4. Pedagogical gymnasium (A.G. Kasprzhak) 451

16.5. Agroschool A.A. Katolikova 457

16.6. Modern rural sociocultural complex (A.Z. Andreiko) 461

16.7. School of Tomorrow (D. Howard) 465

16.8. Center for Distance Education "Eidos" (Khutorskoy A.V., Andrianova G.A.) 468

Questions and tasks for self-control 480

XVII. Technologies of intra-school management 482

17.1. Technology of secondary school management (according to V.S. Lazarev, M.M. Potashnik) 484

Model of program-targeted school management in development mode 492

Model of school management based on results (according to P.I. Tretyakov) 497

17.2. Technology of methodological work at school 503

School Methodological Council 506

Model “Generalization of advanced pedagogical experience” (according to F.Sh. Teregulov) 508

Model “Pedagogical councils” 511

17.3. Technology of pedagogical experiment 523

17.4. In-school control and monitoring technology 531

17.5. Technologies for design and development of new technologies 546

Model “Design and development of school-wide innovative technology» 548

Model “Design and development of subject technology through a technological map” (V.M. Monakhov) 556

Conclusion 559

Questions and tasks for self-control 561

Subject index to volumes 1 and 2 562

Name index to volumes 1 and 2 589

Answers to questions and tasks for self-control 597

M.: 2006. T.1 - 816s., T.2 - 816s.

The book is an educational and methodological manual of a new generation. About 500 teaching, educational and socio-educational technologies are presented; a separate chapter highlights pedagogical technologies based on the use of modern information tools

The methodological basis of the book was the concept of educational technology by G.K. Selevko, according to which technology is a combination of three main interrelated components: scientific, formal-descriptive and procedural-effective.

In each of the technologies, the scientific and conceptual basis is clearly traced, the essence and features of the content and methods used are outlined, and the material necessary for mastering is given. The characteristics of technologies are provided with examples of their historical and genetic prototypes (the section “Forerunners, varieties, successors”). The manual also includes control questions for the contents of the chapters and answers to them.

The book orients the reader in the world of educational technologies of the present and past, and introduces some technologies of the future. Intended for a wide range of educators, teachers and students of pedagogical, psychological and socio-pedagogical specialties.

Volume 1.

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Size: 20.7 MB

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Volume 2.

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Size: 1 3.3 MB

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VOLUME 1
Preface to the first volume
Introduction: Technological approach in education
I. Basic psychological and pedagogical concepts of educational technologies
1.1. Basic categories and principles of pedagogy
1.2. The child’s personality as an object and subject in educational technology
1.3. Knowledge, abilities, skills (KUN)
1.4. Methods of mental action (MAT)
1.5. Self-Government Mechanisms of Personality (SGM)
1.6. The sphere of aesthetic and moral qualities of a person (SEN)
1.7. Effective-practical sphere of personality (SDP)
1.8. Sphere of creative qualities (STC)
1.9. Sphere of psychophysiological development (SPFR)
1.10. Age and individual personality characteristics

