▫ Scotland Yard. Are they going to kill someone there... judging by the questions?!) I’m fine: I showed up for a minute and remember what their name was. But my father is already there as if he was peeling, as they say. It is only at two gas stations and is refueled. The staff there has already changed two battalions, but the client “Us-senior” does not change.
▫ Yes, and don’t go alone, otherwise Bigdata will tell you `Multiple visits to a gas station allows you to identify time ranges in which the Client was alone at the site, then it is possible to create links with: mobile phone number fuel card bank card and, most importantly, receipts between yourself (confident multiple determination of the Client). Next, we actually proceed to a series of analyzes that will allow us to determine typical customer profiles and their usual behavior. “The cup will not pass you by, you are STINGY and GREEDY, you treat your car poorly, you exploit employees, you ignore the work of the entire automotive industry. For your sake, damn it, billions of dollars are invested in the development of new products, but you don’t use them. A large 10 car factories work for you, and you are not going to buy anything from them. Who are you to show off like that? Well, how do you like the profile? I can work as a BigData employee, what do you think? Andropov came, I'll have to delete the topic.
▫ It's not prohibited. He arrived alone, not alone, the profile-spikes and a number of other “parameters” were just right not for them to recognize, but for us (in the context of my professional affiliation), of course. And even then out of need, not out of interest. This cup will pass for me, because if I show up at a gas station, then bring Lukoil, a couple of times a year. And even then in the form of “Listen, don’t go to the service, run to the cashier, huh?”.
▫ And here’s what data they can collect at a gas station: be polite, listen to the additional offer with an idiot’s smile, don’t go to the toilet, and don’t be greedy, don’t take your division Change! `It is desirable to collect information about the personality and behavior of customers: A mood before purchase B mood after payment C said thank you (was he polite)? D said please (was grateful)? Was he in a hurry (was he impatient)? F asked questions (asked for advice)? G quiet/noisy H pleasant/usual/unpleasant I came alone? Did J listen to the additional proposal? Did K accept the additional offer? Did L communicate as equals/ingratiate himself/talk down to him? M stingy (calculated what was more profitable to buy)? Is N greedy (took some change)? O visited the toilet This approach, among other things, conveys: - the Employee’s self-perception (mood, fatigue) - the relationship during the current visit - the mutual positioning of the Employee and the Client. It is desirable to systematically collect information about customers' vehicles (can be provided by fuel filling personnel based on visual observations or asking one question per visit): A manufacturer B brand C year of manufacture D year of purchase E engine size F tank size G type (hatchback, sedan, station wagon, jeep) H color I preferred type of fuel J fuel additives used K type of wipers L type of antifreeze M interior (fabric/leather) N rim parameters (manufacturer, radius) O tire parameters (manufacturer, profile, studs) Useful also keep track of which gas station the vehicle enters, if the driver had a choice.` Note, If you are calculating a GREAT purchase, you are not a person with an economic education, you are not a good owner, you are not saving a ruble. with your big data, by and large.. One question for every damn visit!
▫ I still received a ticket - I went to the management. Nevertheless, the situation is not ice. Here's how: `big data in Russian food retail`. Seriously. We don't have Tape. There are a couple of stores each: `Radezh`, `Magnit`, `Pokupochka`, there is also `Pyaterochka` (I almost never go there: it’s far away). `Velikoluksky` and `Fasol` (recently opened, on the site of also a store, but a `proprietary` one. Somehow I didn’t even ‘feel’ what kind of chain this was, `Fasol`. Nothing so unusual, somehow without `highlights`). 'Red and White' opened about a year ago. But it’s also a long way from me to get to him. In addition, its specific products are not in demand every day at all)) And right next door, a typical private small store from the category of “everything but edible” is calmly experiencing all life and economic turns. The bread there is simply wonderful (in general, bakeries in Nikolaevsk are a song, in the best sense of the word). Just like the milk, by the way: it’s our own, and very good. We have our own chicken and everything, everything, everything from it (there is a thriving poultry farm in the city). There is also plenty of their own meat, high quality, different (the other day I saw horse meat). Not to mention the fish. Volga, however.
