Polat Evgenia Semyonovna (1937 -2007) Doctor pedagogical sciences, professor, head laboratory distance learning IOSO RAO, Moscow
Biography Evgenia Semyonovna Polat was born on February 12, 1937 in Leningrad. Graduated from the Faculty of Foreign Languages of Leningrad State Pedagogical Institute (1959). Doctor of Pedagogical Sciences (1989), professor (1995), academician International Academy information sciences, information processes and technologies. Worked as a teacher in English V Suvorov School(1962–1972), researcher at the laboratory of teaching aids of the Academy of Pedagogical Sciences (1972–1980), scientific secretary of the Research Institute of teaching aids and educational book APN (1980–1984).
Biography From 1984 to 1995 she was the head. lab. Scientific and technical information Research Institute of teaching aids and educational books of the Academy of Pedagogical Sciences, head. lab. didactics school equipment, manager lab. teaching aids foreign languages Russian Academy education. IN last years(1996–2007) distance learning head of the laboratory of the Russian Academy of Education. Gave lectures at the Moscow Pedagogical state university, Moscow City pedagogical university, taught at advanced training courses, including in the regions and in neighboring countries.
Biography She was an expert at UNESCO IITE (she also taught there), the Open Society Institute, the Fulbright Program, the Interregional Research in Social Sciences Program, a member of dissertation councils (RAO, Moscow State Pedagogical University), an expert at the Higher Attestation Commission of the Russian Federation in the specialty of pedagogy and psychology. Evgenia Semyonovna Polat was the founder of the distance learning laboratory of ISMO RAO http: //distant. ioso. ru/. The laboratory was organized by order of the director of the institute in 1995 on the basis of the laboratory of foreign language teaching tools.
Former graduate students and doctoral students who defended their Ph.D. and doctoral dissertations on laboratory issues: Portal Domingo, Bukharkina M. Yu., Moiseeva M. V., Akshalov B. K., Volovik A. K., Dmitrieva E. I., Solovyova I. Yu., Gavrichenkov A. N., Vinogradova O. S., Ivanova E. G., Chetvernina M. I., Shapovalova T. R., Fedotovskaya E. I., Tatarinova M. A., Palaeva L. I., Pozdnyakova N. A., Zharkovskaya T. G. , Ivanishina V. P., Severova N. Yu., Butenkova E. V., Myltseva N. A.
Scientific interests The main area of scientific interests is distance learning, information technologies in education, telecommunication projects. She made a great theoretical and practical contribution to solving the problem of introducing information and communication technologies into the education system, worked on theoretical and practical problems distance learning. She developed and tested a didactic system of a person-centered approach, implemented, in particular, through the use of project activities students.
Bibliographic information about the main published works More than 250 printed works Polat E. S., Moiseeva M. V. Internet in the system of teaching foreign languages / Abstracts of reports at VII International conference"Information technologies in education" (ITO)-98 -M. , Distance learning based on computer telecommunications // Distance learning - MESI, M, 1998. E. Polat, A. Hannanov, J. I. de Morentin, J. M. Ferreras Orbegozo, M. Moiseeva, Internet in Education. Support Materials for Educators – UNESCO Institute For Information Technologies in Education – Moscow, 2003 Internet in humanities education / ed. Polat. E. S. - M., Vlados, 2001.
Bibliographic information about the main published works More than 250 printed works Modern gymnasium. Theorist's view and practice / Ed. E. S. Polat - Vlados, 2000 Foreign Language Cabinet / ed. Polat E. S. - Vlados, 2003 Theory and practice of distance learning / Ed. E. S. Polat - Academy, M., 2004 Polat E. S. On the issue of determining efficiency remote form training - Report at the International Conference “Quality distance education" - M., 2004. Polat E. S. Integration of full-time and distance learning in high school secondary school. - “Foreign languages at school” - No. 2, 2005. .
Links to full-text materials Life as constant learning Pedagogical technologies of distance learning Project method Theory and practice of distance education
Links to full-text materials Distance learning in a specialized school New pedagogical and information technologies in the education system Modern pedagogical and information technologies in the education system
Examples modern research Panchenko Larisa Vladimirovna “Methodology for developing foreign language sociocultural competence in students based on Internet resources (English, specialized university).” Abstract of the dissertation for the competition academic degree candidate of pedagogical sciences. Moscow 2012 Myltseva Nina Aleksandrovna “System” language education in non-linguistic specialized universities (based on the English language)". Abstract of the dissertation for the degree of Doctor of Pedagogical Sciences. Moscow 2008.
Examples of modern research Kozlenkova Elena Aleksandrovna “ Methodological basics creating a distance learning course for written translation in the system additional education(English, non-linguistic university, qualification “translator in the field of professional communication”).” Abstract of the dissertation for the academic degree of candidate of pedagogical sciences. Moscow 2009.
On May 27, 2007, Evgenia Semyonovna passed away. A fond memory remains in the hearts of all who knew her and worked with her.
Edited by Dr. Ped. science prof. E. SPOLAT
Academic Council of the Institute of General Secondary Education of the Russian Academy of Education
as a teaching aid for students of pedagogical universities
and systems for advanced training of teaching staff
UDC 37.0:004(075.8) BBK 74.04ya73 N76
E. S. Polat(introduction, part I, chapter 1, 2, 3, part II, chapter 2, chapter 3 (24), conclusion);
M.Yu.Bukharkina(Part II, Chapter 3 (23), Appendix 2); M.V.Moiseeva(Part II, Chapter 3 (23, 25, 26));
A.E.Petrov(Part I, Chapter 1, Appendix 1)
Reviewers:
Ph.D. ped. sciences V.R.Leschiner,
Ph.D. tech. sciences V.A.Krivoschekov
New educational and information technologies
N 76 in the education system: Proc. aid for students ped. universities and
booster systems qualified ped. personnel / E. S. Polat, M. Yu. Bukhar-
Kina, M.V. Moiseeva, A.E. Petrov; Ed. E. S. Polat. -
M.: Publishing center "Academy", 2002. - 272 p.