II. Theoretical foundations of modern educational and pedagogical technologies
2.1. Modern interpretations of the concept of pedagogical technology
2.2. Structure of pedagogical technology
2.3. Terminological relationships
2.4. Basic qualities of modern pedagogical technologies
2.5. Scientific foundations of educational technologies
2.6. Classification of educational technologies
2.7. Description, analysis and examination of pedagogical technology
Questions and tasks for self-control
III. Modern Traditional Training (TO)
3.1. Classic traditional classroom teaching technology
3.2. Technology of classical and modern lesson
3.3. Ways to improve traditional technology
Questions and tasks for self-control
IV. Pedagogical technologies based on humane-personal orientation of the pedagogical process
4.1. Pedagogy of cooperation
4.2. Humane-personal technology Sh.A. Amonashvili
4.3. System E.N. Ilyina: teaching literature as a subject that shapes a person
4.4. Technology of vitagena education (A.S. Belkin)
Questions and tasks for self-control
V. Pedagogical technologies based on activation and intensification of students’ activities (active learning methods)
5.1. Gaming technologies
5.2. Problem-based learning
5.3. Technology of modern project-based learning
5.4. Interactive technologies.
5.5. Technology of communicative teaching of foreign language culture (E.I. Passov)
5.6. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov)
Questions and tasks for self-control
VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process
6.1. Programmed learning technology
6.2. Level differentiation technologies
6.3. Technology of differentiated learning based on children's interests (I.N. Zakatova)
6.4. Technologies for individualization of learning (I.E. Unt, A.S. Grapitskaya, V.D. Shadrikov)
6.5. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
6.6. Group activity technologies
6.7. Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control
Questions and tasks for self-control
VII. Pedagogical technologies based on didactic improvement and reconstruction of material
7.1. “Ecology and dialectics” (L.V. Tarasov)
7.2. “Dialogue of Cultures” (B.S. Bibler, S.Yu. Kurganov)
7.3. Consolidation of didactic units - UDE (P.M. Erdniev)
7.4. Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich)
7.5. Modular learning technologies (P.I. Tretyakov, I.B. Seinovsky, M.A. Choshanov)
7.6. Integration technologies in education
7.7. Models of content integration in academic disciplines
7.8. Concentrated learning technologies
7.9. Didactic multidimensional technology V.E. Steinberg
Questions and tasks for self-control
VIII. Subject pedagogical technologies
8.1. Technology of early and intensive literacy training (N.A. Zaitsev)
8.2. Technology for improving general educational skills in primary school
8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)
8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
8.5. System of step-by-step teaching of physics (N.N. Paltyshev)
8.6. Technology of music education for schoolchildren D.B. Kabalevsky
8.7. Technologies for teaching fine arts at school
8.8. Author's pedagogical technologies of "Russian Teachers of the Year"
8. 9. Technologies of textbooks and educational kits
Questions and tasks for self-control
IX. Alternative technologies
9.1. Technology of productive education (Productive Learning)
9. 2. Technology of probabilistic education (A.M. Lobok)
9.3. Workshop technology.
9.4. Technology of heuristic education (A.V. Khutorskoy)
Questions and tasks for self-control
X. Natural technologies
10.1. Technologies of physical education, saving and promoting health
10.2. Nature-appropriate technologies for teaching reading and writing (A.M. Kushnir)
10.3. Nature-appropriate technology for teaching a foreign language A.M. Kushnira
10.4. Technology for teaching children with signs of giftedness
Questions and tasks for self-control
XI. Technologies of free education
11.1. Summerhill Free School Technology (A. Neill)
11.2. Pedagogy of freedom L.N. Tolstoy
11.3. Waldorf pedagogy (R. Steiner)
11.4. Self-development technology (M. Moptessori)
11.5. Dalton Plan Technology (X. Parkhurst)
11.6. Technology of free labor (S. Frenet)
11.7. School-narc (M.A. Balaban)
11.8. Holistic model of the free school T.P. Voitenko
Questions and tasks for self-control

Subject index
Name index

VOLUME 2
Preface to the second volume
Introduction. Summary of the introductory (theoretical) chapters of the first volume
Main categories of pedagogy
Personality as an object and subject of educational technology
The structure of a child’s personality traits
Knowledge, abilities, skills (KUN)
Methods of mental action (MAT)
Self-Government Mechanisms of Personality (SGM)
The sphere of aesthetic and moral qualities of a person (SEN)
Effective-practical sphere of personality (SDP)
Sphere of creative qualities (STC)
Sphere of psychophysiological development (SPFR)
Age and individual personality characteristics
The essence of the technological approach in education
The relationship between “technology” and other pedagogical concepts
Basic qualities of modern pedagogical technologies
Classification of educational technologies
Description, analysis and examination of pedagogical technology
XII. Developmental education technologies
12.1. Developmental education system L.V. Zankova
12.2. Technology of developmental education D.B. Elkonina - V.V. Davydova
12.3. Technology of diagnostic direct developmental training (A.A. Vostrikov)
12.4. Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
12. 5. Personally oriented developmental training (I.S. Yakimanskaya)
12. 6. Technology of self-development of the student’s personality A.A. Ukhtomsky - G. K. Selevko
12. 7. School of authorized education (N.N. Khaladzhan, M.N. Khaladzhan)
12. 8. Integrative technology of developmental education L.G. Peterson
Questions and tasks for self-control
XIII. Information and communication educational technologies
13. 1. Technologies for the formation of information culture
13.2. Technology of using ICT tools in subject teaching
13.3. Computer lesson technologies
13.4. Technology for preparing subject teachers for computer classes
13.5. Technology of using the Internet in the educational process
13.6. Education and socialization by media and communications
13.7. Media education technology
13.8. Use of ICT tools in school management
Questions and tasks for self-control
XIV. Social and educational technologies
14.1. Family education technologies
14.2. Technologies of preschool education
14.3. Technology “School is a center of education in a social environment” (S. T. Shatsky)
14.4. Technologies of social and pedagogical complexes
14.5. Technologies of additional education
14.6. Technologies of labor and professional upbringing and education
14.7. Technologies for raising and teaching children with problems
14.8. Technologies of socio-pedagogical rehabilitation and support for children with disabilities (disabled people)
14.9. Technologies for rehabilitation of children with impaired social connections and relationships
14.10. Technology for establishing public relations (PR technologies)
Questions and tasks for self-control
XV. Educational technologies
15.1. Technology of communist education of the Soviet period
15. 2. Technology of “hard” collective education A.S. Makarenko
15. 3. Technology of collective creative education I.P. Ivanova
15. 4. Technology of humane collective education V.A. Sukhomlinsky
15. 5. Technology of education based on a systematic approach (L.I. Novikova, V.A. Karakovsky, N.L. Selivanova)
15. 6. Educational technologies in modern mass schools
15. 7. Technology of educational work with the class team (according to E.H. Stepanov)
15. 8. Technologies of individualized (personalized) education
15.9. Education in the learning process
15.10. Technology of organizing self-education according to A.I. Kochetov
15.11. Technologies for educating the spiritual culture of the younger generation
15.12. Technologies of religious (confessional) education
15.13. Technologies for educating subjective social activity of a person
Questions and tasks for self-control
XVI. Pedagogical technologies of copyright schools
16.1. School of Adaptive Pedagogy (E.A. Yamburg)
16.2. Model “Russian School” (I.F. Goncharov)
16.3. Technology of the author's School of Self-Determination (A.N. Tubelsky)
16.4. Pedagogical gymnasium (A.G. Kasprzhak)
16.6. Modern rural sociocultural complex (A.Z. Andreiko)
16.7. School of Tomorrow (D. Howard)
16.8. Center for Distance Education "Eidos" (A.V. Khutorskoy, G.A. Andrianova)
16.9. Other types of copyright schools
Questions and tasks for self-control
ХVII. In-school management technologies
17.1. Technology of secondary school management (according to V.S. Lazarev, A.M. Potashnik)
17.2. Technology of methodological work at school
17.3. Technology of pedagogical experiment
17.4. In-school control and monitoring technology
17.5. Technologies for designing and mastering new technologies
Conclusion
Questions and tasks for self-control
Answers to questions and tasks for self-control
Subject index
Name index