Modern life requires new work with educational content. The amount of information in the world doubles every 10 years: the functions of a mobile phone, a selection of goods in a store, instructions for new equipment, searching the Internet for vacancies, leisure, information, etc. The ability to select the main thing in a sea of information is required. This is contradicted by the traditional mass perception of the learning process: “everything that is in the textbook must be taught from cover to cover, all tasks must be completed”
A pressing issue today is the implementation of new Federal State Educational Standards. The Standard is based on a system-activity approach, which assumes:
- orientation towards the results of education, the goal of which is the development of the student’s personality based on the mastery of universal educational actions, knowledge and mastery of the world
- recognition of the decisive role of the content of education, methods of organizing educational activities and interaction of participants in the educational process in achieving the goals of personal, social and cognitive development of students;
- taking into account the individual age, psychological and physiological characteristics of students, types of activities and forms of communication to determine the goals of education and upbringing and ways to achieve them;
The classical education system has a traditional view: “The main task of the school is to provide good, solid knowledge.” And in accordance with the new Standards, the main pedagogical task becomes the organization of students’ activities: the development of the ability to self-organize in solving educational problems, progress in personal development, the ability to solve educational problems based on the formed subject and universal methods of action.
It is possible to achieve a new result by introducing MODERN EDUCATIONAL TECHNOLOGIES
Using modern pedagogical technologies, the teacher needs to organize the activities of students.
The teacher’s position should be as follows: approach the class not with an answer (ready-made knowledge, abilities, skills), but with a question. Students' knowledge should be the result of their own searches. Student position: for knowledge of the world (in specially organized conditions for this).
These goals can be achieved using project method.
Project technology is a modern educational technology: “learning through activity, collaboration, search, research.” Allows students to: model their own activities, identify a problem, put forward goals and objectives, hypotheses, draw conclusions and conclusions, achieve a certain result, acquire knowledge independently in search, use acquired knowledge to solve new cognitive and practical problems, perform various social roles (leader, executor, intermediary)
If a graduate acquires the above skills and abilities, he turns out to be more adapted to life in modern society.
Educational project
Stages of work using the project method
| Stage 1 – immersion in the project | ||
| Teacher activities | Student activities | |
| Formulates: | Carries out: | |
| project problem | personal attribution of the problem | |
| plot situation | getting used to the situation | |
| goal and tasks | acceptance, clarification and specification of goals and objectives | |
| Stage 2 – organization of activities | ||
| Organizes activities - offers: | Carry out: | |
| organize groups | breakdown into groups | |
| distribute tasks in groups | distribution of roles in the group | |
| plan activities to solve project problems | work planning | |
| possible forms of presentation of results | choosing the form and method of presenting the expected results | |
| Stage 3 – implementation of activities | ||
| Does not participate, but: | Work actively and independently: | |
| advises students as needed | each in accordance with his task and together | |
| unobtrusively controls | consults as needed | |
| provides new knowledge when students need it | “extract” missing knowledge | |
| rehearsing with students for the upcoming presentation of results | preparing a presentation of the results | |
| Stage 4 – presentation | ||
| Summarizes the training: | Demonstrate: | |
| summarizes and summarizes the results obtained | understanding of the problem, purpose and objectives | |
| assesses skills: communicate, listen, justify your opinion | ability to plan and carry out work | |
| focuses on the educational aspect: the ability to work in a group | found way to solve the problem | |
| reflection on activities and results | ||
| give mutual assessment of activities and their effectiveness | ||
The most significant and important is the 1st stage of design - immersion in the project.
This is the first step in the work; it is this stage that most often presents the greatest difficulty and further activities depend on its competent planning. The “Mirror of Progressive Transformations” design method helps to define a problem, set a goal, specify tasks, plan activities and predict results.
DESIGN METHOD
"Mirror of Progressive Transformations"
1. Statement of the problem: increase in AIDS incidence
Problem formulation, topics and construction of a “problem tree” - reasons for not solving the problem
2. Reasons:
(wording begins with “not...”, “no...”)
Situation "plus"
3. Project goal:
Goals - uh then the most common statements are like: create additional sources of information about AIDS
4. Objectives – specific and measurable results of your project.
Tasks- these are possible improvements to the situation, formulated regarding the reasons for “not solving the problem.”
5. Activities - those types of activities that are necessary to obtain the desired results, to solve problems: how the work will be performed; what devices and equipment will be required; who is responsible, what the performers will do;
- Result/product: creation of sources of information about the disease
- Performance criteria: timing, financing, responsible
- Analysis of resources: is there enough time to implement the project, is there full funding, sources of information, service workers, etc.