ISBN 5-7695-0811-6
The proposed manual introduces the reader to the project method, collaborative learning, multi-level learning, the “Student Portfolio”, as well as the widespread use of computer telecommunications and the global Internet in teaching practice. Analogues of this manual are two distance learning courses developed by the same group of authors: “Computer telecommunications in the school education system” and “New pedagogical technologies”, posted on the Internet at: http:// www. ioso. iip. net/ distant.
For students and teachers of pedagogical universities, graduate students, teachers of secondary schools, gymnasiums, lyceums, as well as systems for advanced training of teaching staff.
UDC 37.0:004(075.8) BBK 74.04я73
© Polat E.S., Bukharkina M.Yu., Moiseeva M.V., Petrov A.E., 2001 ISBN 5-7695-0811-6 © Publishing center "Academy", 2001
There is no land in the world equal to the land where you were born - honoring it is your most important, most righteous law.
Junie Palmotić
INTRODUCTION
MAIN DEVELOPMENT TRENDS
EDUCATION SYSTEMS IN THE WORLD
PEDAGOGICAL PRACTICE
Before starting to study specific new pedagogical technologies, we invite the reader to familiarize himself, at least briefly, with the main trends in the development of education systems in the world. We hope this will help to better understand the role of new technologies in teaching practice, which should rather be seen as a necessary condition for the intellectual, creative and moral development of students. Development becomes the key word of the pedagogical process, an essential, deep concept training.
What determines this direction of pedagogical science and practice?
What does a modern young man need in order to feel comfortable in the new socio-economic conditions of life?
What role should school play and what should it be like in the 21st century in order to prepare a person for a full life and work?
We will try to give answers to these and some other questions in this book. And we will begin our conversation with an analysis of the main trends in the development of education systems in world pedagogical practice.
Dissatisfaction in many countries with the results of school education has led to the need for its reform. For this purpose, it was important to develop a strategic direction for the development of the general secondary education system for the future.
A comparative analysis of the mathematical and natural science training of students in 50 countries according to the Third International Mathematics and Science Study (TIMSS) showed that Singapore students have the highest results in both mathematics and science. Their indicators are statistically significantly different from the indicators of other countries participating in the study in mathematics (grades 7-8) and science (grades 8). Schoolchildren are approaching them. South Korea and Japan, as well as Belgium and the Czech Republic.
The results of Russian schoolchildren fall into the intermediate secondary group. At the same time, according to the conclusion of the commission that analyzed the research data, our schoolchildren have worse environmental and methodological knowledge; great success they have achieved in the area of mastery of factual material - an area that requires the reproduction of ready-made knowledge and its application in a familiar situation. The non-traditional formulation of questions for our students noticeably reduced the level of their answers. As for the ability to integrate this knowledge and apply it to obtain new knowledge and explain phenomena occurring in the world around us, here our students were frankly not up to par. It was these skills that were demonstrated by schoolchildren from leading countries.
It is important to note that these test rates for 13-year-old schoolchildren in 1991 and in 1995 under the TIMSS project were very similar. This shows that the state of science education has remained virtually unchanged in these countries over the past five years.
Based on the results of the comparative analysis, some recommendations were made for reforming the teaching system not only in these, but also in other academic subjects, since a very similar picture is observed in the primary grades, and in history, and in foreign languages, for which a study was conducted in 1995. similar study. Among the recommendations formulated, we consider the following to be the most significant:
strengthening the practical orientation of the content of EU coursesscientific-scientific cycle; study of phenomena^ processes, objects, objectssocieties surrounding students in their daily lives;
change of emphasis in educational activities, aimed at the intellectual development of students by reducing the share of reproductive activity; using tasks, checkingshih different kinds activities, increasing the weight of tasks forchanging knowledge to explain surrounding phenomena; taking into account the knowledge that students receive outside of school from various sources.
1 Comparative analysis of mathematical and natural science training of primary school students in Russia. - TIMSS. M., 1996. Issue 2.
In 1997, the results of testing school graduates from TIMSS countries in mathematics and physics were analyzed. The purpose of this testing is to assess the state of mathematical and natural science training of graduates of general secondary educational institutions in comparison with various systems education. The preparation of students in an in-depth program in mathematics and students who studied physics as a separate subject were also subject to assessment.
When comparing the test results of graduates who studied mathematics in depth, it turned out that Russian schoolchildren occupy second (after France) position among countries whose average score is significantly higher than the international one, and in terms of results in physics - third (after Norway and Sweden). However, the data from testing the mathematics and natural science education of secondary school graduates from TIMSS countries is less encouraging. Russia was included in the group of countries that scored an average score significantly lower than the international one 1 .
What is to be tested in such studies?
The audit is carried out in three main areas:
Contextual - can a school graduate use the knowledge acquired at school when solving everyday problems in the context of real life situations? Or, having studied natural science courses, does the student, when explaining observed phenomena, rely not on what he was taught at school, but on pseudoscientific, everyday ideas formed outside of school?
Procedural - have intellectual skills been formed that allow logical mental operations and establish cause-and-effect relationships when solving everyday problems?
The main conclusions that were drawn regarding Russian schoolchildren:
insufficient level of natural science literacy of Russian graduates, their ability to apply the knowledge gained from studying natural science disciplines in real situations;
For most tasks, the test results of Russian schoolchildren are comparable to international averages, but for a third of tasks they are significantly lower than international ones.
1 Comparative assessment of natural and mathematical training of secondary school graduates in Russia. Issue 4. - The third international study to assess the quality of mathematics and natural science education. - M., 1998.
Thus, independent international studies show not only the shortcomings of general secondary education in different countries of the world, but also ways to overcome these shortcomings. The main one is the intellectual development of students.
Similar conclusions were made in the report prepared by the International Center for Education, “Determining the Effectiveness of Teaching in American Schools” (June 26 - 29, 1994, Atlanta, Georgia) based on a thorough analysis of the state of education in the 10 largest countries in the world (USA, Canada, China, Korea, Japan, France, Russia, Germany, Great Britain, Denmark) in three basic subjects: mathematics, physics, languages (reading, writing, speaking/listening). Participants in a round table organized on the pages of the Educom Review magazine in November 1994, which was attended by leading US educators, businessmen, teachers and administrators of various educational structures from different states, came to similar conclusions.