Academician of MANPO, professor, candidate of pedagogical sciences

Creative path

Selevko German Konstantinovich was born on February 15, 1932 in Yaroslavl into a teacher’s family. He went to school at the age of seven and, being a very capable student, became an excellent student. But the difficult post-war years brought him to the chemical-mechanical technical school. My work history he started at a factory, from where he was drafted into the ranks Soviet army and was sent to a military flight school. Already at the technical school and college, the pedagogical talent of G.K. Selevko: he was always an assistant to teachers, helping those who were behind in their studies.

In 1954, having retired to the reserve due to staff reduction, he entered the Yaroslavl State Pedagogical Institute named after. K.D. Ushinsky, who graduated in 1959 with a degree in “Teacher of Physics and Fundamentals of Production.” He successfully combined his studies at the institute with his work as an evening school teacher, where his pedagogical (methodological) talent flourished and his first printed works appeared. After graduating from the institute, he, as an advanced teacher, was invited to work as an inspector of the city Department of Public Education, where he led the process of transitioning secondary schools to 11-year education.

In 1962, he entered graduate school at the Scientific Research Institute of Evening Schools of the Academy of Pedagogical Sciences of the RSFSR, which he completed ahead of schedule and in 1964 defended the academic degree of Candidate of Pedagogical Sciences.

After this G.K. Selevko comes to teaching, working simultaneously at school and at the Yaroslavl Pedagogical Institute. Here he goes from teacher to dean of the faculty.

In 1967 he was awarded the academic title of associate professor.

Work on training new teachers G.K. Selevko combined it with work to improve the qualifications of teachers in the city and region.

In 1974 G.K. Selevko is awarded the “Excellence in Public Education” badge.

In 1985, he was invited to create the Department of Pedagogy at the Yaroslavl Regional Institute of Advanced Studies. Working as the head of the department, Associate Professor G.K. Selevko contributed a lot of new things to the activities of this institution. Over the course of 10 years, the department headed by him trained personnel to open new departments. In 1989, for successful scientific and pedagogical activities, he was awarded the academic title of professor. Being a supporter of progressive pedagogical innovations, he initiated the creation in 1990 of the Faculty of Social Pedagogy at the Yaroslavl IPK.

For active work in preparation teaching staff G.K. Selevko was awarded the medal. K.D. Ushinsky.

In his research G.K. Selevko is consistently developing a technological approach to education. Within the framework of this approach, he developed original concepts: self-education of schoolchildren, the content of the work of the class teacher, a humane-personally-oriented approach to students, the concept of a social teacher, the concept of working with difficult children, as well as innovative educational technology - the technology of self-development and self-improvement of the personality of students, the basis which is the paradigm of self-development. Of particular importance in this case was the use and development at the technological level of the ideas of Academician A.A. Ukhtomsky about the education of the dominant self-improvement of the child’s personality.

The outpost for the practical development of the technology has become its experimental base, which includes more than 150 experimental sites in Russian Federation and neighboring countries.

In 2000, G.K. Selevko was awarded a medal for the Order of Merit for the Fatherland, second degree.

But the main thing in life of G.K. Selevko is the “Encyclopedia of Educational Technologies”, published in two volumes in 2006 by the publishing house “Narodnoe obrazovanie”. The work carried out by the author on the generalization and integration of pedagogical technologies, conceptual and methodological analysis made it possible to reveal the essence of modern pedagogical ideas and patterns that are reflected in specific technologies, to understand the potential capabilities of pedagogical management educational process and development of students and implement them in teaching practice.