Assignment: Consider an example of the problem “Low level of Unified State Exam results” (work in groups, reflection)
List of literature:
- Information technologies in education: Proc. aid for students higher uch. establishments/I.G. Zakharova. – M., 2005.
- Methodology of person-centered training. How to teach everyone differently?: a manual for teachers/A.V. Khutorskoy. – M., 2005.
- Pedagogical technologies: Textbook for students of pedagogical specialties / ed. V.S. Kukushina. – M., 2006.
Transformative activity can be carried out in two planes, aspects - really and ideally. In the first case, there is a real change in material existence - natural, social, human. Such activity is called practical, practice. In the second case, the object changes only in the imagination - this is a designing (modeling) activity. Its function is to provide practical activities with advanced and guiding projects, plans, and courses of action. In both the first and second cases, transformative activity can be creative or mechanical, performing (productive or reproductive);
? communicative activity – communication with other people;
? aesthetic activity – receiving pleasure (or vice versa – disgust) from one’s own activity – first of all! – as well as from objects of the surrounding reality, including objects of art.
So, a person lives a full life when he is involved in truly human activity, where he can reveal all his potential capabilities - i.e. into an activity in which all of the listed types of activity are sufficiently fully represented in unity. Moreover, the leading type of activity in accordance with human nature is transformative activity.
The curriculum of both educational and vocational schools provides, in general, for students to master almost all basic activities. But the fact is that they are divided separately into subjects and training cycles. Indeed, in a secondary school:
Studying courses in the fundamentals of science is the leading activity of students - cognitive activity. When studying humanitarian (and social) subjects, this is also partly a value-oriented activity. Other activities are, as a rule, curtailed; labor training, which is now generally vaguely called the “technological field”, is the organization of students’ initial experience in practical transformative activities, usually mechanical, reproductive and completely divorced from the study of other subjects. In addition, there is a course in drawing - as some experience in projective transformative activity, also reproductive and completely divorced from all its other types; fine arts, music, and in some schools choreography. The leading type of activity is aesthetic activity, isolated from all its other types; communicative activities are practically not represented in the educational process. In conditions of a monologue structure of the educational process (the teacher mostly speaks, the student sometimes only answers “lesson learned”), communication in the classroom is curtailed. Students can communicate with each other only during breaks or during non-curricular activities.
That is, all types of activities are dissected, decomposed separately into the “cells” of the curriculum, subjects, class schedule, etc. A compositions, associations No. But in this case, the child cannot have a full life!
A similar picture takes place in a vocational school, where the educational process is presented in the form of cycles of theoretical training (mainly cognitive activity of students); practical training - industrial training in vocational schools, classes in educational workshops and practical training in secondary and higher vocational educational institutions, as the experience of transformative practical activities of students (as a rule, it is of a mechanical, reproductive nature); educational design - mainly in secondary educational institutions and universities - as an organization of the experience of projective transformative activity of students, which in most cases also has a very narrow, technological nature. Moreover, coursework, diploma, etc. student design, as a rule, does not involve the implementation of these projects - i.e. it turns out that projective transformative activity is in itself, and practical transformative activity (in the process of practice, etc.) is in itself.
Thus, either in a general education or in a vocational school, a young person most often has no place to express himself or reveal his creative potential.
The author apologizes to the Reader for being boring, but let’s consider another aspect of educational activity - from the side of personal activity. Activity (see relevant articles in) is a dynamic property of human activity, the property of its own movement. The following levels of personality activity are distinguished:
- situational activity. It is called to life every day to solve individual particular problems, but is extinguished upon their solution. The next stage requires new activity, new solutions;
- supra-situational activity - the ability of the individual to rise above the level of the requirements of the situation, to set goals that are redundant from the point of view of the current task;
- creative activity - independent formulation of problems and their solution.
These levels of activity can also be expressed as three levels of activity:
- operational - when a person solves only private problems, performs only individual operations - the level of situational activity;
- tactical - when a person successfully uses the entire set of available resources and methods of activity to solve current problems in changing conditions. The tactical level, along with mastery of operational skills, requires a number of other components - the ability to quickly navigate in changing situations, mastery of general algorithms for the rational construction of actions and their sequence, the ability to plan, use reference literature, the ability to distribute roles in collective organization of activities, etc. Thus, the tactical level of activity corresponds to supra-situational activity;
- strategic – when a person freely navigates changing life situations, economic, technological and social relations, independently determines the place and goals of his own activities in accordance with the general goals of the team. The strategic level of activity, along with mastery of operational and tactical components, requires the development of a number of other personality qualities: highly developed cognitive skills, creative activity, the ability to self-analyze the process and results of activity, broad outlook, communication skills, etc. The strategic level of activity corresponds to the creative activity of the individual.