Education systems in any country are designed to contribute to the implementation of the main tasks of the socio-economic and cultural development of society, because it is the school and university that prepare a person for active work in various spheres of economic, cultural, political life society. Therefore, the role of school as a basic link in education is extremely important. The ability of an educational institution to respond flexibly to the demands of society, while maintaining the accumulated positive experience, is very important.
The well-known American educator I. Goodlad 1 speaks as follows regarding the role of school in modern post-industrial society: “A school and only a school is created in order to provide a systematic, constantly supported educational process, the essence of which is the transfer of knowledge, skills, attitudes, values, feelings " I. Goodlad justifies twelve priority goals that meet modern school requirements. These include “students' mastery of basic skills and fundamental processes (reading, writing, speaking, mathematical concepts and operations); intellectual development (development of thinking, problem solving skills, abilities for independent judgment and decision making); preparation for choosing a profession and further education. Other goals include: civic education; formation of a positive self-concept and interpersonal skills; development of creative abilities; emotional and physical development; moral education" 2.
1 Goodlad I. What Schools Are For? - Bloomington, 1994. - P. 33.
2 Gershunsky B.S. Russia and the USA on the threshold of the new millennium. - M.: Flinta,
Determining strategic directions for the development of education systems is of concern to almost the entire world community. In the book “School for the 21st century. Priorities for reforming education”, American educator Phillip S. Schlechty 1, citing a survey of many businessmen, employers, and school officials, emphasizes that the question: “What do you want from school?” received, as a rule, the same answer: “We need people who know how to learn independently.” This is understandable, the author argues, if a student knows how to learn, is able to achieve a goal, if he knows how to work with a book, receive knowledge from a teacher, search and find the necessary information to solve certain problems, use a wide variety of sources of information to solve these problems, then it will be easier for him to improve his professional level, retrain, acquire any necessary additional knowledge - and this is exactly what is needed in life. Of course, achieving this is much more difficult than teaching students to read, write, count and assimilate a variety of knowledge in various subjects. Even if the school copes with this task very well, for an information society, as the United States and many other countries of the modern world are becoming, this is clearly not enough. It seems appropriate here to cite the opinion of one of the world's leading economists, Lester Turow, that “Knowledge becomes the only source of long-term sustainable competitive advantage, since everything else falls out of the competition equation; but knowledge can only be used through the qualifications of individuals” 2.
Current and future employers are interested in an employee who:
Able to think independently and solve a variety of problems (i.e. apply acquired knowledge to solve them);
possesses critical and creative thinking;
has a rich vocabulary based on a deep understanding of the humanities.
According to F.S. Shlekhti, those students who successfully master the basic course school curriculum, will learn to apply their knowledge in a familiar situation, will receive diplomas, but will not be able to independently work with information and acquire knowledge, and will not be able to count on success in the US information society of the 21st century.
Thus, a graduate of a modern school who will live and work in the coming millennium, in a post-industrial society, must have certain personality qualities, in particular:
1 PhillipWITH. Schlechty. Schools for the 21st Century. Leadership Imperatives for Educational Reform. - San Francisco, 1990.
2 Lester Turow. The future of capitalism. - Novosibirsk, 1999. - P. 92.
adapt flexibly to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various problems, so that throughout life you have the opportunity to find your place in it;
independently think critically, be able to see difficulties arising in the real world and look for ways to rationally overcome them using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the surrounding reality; be able to generate new ideas and think creatively;
competently work with information (be able to collect the facts necessary for the study of a certain problem, analyze them, put forward hypotheses for solving problems, make the necessary generalizations, comparisons with similar or alternative options for consideration, establish statistical patterns, formulate reasoned conclusions and, on their basis, identify and solve new problems );
be sociable, contactable in various social groups, be able to work together in different areas, preventing conflict situations or skillfully getting out of them;
independently work on developing one’s own morality, intelligence, and cultural level.
As is known, the United States, after the launch of the Soviet artificial Earth satellite, was extremely concerned about its lag in strategically significant areas of engineering and technology. The roots of the reasons for this lag were quite reasonably sought in the state of the education system in general and school education in particular. In the early 1980s, the famous report of a commission to study the quality of education in schools, “A Nation at Risk: The Need for School Reform,” was published. Since then, the best minds of the country have tried to develop a certain pedagogical doctrine that would show the way out of the dead end. There were many similar attempts. Among them, it makes sense to turn to the large-scale project “World Class Education” (World Class Education. Richmond, 1993), developed by the pedagogical community of the state of Virginia 1. V.Ya. Pilipovsky, whose analysis material is referred to by Academician B.S. Gershunsky, identifies the main “life roles”, i.e. what American students should become as they learn.
1. A realized personality. A person who is distinguished by a well-developed awareness of his abilities and needs, and who consistently uses this knowledge to select alternatives that are most likely to provide the opportunity to lead a healthy life.
1 Gershunsky B.S. Russia and the USA on the threshold of the third millennium. - M.: Flinta, 1999.-S. 510.
a healthy, productive and fulfilling life. This role covers the physical, mental and emotional aspects of life that provide the basis for personal fulfillment.
A person with a desire to support other people. This is the life role of a person who knows how to value relationships with other people and develops a variety of fruitful connections with them. This role embodies the entire spectrum of family, personal, micro-social connections at the community level, business and international points of contact, without which it is difficult to imagine the life of every person.
Life is like a constant learning. This is the role of a person who constantly acquires new knowledge along with the ability to respond to changing conditions outside world. This role recognizes the fact that new models, ideas, information and opportunities emerge both within and outside the institution itself - sometimes many years after formal education has ended.
Active participant in cultural development. In this role, a person is able to appreciate cultural and creative activities, participates in them and understands the most important aspects and aspects of culture that shape the individual and society. This role includes one or another activity and one’s own participation in the process of cultural enrichment of the individual and society.
