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.
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, 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.
© Selevko G.K.
© Public Education
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
Basic 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 is the coordinator of educational activities of 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 of labor education and training 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 for nurturing social initiative in the activities of the 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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Volume 2.
Format: pdf
Size: 1 3.3 MB
Download: drive.google
VOLUME 1
Preface to the first volume
Introduction: Technological approach in education
I. Basic psychological and pedagogical concepts of educational technologies
1.1. Main 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. Andreyko)
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
Selevko G.K.
ENCYCLOPEDIA
EDUCATIONAL
TECHNOLOGY
Volume 2
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.
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, 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.
© Selevko G.K.
© Public Education
^ 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
Basic 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 is the coordinator of educational activities of 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 of labor education and training 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 for nurturing social initiative in the activities of the 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
In 2 volumes. - M.: Public Education, 2005. - 556 p. — ISBN 5-87953-211-9 The book represents a teaching aid of a 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, 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 first volume.
Introduction: Technological approach in education.
Basic psychological and pedagogical concepts of educational technologies.
Basic categories and patterns of pedagogy.
The child’s personality as an object and subject in educational technology.
Knowledge, abilities, skills (KUN).
Methods of mental action (SUD).
Self-governing mechanisms of personality (SGM).
The sphere of aesthetic and moral qualities of the individual (SEN).
Effective-practical sphere of personality (SDP).
Sphere of creative qualities (STC).
Sphere of psychophysiological development (SPFR).
Age and individual personality characteristics.
Theoretical foundations of modern educational and pedagogical technologies.
Modern interpretations of the concept of pedagogical technology.
Structure of pedagogical technology.
Terminological relationships.
Basic qualities of modern pedagogical technologies.
Scientific foundations of pedagogical technologies.
Classification of educational technologies.
Description, analysis and examination of pedagogical technology.
Questions and tasks for self-control.
Modern Traditional Training (TO).
Classical traditional classroom teaching technology.
Technology of classical and modern lessons.
A lesson in a small rural school.
Ways to improve traditional technology.
Questions and tasks for self-control.
Pedagogical technologies based on humane-personal orientation of the pedagogical process.
Pedagogy of cooperation.
Humane-personal technology Sh.A. Amonashvili.
System E.N. Ilyina: teaching literature as a subject that shapes a person.
Technology of vitagen education (A.S. Belkin).
Forerunners, varieties, followers.
Questions and tasks for self-control.
Pedagogical technologies based on the activation and intensification of student activities (active learning methods).
Gaming technologies.
Problem-based learning.
Technology of modern project-based learning.
Interactive technologies.
Technology of communicative teaching of foreign language culture (E.I. Passov).
Technology of intensification of learning based on schematic and symbolic educational models.
material (V.F. Shatalov).
Questions and tasks for self-control.
Pedagogical technologies based on the effectiveness of management and organization of the educational process.
Programmed learning technology.
Level differentiation technologies.
Technology of differentiated learning based on children's interests (I.N. Zakatova).
Technologies for individualization of learning (I. Unt, A.S. Granitskaya, V.D. Shadrikov).
A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko).
Group activity technologies.
Technology S.N. Lysenkova: forward-looking learning using reference schemes with commented control.
Questions and tasks for self-control.
Pedagogical technologies based on didactic improvement and reconstruction of material.
“Ecology and dialectics” (L.V. Tarasov).
“Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov).
Consolidation of didactic units - UDE (P.M. Erdniev).
Implementation of the theory of the gradual formation of mental actions (P.Ya. Galperin, N.F. Talyzina, M.B. Volovich).
Modular learning technologies (P.I. Tretyakov, I.B. Sennovsky, M.A. Choshanov).
Technologies of integration in education.
Models of content integration in educational disciplines.
Technologies of concentrated training.
Didactic multidimensional technology V.E. Steinberg.
Questions and tasks for self-control.
Subject pedagogical technologies.
Technology of early and intensive literacy training (N.A. Zaitsev).
Technology for improving general educational skills in elementary school (V.N. Zaitsev).
Technology of teaching mathematics based on problem solving (R.G. Khazankin).
Pedagogical technology based on a system of effective lessons (A.A. Okunev).
System of step-by-step teaching in physics (N.N. Paltyshev).
Technology of music education for schoolchildren D.B. Kabalevsky.
Technologies for teaching fine arts at school.
Author's pedagogical technologies of “Russian Teachers of the Year”.