Conventionally, we can say this: the operational level is the performer; tactical – active figure; strategic – creative person, creator.
So, the traditional “sequential chain of solving educational problems” provides only for the situational activity of students and, accordingly, the operational level of activity. Unfortunately, in pedagogical practice there is still an idea that teaching involves students mastering the assigned material and timely (in a survey, exam) reproduction of information and practiced actions, that the social behavior of students should consist of conscientiously carrying out assignments. The results of this approach subsequently have a very negative impact. Students who are not accustomed to active search find themselves at a dead end when it comes to moving away from the learned patterns.
At the same time, an active, searching, interested pupil, student is still most often assessed by both parents and teachers as an “interfering factor.”
By the way, situational and supra-situational activity is another aspect watershed between teaching and upbringing(in the narrow sense). And the authors of many pedagogy textbooks recognize this - see, for example,: since in the educational process only situational activity is required from the student, the deficit of supra-situational, creative activity should be compensated for by extracurricular educational “events”, student self-government, work in children's and youth associations, etc. .d.
The author in no way belittles the importance of extracurricular educational work - this is no less important component than the educational process. But they must complement each other, and not simply compensate for the shortcomings of one at the expense of the other.
Thus, they involuntarily suggest themselves in organizing the educational process three parallel, lines that are largely independent from each other:
Perwai- this is the solution of traditional educational tasks as mini-projects of educational activity - this still remains a necessary link in the educational process, corresponding to situational activity.
INthe second- this is the solution of educational tasks of the second level, corresponding to supra-situational activity - larger educational projects, where students themselves could set goals for their activities, where they could actively apply their knowledge in various disciplines in practice, where they could communicate with each other, etc. .d. In this case, the educational process will be strengthened by value-oriented, transformative, communicative, aesthetic components by including the preparation of oral and written reports and messages from students; introducing laboratory research workshops instead of sets of primitive laboratory work on ready-made samples; the use of business games, game modeling and other game forms of educational activities, performing interdisciplinary research work, etc.
Third- this is the solution of educational problems of the third, creative level, corresponding to the creative activity of the individual - large educational projects. Such projects can most likely be implemented in practical training and educational design (which, in principle, should be one thing - after all, designing something without implementing what is being designed is pointless) - by organizing students’ own experience in implementing integrative work (for schoolchildren) and professional (for students) activities. To do this, students must be included in projects chosen by them independently (better) or proposed by teachers and professors that meet the following requirements:
– have socially useful significance, market value and have certain consumers;
– are feasible for a student, but are characterized by a high level of difficulty, the resulting product (material or spiritual) must be of high quality, degree of perfection;
– formulated in the most general form: they require students to actively apply theoretical knowledge, as well as additional use of scientific, reference and other literature; economic calculations, independent development of a product project, technology for its production, an action plan for its implementation, taking into account available capabilities;
– provide opportunities for collective production activities of students, as well as their inclusion in production or scientific teams.
Moreover, the main point is that the student independently completes the full production cycle: from searching for an appropriate “niche” in the market for goods and services, an idea, to manufacturing a product and its implementation (sale).
Curriculum projects of the second and third levels should obviously be included in the curricula as required components educational process.
It should be noted that in the scientific school of D.B. Elkonina - V.V. Davydov, the educational task is understood as something else - only the formation of generalized methods of action in students (see, for example,). Everything else is called “learning situations.”
Meanwhile, there is a methodological technique that allows students to form a holistic idea of the educational course - it refers to disciplines corresponding to the sciences of the strong version (see) - mathematics, physics, and partly chemistry. The author, in his teaching practice, has repeatedly been convinced of its effectiveness. Let's look at its essence using geometry as an example. For example, a student is asked to prove, say, the Pythagorean theorem. But then prove all the previous theorems that are used to prove the Pythagorean theorem. Next, prove all the theorems that precede the previous theorems and so on - until the student reaches the five postulates (axioms) of Euclid. This technique, with a relatively small investment of study time, allows students to “see” the entire academic subject and feel the entire logic of its construction.