Highly qualified worker. This is the person who takes responsibility for consistently producing high-quality products and related services. This role encompasses the range of skills, abilities and attitudes required to produce, market and deliver quality products and services.
An informed citizen. This is a person who is knowledgeable about history, the political situation and the real needs of his community, and responds with deep interest to local, national and international problems. This role includes a variety of political, economic and social species activities along with civic responsibility within local, national and international communities.
Environmentalist. Acting in this role, the individual is well aware of the interconnections and existing mechanisms of nature, appreciates their importance, and also knows how to effectively and responsibly use natural resources. This role covers all aspects of understanding nature in order to protect, manage and enhance its resources.
The second block of the program for the development of a modern American School consists of general education intellectual skills, variousstrong thinking and communication skills, ability to solve problemsvarious problems, work with quantitative data, of courseThis means working closely and productively with other people.
As can be seen from all that has been said, the views of teachers from different countries of the world on the development of education systems are very similar. Post-industrial society needs independently thinking people who are capable of self-realization, of course, on the basis of objective self-assessment. Let us once again refer to the predictive analysis of the American economist Lester Thurow: “Technology and ideology are shaking the foundations of twenty-first century capitalism. Technology makes skills and knowledge the only source of sustainable strategic advantage" 1 . Awareness of this fact becomes a property today. More and more school and university graduates understand how much they need knowledge, practical and intellectual skills for self-affirmation and self-realization in this life. Competitions for admission to higher educational institutions and the influx of graduate students, despite the obvious shortsightedness of those in power, demonstrate this quite convincingly. And the student today is no longer the same. Today's student does not need to be forced to attend lectures; he strives to be in the classroom himself. Such a change has not yet occurred at school. Significant reform work is needed, taking into account the above goals and features of the transition period.
Another thing is obvious: the stated goals can be achieved only through personality-oriented technologies, because education focused on some average student, on the assimilation and reproduction of knowledge, skills and abilities, cannot meet the current situation.
Thus, the main strategic direction for the development of the school education system in different countries of the world lies in solving the problem personality-oriented education - such an education in which the personality of the student would be the focus of attention of the teacher, psychologist, in which the activity of learning, cognitive activity, and not teaching, would be leading in tandem teacher-student, so that the traditional paradigm of education teacher-textbook-student was decisively replaced with a new one: student-textbook-teacher. This is exactly how the education system is structured in the leading countries of the world. It reflects the humanistic direction in philosophy, psychology and pedagogy.
Humanistic psychology and, accordingly, pedagogy connect their research, development, and recommendations with the student’s personality, her individuality. Unlike behaviorists, who also focused their efforts on personality development, representatives of the humanistic movement have a fundamentally different understanding of the essence of the relationship to human individuality. This is important to understand in order to understand, in the end, what is meant by person-centered
1 Lester Turow The future of capitalism. - Novosibirsk, 1999. - P. 3S4.
training in world pedagogy, what views exist on this matter. Essentially, psychologists and teachers have always been aware of the need to focus on the individual characteristics of students, but they have proposed different ways. Below we will take a closer look at the essence of student-centered learning, as understood by the authors of this book. Here it is important for us to direct the reader’s thoughts on this matter from the very beginning, and therefore it is necessary to at least briefly show the different points of view of representatives of this trend in psychology and pedagogy. So, behaviorists and humanists came closest to implementing the ideas of personality-centered learning in pedagogy. The difference between them was that behavioralists proposed a technological solution to a problem based on the biological essence of humans. In a somewhat pointed form (in real life, of course, everything is much more practical and not so orthodox), behaviorists proposed a certain pedagogical technology, the implementation of which, according to them, should be guaranteed to lead to the planned results. Humanists fundamentally and quite reasonably objected to such technologization, emphasizing the uniqueness of the personality of both the student and the teacher, who cannot act according to the principle of mechanisms. However, this does not mean at all that humanists did not recognize learning technologies, and behaviorists demanded to act strictly according to developed algorithms. In life everything is much more complicated and simpler. Teachers and practitioners always make their own adjustments to any theory, based on reasonable expediency. But to understand the essence of this or that approach, it is useful to turn to the original source. The most prominent representative of the humanistic trend in psychology, Carl Rogers 1, among the basic principles of this trend, identified the following:
the individual is at the center of an ever-changing world. From this follows two conclusions that are extremely important for the teacher: for each individual it is significant own world perception of the surrounding reality; this inner world
cannot be fully known by anyone from the outside;
a person perceives the surrounding reality through the prism of his own attitude and understanding;
the individual strives for self-knowledge and self-realization; he has an internal need for self-improvement;
Self-improvement and development occur on the basis of interaction with the environment, with other people. External assessment is very important for a person, for his self-knowledge, which is achieved as a result of direct or hidden contacts.
1 Guy R. Lefrancois. Psychology for Education. ~7th edition. - USA, 1991.
Many of K. Rogers' views formed the basis of personality-oriented pedagogy.
Famous Soviet psychologists also spoke about the need to take into account the individual characteristics of the child: L.V. Vygotsky (theory of the child’s zone of proximal development), P.Ya. Galperin (theory of the gradual formation of mental actions), A.A. Leontiev (psychology of communication), etc. However, under the conditions of the class-lesson system and the dominance of the authoritarian style in pedagogy, it was absolutely impossible to implement these ideas in relation to each student.
In the conditions of student-centered learning, the teacher acquires a different role and function in the educational process, no less significant than in the traditional education system, but different. And this is important to realize. If under the traditional education system the teacher and the textbook were the main and most competent sources of knowledge, and the teacher was also the controlling subject of knowledge, then under the new education paradigm the teacher acts more as an organizer of independent active cognitive activity of students, a competent consultant and assistant. His professional skills should be aimed not just at monitoring the knowledge and skills of schoolchildren, but at diagnosing their activities in order to help in time with qualified actions to eliminate emerging difficulties in cognition and application of knowledge. This role is much more complex than in traditional teaching and requires a higher degree of skill from the teacher.
Personally-centered learning essentially involves differentiated approach to training, taking into account the level of intellectual development of the student, as well as his preparation in this subject, his abilities and inclinations.