Technologies of textbooks and educational and methodological complexes.
Questions and tasks for self-control.
Alternative technologies.
Technology of productive education (Productive Learning).
Technology of probabilistic education (A.M. Lobok).
Alternative technology for mastering mathematics “Other mathematics” A.M. Pubis.
Workshop technology.
Technology of heuristic education (A.V. Khutorskoy).
Questions and tasks for self-control.
Natural technologies.
Technologies of physical education, saving and promoting health.
Nature-appropriate technologies for teaching reading and writing (A.M. Kushnir).
Nature-appropriate technology for teaching a foreign language A.M. Kushnira.
Technology for teaching children with signs of giftedness.
Questions and tasks for self-control.
Technologies of free education.
Summerhill Free School Technology (A. Neill).
Pedagogy of freedom L.N. Tolstoy.
Waldorf pedagogy (R. Steiner).
Technology of self-development (M. Montessori).
Dalton-plan technology (E. Parkhurst).
Technology of free labor (S. Frenet).
School Park (M.A. Balaban).
Holistic model of the free school T.P. Voitenko.
Questions and tasks for self-control.
Subject index for volumes 1 and 2.
Name index for volumes 1 and 2.
Answers to questions and tasks for self-control.
In 2 vols. - M.: Research Institute of School Technologies, 2006. - 816 p. — (Encyclopedia of Educational Technologies). — ISBN 5-87953-227-5. The book is a teaching aid 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 (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 of educational technologies of the present and past, and also presents some technologies of the future. Intended for a wide range of educators, teachers and students of pedagogical, psychological and socio-pedagogical specialties. 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
Developmental education technologies
Developmental education system L.V. Zankova
Technology of developmental education D.B. Elkonina - V.V. Davydova
Technology of diagnostic direct developmental training (A.A. Vostrikov)
Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
Personally oriented developmental training (I.S. Yakimanskaya)
Technology of self-development of the student’s personality A.A. Ukhtomsky - G. K. Selevko
School of Authorized Education (N.N. Khaladzhan, M.N. Khaladzhan)
Integrative technology of developmental education L.G. Peterson
Information and communication educational technologies
Technologies for the formation of information culture
Technology of using ICT tools in subject teaching
Computer lesson technologies
Technology for preparing subject teachers for computer classes
Technology of using the Internet in the educational process
Education and socialization by media and communications
Media education technology
Use of ICT tools in school management
Questions and tasks for self-control
Social and educational technologies
Family education technologies
Technologies of preschool education
Technology “School is a center of education in a social environment” (S. T. Shatsky)
Technologies of social and pedagogical complexes
Technologies of additional education
Technologies of labor and professional upbringing and education
Technologies for raising and teaching children with problems
Technologies of socio-pedagogical rehabilitation and support for children with disabilities (disabled people)
Technologies for rehabilitation of children with impaired social connections and relationships
Technology for establishing public relations (PR technologies)
Questions and tasks for self-control
Educational technologies
Technology of communist education of the Soviet period
Technology of “hard” collective education A.S. Makarenko
Technology of collective creative education I.P. Ivanova
Technology of humane collective education V.A. Sukhomlinsky
Technology of education based on a systematic approach (L.I. Novikova, V.A. Karakovsky, N.L. Selivanova)
Educational technologies in modern mass schools
Technology of educational work with the class team (according to E.H. Stepanov)
Technologies of individualized (personalized) education
Education in the learning process
Technology of organizing self-education according to A.I. Kochetov
Technologies for educating the spiritual culture of the younger generation
Technologies of religious (confessional) education
Technologies for educating subjective social activity of a person
Questions and tasks for self-control
Pedagogical technologies of copyright schools
School of Adaptive Pedagogy (E.A. Yamburg)
Model “Russian School” (I.F. Goncharov)
Technology of the author's School of Self-Determination (A.N. Tubelsky)
Pedagogical gymnasium (A.G. Kasprzhak)
Modern rural sociocultural complex (A.Z. Andreyko)
School of Tomorrow (D. Howard)
Center for Distance Education "Eidos" (A.V. Khutorskoy, G.A. Andrianova)
Other types of copyright schools
Questions and tasks for self-control
In-school management technologies
Technology of secondary school management (according to V.S. Lazarev, A.M. Potashnik)
Technology of methodological work at school
Technology of pedagogical experiment
In-school control and monitoring technology
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