4.3. CONTROL, EVALUATION, REFLECTION
Any educational project at any level: the level of the current educational task, the level of studying a topic, section, the entire educational course or the entire educational program as a whole ends with control and evaluation. Control and evaluation are very important aspects of the educational process.
Let us recall that in didactics the following concepts are traditionally considered in this part:
Examination– the process of establishing the achievement of learning goals.
Control– comparison operation, comparison of the planned result with reference requirements and standards.
Accounting– recording and bringing into the system inspection and control indicators.
Grade– recording learning results.
Marking– a form of assessment in the form of determining a score or rank on an officially accepted scale for recording the results of educational activities.
In this case, the following functions of control and evaluation are distinguished: educational, stimulating, analytical-corrective, educational and developmental, control. There are different types of control and evaluation: preliminary, current, periodic and final (see, for example,). All this is true.
Now we will consider the issues of monitoring and evaluating educational activities from the perspective of methodology, i.e. doctrines about the organization of activities.
Any projects, including educational ones, at any level of their hierarchy are completed by “turning back”: comprehension, comparison, assessment of the initial and final states:
– object of productive activity – final assessment (self-assessment) of the project;
– subject of activity, i.e. yourself – reflection.
Monitoring and evaluation in the educational process are certainly necessary. But how are they usually carried out?
As is known, in systems theory, in system analysis, assessment is considered as a comparison of the obtained result with the set goal according to pre-established criteria. But, today, as already mentioned, the criteria are kept in his head and in his hands by the teacher, who are assessed by him (or, for example, by the examination committee) - but not by the student.
Further, the rating is most often given formally: “Sit down, Ivanov, - “3”. Why "3"? This is most often not explained. But no less important than solving the next, even the smallest, simple educational task, is to answer a long series of questions:
- has the goal of the educational project been achieved? If not, why not? And what then is the degree of partial achievement of the goal? If the results exceeded the goal - then again - why? And to what extent?
- were you able to implement all the tasks that together constitute the set goal? What problems remained unsolved? Why? How were tasks restructured during the project to achieve the goal? What experience in restructuring tasks can be used in the future?
- what is the further “fate” of the results? Are they subject to improvement? What? Replacement?
- what new experience did the student gain in goal formation, in the process of implementing the educational project, his self-esteem, reflection? How can this experience be used in the future?
- and so on.
After all, teaching students to pose these questions and answer them every time is no less important than learning the next theorem, chemical formula, literary work, etc.
Further, all control over the success (or failure) of training is concentrated on the mark as a formal expression of assessment.
The inheritance from the command-administrative system in education was and has been preserved by total hourly (after all, one lesson is 1 academic hour) control. Control over students, control over teachers. If a teacher rarely gives grades, he is scolded; he has poor control over students. And so the teacher is forced to give a lot of marks, and then, contrary to all the recommendations of psychologists and methodologists, to give the “arithmetic average score” - after all, any inspector will be indignant otherwise - how can that be? Ivanov had C grades throughout the year, but the final grade was an A?!
Schools are still judged by academic performance—by “grade point average.” Which doesn't say anything - for example, in the former Soviet Union, the largest percentage of gold medalists were in Turkmenistan.
What about the students? Their fates? One of the reasons why students are overworked is stress. Do you know, dear Reader, how an experimental heart attack is created in dogs? A box with a screen is installed in front of the cage. The box contains a light bulb and a metal circle that can rotate around a transverse axis. If the circle is positioned vertically, there will be a shadow projection of the circle on the screen; if it is inclined, the projection will be an ellipse. Over a period of time, dogs develop two stable conditioned reflexes: if there is a circle on the screen, they give it food (reward); if there is an ellipse, the dog is given a painful electric shock (punishment). Finally, one day this circle begins to rotate continuously: the circle turns into an ellipse, the ellipse again into a circle, etc. Just a few minutes... and that's it - the dog has a myocardial infarction. This is in dogs. And schoolchildren have been swinging on these “swings” for 10–11 years: if they ask, they won’t ask; will give a good mark or a bad mark; will they call their parents or not, etc. Today the teacher came in a good mood, tomorrow in a bad one. Or he is one teacher’s “favorite,” but in the next lesson another subject teacher has him as an outcast, a pariah. And so the entire period of stay at school. And then there is a vocational school, or a technical school, or a university, in which there are the same “swings”. So what then can we say about the health of young people?