This is the dictate of the time, and it applies to school not only in our country, but also in any developed society, which naturally presupposes certain constructive requirements for educational systems. Currently, almost all developed countries of the world have realized the need to reform national education systems so that the pupil and student truly become the central figures educational process so that the student’s cognitive activity is the focus of attention of teacher-researchers, developers of educational programs and teaching aids, and administrative workers.
“We have to admit,” writes B.S. Gershunsky, “that it was precisely the personality-oriented values of education, to which so much attention was paid in the religious, philosophical and actually pedagogical works of scientists and thinkers of pre-revolutionary Russia, that were later largely lost, subordinated to hypertrophiedly protruded collectivist concepts of pedagogical activity.
It is quite natural that these concepts reflected the general political and ideological guidelines of socialist and communist orientation, which, despite the external camouflage of attractive slogans and declarations (such as “everything in the name of man”, “everything for the benefit of man”), in their deepest basis were anti-humanistic in nature. They ignored, in essence, the highest self-worth of each person, forced to subordinate his own interests to state and public interests, to conformistically adapt to the dominant mono-ideology and the external socio-economic environment. Thus, the human personality was reduced to the level of a primitive “cog” in a state-society mechanism of a different mechanism, with all the ensuing destructive consequences for both man and society” 1 .
Of course, when speaking about the need for the consistent implementation of a person-oriented approach in teaching and educating students, it is necessary to always keep in mind the holistic personality of the child with his emotional and spiritual sphere. Proponents of a holistic approach to education specifically emphasize that “all aspects of human life are most fundamentally interconnected: ... education should concern itself with the development of the physical, emotional, social, aesthetic, creative and spiritual qualities of each individual, just as it traditionally cares for the intellectual and professionally oriented skills" 2.
So, the information technology society, or, as it is called, post-industrial society, in contrast to the industrial society of the late 19th - mid-20th centuries, is much more interested in its citizens being able to independently, actively act, make decisions, and adapt flexibly to changing living conditions.
Until recently, it was not possible to solve these problems due to the lack of real conditions for their implementation with the traditional approach to education, traditional means of teaching, more focused on the classroom-lesson system. Over the past 10-15 years, such conditions, if not fully created, are being created in different countries with varying degrees of success.
What are these conditions? First of all, these are conditions that can provide the following opportunities:
Involving each student in an active cognitive process, and not passive acquisition of knowledge, but active cognitive activity, application of acquired knowledge
1 Gershuisky B.S. Philosophy of Education. - M.: Flinta, 199S. - P. 36.
2 Ron Miller. What Are Schools For? Holistic Education In American Culture. - Brandon, Vermont, USA, 1992. - P. 153.
knowledge in practice and a clear understanding of where, how and for what purposes this knowledge can be applied;
Working together in cooperation to solve a variety of problems when it is necessary to demonstrate appropriate communication skills;
Wide communication with peers from other schools in your region, other regions of the country and even other countries of the world;
Free access to the necessary information in information centers not only at your school, but also in scientific, cultural, information centers around the world in order to form your own independent but reasoned opinion on a particular problem, the possibility of its comprehensive research;
Constant testing of one's intellectual, physical, moral strength to identify emerging problems of reality and the ability to solve them through joint efforts, sometimes performing different social roles.
In other words, the school must create conditions for the formation of a personality with the qualities mentioned above. And this is a task not only and not so much of the content of education, but of the used learning technologies.
Solving these problems requires complex efforts not only by the school, but also by the entire society. The learning process of a modern person does not end at school, college, or university. It becomes continuous. The system of continuous education is not a declaration, but an urgent need of every person. Therefore, now there is a need not only for face-to-face training, but also for distance learning, based on modern information technologies. Electronic media (radio, television, computers) are increasingly used as sources of information. Lately Telematics, primarily the global telecommunications networks Internet, are beginning to play an increasingly important role in human information support. Naturally, this requires significant material costs. But here, as in popular wisdom: whoever didn’t have time is late. If we want to see Russia among the leading countries of the world, if we want our children to be able not only to build their own destiny, but also the destiny of Russia, we must search, search and find... This is the business of politicians and economists. Our job is to look for and find ways of pedagogical solutions to pressing problems in education.
All these pressing problems of pedagogy must be solved effectively and consistently, and in a sufficiently short time, because the needs for restructuring education and developing the appropriate educational and material base are obvious today.
It seems that new pedagogical and, of course, information technologies can help us with this, not least of all.
gii. It is impossible to separate one from the other, since only the widespread introduction of new pedagogical technologies will change the very paradigm of education, and only new information technologies will make it possible to most effectively realize the opportunities inherent in new pedagogical technologies. However, cavalry attacks are not suitable here either. Until the teacher himself is convinced of the effectiveness of this or that approach, this or that technology, he will not be able to apply them adequately, and therefore, the effectiveness of the “administrative” approach to their implementation will be very doubtful.
That's why we see ours main task This book is to try to convince teachers of the necessity and effectiveness of using the proposed teaching technologies. To this end, first of all, it is important to determine priorities in the field of educational technologies, taking into account the goals of education, as well as the interests of personal development.
Among the various areas of new pedagogical technologies, the most adequate to the goals set, from our point of view, are:
Cooperative learning;
Project method;
Multi-level training;
"Student's Portfolio";
an individual and differentiated approach to learning, reflection opportunities that are implemented in all of the above technologies.
The new pedagogical technologies discussed in this book, and any others currently used or just emerging in the minds of scientists and teachers, in the depths of pedagogical practice, are unthinkable without the widespread use of new information technologies, computer ones in the first place. It is new information technologies that make it possible to fully reveal the pedagogical and didactic functions of these methods and to realize the potential inherent in them.
In this case, from the whole variety of innovative directions in the development of modern didactics, we chose the project method, cooperative learning, multi-level learning and the “Student Portfolio” for two reasons:
firstly, because in the conditions of our existing class-lesson system of classes, they most easily fit into the educational process and may not affect the content of training, which is determined by the educational standard for the basic level. At the same time, if we are talking about gymnasiums, lyceums and other types of educational institutions that provide different content, more in-depth, profile-oriented, then these technologies are well combined with these educational
systems. These are technologies that, when integrated into the real educational process, allow one to achieve the goals set by any program or educational standard for each academic subject using other, alternative to traditional, methods, while preserving all the achievements of domestic didactics, educational psychology, and private methods;
Secondly, because, in our opinion, these truly pedagogical technologies, humanistic not only in their philosophical and psychological essence, but also in a purely moral aspect, ensure not only the successful assimilation of educational material by all students, but also intellectual and moral development children, their independence, goodwill towards the teacher and each other, sociability, desire to help others. Rivalry, arrogance, rudeness, authoritarianism, so often generated by traditional pedagogy and didactics, are incompatible with these technologies.
These are the most popular technologies currently in all developed countries of the world, which Bill Clinton, in the preface to Phillip S. Schlechty’s book “School in the 21st Century,” 1 called technologies of the 21st century.
The main distinguishing feature of the so-called humanistic approach in psychology and education is special attention to the individuality of a person, his personality, a clear focus on the conscious development of independent critical thinking. This approach is considered in world pedagogical practice as an alternative to the traditional one, based mainly on the assimilation of ready-made knowledge and its reproduction. However, what has been said does not mean at all that the authors are striving for revolutionary changes in pedagogy. From our point of view, we can only talk about evolutionary process, taking into account the needs of today, about changing priorities from mastering ready-made knowledge during classroom activities on independent active cognitive activity of eachbefore the student taking into account its features and capabilities, activities that do not always fit into the lesson system. If each of these areas of pedagogical technologies is integrated with each other and finds its place in the educational process, gradually, quite naturally, displacing traditional methods and forms of work, then, I think, over time it will be possible to develop an optimal approach to organizing the educational process in our conditions taking into account the specifics of the Russian school and the domestic cultural environment.
1 Phillip C. Schlechty. Schools for the 21st Century. Leadership Imperatives for Educational Reform. - San Francisco, 1990.
Apparently, one of the most important functions that plays a major role in the mental development of a child at school age is thinking.
There is every reason to believe that the role of learning in a child’s development is that learning creates a zone of proximal development.
L. S. Vygotsky
We view distance learning as independent system, one of the forms of training. It is therefore logical to turn to possible options for organizing distance learning, their specifics, in order to determine, firstly, for what purposes one or another option may be most acceptable and under what conditions, and secondly, what are the specifics of the components of each of the possible options, namely : what impact does this or that option have on the organization of the educational process, selection of content, methods, organizational forms and teaching aids.
Currently, the existing network of open and distance education in world practice is based on six famous models, using various traditional means and means of new information technologies: television, video recordings, printed manuals, computer telecommunications, etc.
We, in turn, offer the following models for organizing the educational process, which, in our opinion, make it possible to more fully realize the capabilities of Internet technologies:
Integration of full-time and distance learning.
Network training:
Autonomous online courses;
Information and subject environment.
Network learning and case technologies. Distance learning based on interactive television (Two-way TV) or computer video conferencing.
Integration of full-time and distance learning.
This is the most promising model, as accumulated practice shows, and in relation to both school education(specialized courses, the use of further education courses to deepen knowledge, eliminate gaps in knowledge), and to university.
This model (for a school) can be schematically depicted as follows.
Scheme No. 1.
It is quite obvious that when introducing specialized training into the practice of teaching in senior classes, it is possible to create a fund of specialized or specialized courses in various directions within general education program schools could significantly advance the solution to the problem of specialized training. With the help of distance learning courses, it would be possible to significantly diversify the areas of specialized training, giving students the opportunity for clearer professional guidance and preparation for entering the relevant university (although such a task is not officially set before specialized training). Such courses could be created on the basis of resource centers (other schools, universities, colleges) and they could be taught by teachers of these centers based on integration with the full-time education system of the above profiles. Moreover, the development of such courses could be carried out on a corporate basis by several centers where there are similar or similar areas in profile. Students would have enough wide choose specialized areas of study in high school, and the development and management of these courses by qualified teachers of resource centers and leading universities in the country would guarantee the quality of such training. Accordingly, one could talk about creating an information-subject environment for this profile. Then preparation for a single state exam would gain more meaningful motivation. For now, all these ideas can only be presented in subjunctive mood, since no one, either at the ministry level or at the level of specific universities, has a clearly developed position in this direction, much less a program of action. That's all for now larger number students graduating classes prefer to switch to external education because they cannot combine a full schedule of hours at school with an in-depth specialized course and preparatory courses at a university. However, our task is to show the possibilities, albeit potential uses of various models of distance learning.
Integration of remote and full-time training very promising in terms of wider use of the student component, training in individual programs, which has recently become increasingly widespread in our schools, especially in high school. It is becoming more and more obvious that the class-lesson system in the form in which it exists in our school is a brake on intellectual development student, especially in high school. 6-7 lessons of 45 minutes each, during which the student must understand the essence of each new knowledge, and then the same 6-7 homework leaves no chance for deepening into the material being studied, a more serious study of the problem, independent search information to solve a problem, reasoning about the information found, i.e. main goal modern education– developing the ability to work with information. The working day of a student already in the 8th grade, not to mention older schoolchildren, lasts at least 10-11 hours. It would be completely calm most information material that does not require significant intellectual effort to comprehend it, transfer it to remote forms, including possible forms testing, control, necessary consultations. Replacing these forms of classroom activities with independent, abstract, project activities with subsequent presentation at seminars, discussions, etc. could not only significantly relieve the student’s precious daytime time, but also create conditions for productive independent creative activity, and the teacher - the possibility of additional consultations for those students who need it. Thus, the possibilities of integrating full-time and distance learning are quite promising, although they require certain organizational and administrative decisions. The future, however, undoubtedly lies with such forms of education, not only in universities, but also in schools.
Scheme No. 2
Model for integrating full-time and distance learning forms for universities 
Network training.