A child comes home from school. The first question: “What did you get?” They don’t ask him: “What new did you learn today? What did you learn? What did you learn to do? “What I got” – and that says it all. Chasing good marks doesn't lead to anything good. Why do excellent students subsequently become mostly mediocre? Do geniuses grow out of mediocre students? (unfortunately, not always). An excellent student is focused on good grades - this is his main goal. And upon completion of education, this goal disappears, and he is no longer accustomed to anything else and is lost.
Focusing on good grades often simply leads to perversion. Thus, the author once encountered such a case: a teenager, while studying drawing at school, made several ornaments every week (with the help of a compass you can vary a huge variety of them). The teacher gave him 2-3 A's in each lesson. To the question - why do you need this? – the teenager answered: “Why? I get straight A’s!”
Let’s ask ourselves a question: why do we need control at every lesson (at school)? Isn't this just a tradition? The legacy of the past? Excessive control corrupts the child, turns him into a slave - slaves at one time were under constant control. And then? How many human dramas occur due to the fact that after graduating from school with its daily supervision, graduates enter universities and soon find themselves on the street - they are expelled for poor academic performance: there is no daily supervision at the university, and they are not accustomed to studying without supervision from a teacher . Now, on a fairly large scale, under direct agreements between colleges and universities and related curricula, college graduates enter the university for the second, third, or even fourth year. And a paradox! There are no problems with their level of training. They can study, sometimes even in their fourth year. But after the very first session, many of them are expelled for poor academic performance - they are not accustomed to independent educational work, work in the absence of daily supervision.
The student's face is lost behind the mark. This one is an excellent student, this one is a C student. But each human personality is unique - can it be assessed with one number - the number of “points”? What about the individual style of learning the material? After all, as already mentioned, each person learns the same material in his own way. How to evaluate this?
There are probably other ways of monitoring and evaluation. After all, Sh.A. Amonashvili proved that in primary school it is possible to switch to grade-free education altogether, replacing it with detailed characteristics that are much more informational and useful for both the student and parents than a “bare” assessment score.
Further, if, as we have already said, we change the sequence of the educational process - students will work through the educational material at home in advance, and in class there will be a discussion of what has been learned, then control itself will “dissolve” in the process of discussion. Based on the students’ statements, you can immediately determine who worked through the educational material, who studied with what textbooks, who understood how, etc.
The result of educational activities should probably not be isolated, fragmentary knowledge, actions, assessments, but the individual’s holistic capabilities for productive work, for solving educational, and subsequently educational and professional tasks. Accordingly, these results in external expression can most adequately exist as creative reports of students on solving educational problems with defending their own position, defending their own opinion.
The rating system for monitoring educational achievements is becoming increasingly widespread in educational institutions. It should, however, be noted that the starting point for using the rating system is the free choice by students of control educational tasks throughout the educational process (having one or another “price” in points), so that the value of the total set of points, in the range from the mandatory minimum to the possible maximum , remains a matter of personal preference of the student. The whole essence of the rating system in a pedagogical sense is that there is fundamentally no compulsion to “chase a score.” Based on the results of training, “places” are distributed (first, second... etc.), but the occupied place is the result of a free choice, and not a consequence of a lag when moving along the same distance for everyone. On the contrary, everyone chooses their own distance that suits them, but within its framework they achieve high results, in which the teacher is obliged to help the student in every possible way.
Recently, the experience of using a “portfolio” - a “folder of achievements” of students as a means of integrating their successes in educational, labor, research, project and other types of activities has become widespread. The results of compulsory exams, elective exams, participation in Olympiads and other certified results are also entered into the portfolio.
In general, summing up the conversation about control and evaluation, it should be noted that within the framework of the scientific type of organizational culture, within the framework of the “knowledge paradigm”, traditionally, mainly knowledge student. Even standard expressions have emerged, the meaning of which few people think about: “school of knowledge”, “quest for knowledge”, “society of knowledge”, etc. This is quite understandable for that era. But in the new era and the corresponding design-technological type of organizational culture, not so much knowledge should be assessed as skills, competencies: What can a person do? What can he do? After all, a large amount of knowledge does not mean anything. For example, entrance exams to universities - where applicants’ knowledge in general education subjects is assessed. Everyone understands that grades for entrance exams do not in any way characterize the potential capabilities of a future specialist - whether he can become a good teacher, doctor, engineer, financier, etc. After all, school knowledge in no way characterizes either the applicant’s abilities, or their interests and inclinations. We need to develop fundamentally different approaches.