Network learning is necessary in cases where difficulties arise with providing students with quality full-time education (for children with disabilities, for children of the Far North and rural areas, as well as for students and adults who want to improve their professional level, change profession, etc.). In this case, special, autonomous distance learning courses are created, i.e. in individual academic subjects, sections or topics of the program or entire virtual schools, departments, universities. Autonomous courses are more designed to master a separate academic subject, deepen knowledge in this subject, or, conversely, eliminate gaps in knowledge. We will talk more about autonomous courses and virtual schools in subsequent sections. Here it is important for us to show the very model of such a course.
Scheme No. 3
Model of a network distance learning course
Any distance learning course is a full-fledged educational process.
As for the virtual school, here we mean the creation of a well-structured information and educational space or environment that contains all the training courses provided curriculum or training program, a library of such courses (by grade, by program section, etc.), laboratory and practical work, Additional Information ( virtual libraries, excursions, dictionaries, encyclopedias, etc.). It also provides for the possibility of using various pedagogical and information technologies to organize joint activities students in small groups of cooperation at different stages of training, contacts with the teacher, discussion of issues through teleconferences, forums, organization of joint projects, etc. The network model of distance learning uses electronic network or CD-ROM multimedia electronic textbooks or teaching aids. In any network version of distance learning, an important component is the administrative block (registration of course participants, monitoring of their training, personal files, etc.).
This training model can completely replace full-time education and be self-sufficient for obtaining a quality education, provided that it is properly organized. According to UNESCO, the demand for this model of education is already quite high in Russia, both among adults and children, especially teenagers. This demand will grow over the years, as everything large quantity people want to receive a full education or deepen their knowledge of individual subjects, unable to attend full-time educational institutions, or being dissatisfied with the quality of education at the local level. The information-subject environment is an integral educational system of a school course (with differentiation) or a particular university specialty with full set the entire information array necessary and sufficient to achieve the set learning objectives in a given educational system.
This model will be discussed above.
Network learning and case technologies.
The networked learning and case technology model is designed to differentiate learning. The point is that in large quantities In cases, there is no need to create electronic online textbooks if printed manuals already approved by the Ministry of Defense exist. It is much more effective to build training based on already published textbooks and teaching aids and with the help additional material, posted on the Internet, either deepen this material for advanced students, or provide additional explanations, exercises, etc. for weak students. This includes consultations with teachers, a testing and control system, additional laboratory and practical work, joint projects, etc.
Scheme No. 4.
Interactive television (Two-way TV).
The latest model (interactive television) is related to television technology and is still very expensive. This is a broadcast of classes using video cameras and television equipment over a distance. This is the distributed class model discussed above. Time will tell which will be more accessible - interactive television or video conferencing on networks.
Scheme No. 5.
This distance learning model completely imitates the full-time course. With its help, the classroom walls seem to move apart, and the audience expands to include remote students with whom the teacher and students can come into contact (like a teleconference). Accordingly, this model requires the presence of students (as in full-time) certain time, in a certain place.
As can be seen from the models presented above, each of them has its own specifics and is designed to solve specific problems. didactic tasks. Each model has its own user. Therefore, it is difficult to give preference to one model or another. The specifics of each model of distance learning process determines the selection and structuring of training content, methods, organizational forms and teaching aids. Before moving on to the actual didactic problems of organizing the educational process in a distance form, we will consider in more detail the most complex and, at the same time, one of the most popular and promising models of distance learning - virtual school and a virtual university for teacher training.
Polat Evgenia Semyonovna, Doctor of Pedagogical Sciences, Professor, Head. Laboratory of distance learning IOSO RAO, Moscow
Times change, generations change. Each new generation strives to be smarter than the previous one, to learn its experience and move further in its development and self-improvement. Without this there is no progress. But it is also obvious that without the desire to look ahead, to understand the strategic ways of development of the new generation, it is impossible for the generation living at the present time to develop. Everything in this world is interconnected: past, present, future; culture, spiritual heritage different nations; economics, politics and ecology. Now we already know that it is impossible to isolate ourselves from the world. Any disasters in one part globe inevitably influence the destinies of peoples in other parts.
That is why the first and perhaps the most significant problem for the education system of the future is integration, the creation of a unified educational and information space. This problem is formulated in the philosophy of education in many countries of the world (Velikhov E.P. Gershunsky B.S., Ellis A., Cogan J., Howey K., Ron Miller, etc.). This is a strategic issue aimed at promising development educational systems of different countries of the world, aware of the unity and integrity of the universe, the interdependence and interdependence of the parts of its components.
This global problem will have to be solved through pedagogical and information technologies. To do this, it is important to realize already at the level pedagogical knowledge, including social pedagogy, didactics, what is important to provide for this. First of all, it is necessary to realize that in the age of information technology, the post-industrial period of development of many countries of the world, people are faced with an avalanche-like flow of information. Information literally overwhelms him through publications, through electronic means, primarily the Internet, CDs, through mass media. To be able to perform one or another skillfully enough professional activity to the current person, and even more so, it is not enough for a person of the future to graduate from the appropriate university. Problem continuing education, and from here the continuity of different systems and levels of education moves from the plane of theoretical understanding to a purely practical plane: how can a person throughout his life, at any part of his life, gain free access to education, obtaining a profession, changing a profession, improving his qualifications, etc. Thus, the problem is practical, i.e. Already the technological development of the continuous education system can be considered the second very significant problem in the strategic and tactical aspects.
The identified problem is directly related to priorities in the field of didactics. The fact is that with such a consideration of the prospects for the development of education, it turns out to be insufficient to focus on the need to transfer and assimilate the experience accumulated by humanity, as was previously outlined in didactics. It is important to be able to independently acquire knowledge, be able to work with information, analyze it, see and solve problems that arise. different areas Problems.
In other words, the tasks that have been put forward for many years by scientific teachers from around the world, including in our country (Lerner I.Ya., Skatkin M.N., Makhmutov I.I., Pidkasisty P.I. and many others) tasks intellectual and moral development of the individual (one without the other is very dangerous, as we have had the opportunity to see this many times) have acquired particular relevance. Not just the assimilation of knowledge, but the ability to creatively apply it to obtain new knowledge, the development of independent critical thinking of a student - this is a problem, the implementation of which requires a fundamentally different look at both teaching technology and theory.
It's about o the need to develop the individual, and not the average student. Therefore, priority should be given to student-centered pedagogy and student-centered pedagogical technologies. This view of the education system implies a change in the educational paradigm. The paradigm previously implemented in our education system more rigidly than in other countries - teacher-textbook-student, in which the priority was clearly given to teaching activities, clearly does not meet the dictates of the time, the course towards a personality-oriented approach to education, developed within the framework of the humanistic direction in philosophy, psychology and pedagogy. It should be replaced new paradigm education: student-textbook-teacher, in which priority should be given to the student’s independent cognitive activity. This does not make the role of the teacher any less important, on the contrary.
Organizing student-centered learning requires high professionalism on the part of the teacher. Thus, the strategic directions for the development of educational systems in modern society are obvious:
INTELLECTUAL AND MORAL DEVELOPMENT OF A PERSON BASED ON INVOLVEMENT OF HIM IN VARIOUS INDEPENDENT, PURPOSE-FOREST ACTIVITIES IN VARIOUS FIELDS OF KNOWLEDGE.
The task is by no means new, but currently there is freedom of choice of pedagogical technologies, with widespread implementation in educational process new information technologies create new, previously non-existent opportunities for its successful solution.
Hence the task of selecting pedagogical and information technologies for the implementation of the above-mentioned, by no means all, but, as we see it, the most significant problems of education, which we all have to solve slowly, without revolutionary fervor, but consistently and systematically.
To do this, it is very useful to decide on the means that will contribute to a successful solution. mentioned problems. If we talk about pedagogical technologies, then we should talk about those that would be adequate in their functions to the specifics of student-oriented, humanistic approach. I would give priority to technologies such as cooperative learning, the project method, multi-level training, and modular training. In this short article we can only limit ourselves to listing pedagogical technologies that can provide significant assistance in solving the problems posed here. This does not mean that the methods and technologies of traditional teaching are completely rejected.
In pedagogy, in didactics, one should always exercise special caution and the principle of expediency and look for the most productive ways to achieve set goals. I would just like to draw attention to the fact that there is a significant difference between a project, including an educational one, educational as such, and the project method, i.e. a way to achieve the intended result, which involves technological development of the entire path. The project method assumes the presence of a problem that students solve in joint creative, research, search or gaming activities, depending on the type of project.
Any practically significant result obtained as a result of this or that development can be called a project (for example, a marathon, an Olympiad, a business week or an English language week at school, etc.). And this will be true, but only if we are not talking about the project method. The project method presupposes a certain way to achieve a result. The basic requirements for using the project method can be briefly formulated as follows:
1. The presence of a problem/task that is significant in research, creative terms, requiring integrated knowledge, research to solve it (for example, researching a demographic problem in different regions of the world; creating a series of reports from different ends the globe on one issue; problem acid rain on the environment, etc.).
2. Practical, theoretical, cognitive significance of the expected results (for example, a report to the relevant services on the demographic state of a given region, factors influencing this state, trends in the development of this problem; joint publication of a newspaper, an almanac with reports from the scene; security forests in different areas, action plan, etc.);
3. Independent (individual, pair, group) activities of students.
4. Structuring the content of the project (indicating stage-by-stage results).
5.Usage research methods: defining the problem, the research tasks arising from it, putting forward a hypothesis for their solution, discussing research methods, designing final results, analysis of the data obtained, summing up, adjustment, conclusions (using the brainstorming method, round table, statistical methods during joint research, creative reports, views, etc.).
New information technologies can and should play a special role in terms of the subject of discussion. In this case, I would like to dwell on the opportunities that telecommunication technologies bring. We are talking about global telecommunications, which help open windows to wide world, organize a dialogue of cultures. This is when the prerequisites and conditions are created for the true integration of educational systems, for the creation of a unified educational and information space (using the global Internet, Microsoft and Netscape technologies, this problem takes on real shape).
Students have access to various information data banks in all corners of the world, can work together on a project that interests them with students from other countries, and discuss problems with almost the whole world through teleconferences. Distance learning based on computer telecommunications back in to a greater extent expands these integration capabilities. A person really, at any period of his life, has the opportunity to remotely receive new profession, improve your qualifications, expand your horizons, and in almost any scientific or training center peace.
With the help of global networks, borders are overcome. Man enters into one educational space. When working together on projects, distance learning courses create the strongest motivation for independent cognitive activity students in groups and individually. Similar collaboration stimulates students to become familiar with different points of view on the problem being studied, to search additional information, to evaluate your own results. The teacher becomes a leader, coordinator, consultant, who is approached not by position, but as an authoritative source of information, as an expert.
Discussion intermediate results in class, discussions, brainstorming, reports, abstracts acquire a different quality, since they contain not only material from textbooks and official reference books, but also the points of view of project partners from other regions of the world, the data they received, their interpretation of facts and phenomena. Telecommunications ( Email, teleconferences, including audio and video conferences) allow students to independently form their view of events taking place in the world, become aware of many phenomena and explore them with different points view, finally understand that some of the problems can only be solved through joint efforts. These are the elements global thinking. This is the path to understanding the commonality of human existence and the evolution of development.
Global telecommunications drive development critical thinking, conciseness and logic in expressing points of view. School essays, written by students together over the network, were rated by independent experts significantly higher than those written for the teacher, both in content, literacy, and in composition and language stylistics. The results of many joint environmental and natural science telecommunication projects are used by serious scientific centers, sociological services in different countries of the world.
Our students of tomorrow are people called to accept important decisions. They must be aware of all the similarities and differences in their views on the problems of war and peace, environmental pollution, radioactive contamination, homelessness and unemployment, other global problems. We want school graduates in all countries to study the world not only through television and textbooks, so that they can communicate with each other every day, asking each other a variety of questions, sharing their ideas, participating in joint activities, research, and creative work.
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For links:
Polat E.S. Problems of education on the eve of the 21st century // Internet magazine "Eidos". - 1998. - November 11. http://www..htm..