This is what control and evaluation were all about. Now let's turn to the other side of the problem: self-control and self-esteem. For pedagogy, this is still a tabula rasa (“blank slate”). Over the decades, forms and methods of control and assessment on the part of the teacher have been developed. But the question of how to teach students self-control and self-evaluation of their educational activities remains completely open. There are no manuals for teachers, lecturers. There is no corresponding methodological apparatus in textbooks and other educational literature. But this is the most important aspect of the educational process. If not the most important. In conditions of continuous education, “lifelong education,” self-control and self-assessment of one’s educational activities becomes the most important quality for a person. So the problem requires an immediate solution.
Let us now turn to another important concept – reflection. The most important, but not every teacher knows and uses, component in the structure of educational activity is reflection as a person’s knowledge and analysis of the phenomena of his own consciousness and his own activity (a look at his own thoughts and his own actions “from the outside”).
The term “reflection” first began to be used in Russian literature in the 30s and 40s. last century. Analyzing the differences in approaches to the problem, it should be noted that there are two traditions in the interpretation of reflexive processes:
– reflexive analysis of one’s own consciousness and activity;
– reflection as understanding the meaning of interpersonal communication.
In connection with these, the following reflexive processes are distinguished: self-understanding and understanding of the other, self-interpretation and interpretation of the other.
Reflection (from Latin refleхio - turning back) is the process of self-knowledge by the subject of internal mental acts and states. The concept of reflection arose in philosophy and meant the process of an individual’s reflection on what is happening in his own mind. But reflection is not only knowledge or understanding of oneself, but also finding out how others know and understand the “reflector”, his personal characteristics, emotional reactions and cognitive (related to cognition) representations. When the content of these ideas is the subject of joint activity, a special form of reflection develops - subject-reflexive relations.
Obviously, the nature of reflection is connected with the dual structure of human consciousness. So, S.L. Rubinstein noted that reflection provides a person with a way out of complete absorption in the immediate process of life in order to develop an appropriate attitude towards it, outside of it, to judge it. G.P. comes to a similar conclusion. Shchedrovitsky, saying that new means and methods of activity can appear in a person if the activity itself becomes the subject of special processing, so that new, secondary activity would be directed towards it, i.e. reflection must appear in relation to the original activity. In this case, the secondary activity, as it were, “absorbs” the initial one as material.
In the general theory of control, an analogue of the two-level model of consciousness is, obviously, the division of the mechanisms that determine the behavior of a complex system into mechanisms for the functioning of the system and mechanisms for controlling the system. The functioning mechanism of the system is considered as a set of laws, rules and procedures for the interaction of its elements with each other and with the external environment. The system control mechanism is a set of rules and decision-making procedures. The control mechanism determines the functioning mechanism; if necessary, changes, “switches” the functioning mechanism from one to another, to a third, etc. (see, for example,).
Often in publications reflection is identified with such a fundamental category of cybernetics as “feedback”. But, obviously, in relation to humans and social systems, the concept of reflection is broader. It naturally absorbs the concept of feedback. But if feedback allows a system, including a complex system, including a biological, social system, to function in a given or self-established mode, without changing its composition, structure and functions, then reflection enables the system on the basis of previous accumulated experience generate its own new, previously unknown properties and qualities.
Reflection is of great importance for the development of both individuals and teams and social communities:
– firstly, reflection leads to a holistic idea, knowledge about the goals, content, forms, methods and means of one’s activities;
– secondly, it allows you to take a critical look at yourself and your activities in the past, present and future;
– thirdly, it makes a person, a social system, the subject of its activity.
Analyzing the differences in approaches to the problem of reflection, first of all it is necessary to note the presence of two traditions in the interpretation of reflexive processes:
1. Reflexive analysis of one’s own consciousness and activity by a subject (individual or collective, social) – reflection of the first kind, the so-called auto-reflection.
Here it is necessary to make one significant reservation about the distinction between self-esteem and self-reflection. In any other activity, self-esteem and reflection differ in that they relate to different aspects:
– self-esteem – to changes in the object as a result of the actions of the subject of the activity;
– reflection – to awareness, assessment of changes in the subject - what experience he gained as a result of actions, what he learned, what he realized, etc.
But in educational activity there is essentially no object - the results of the teaching are in the subject itself, the subject itself changes. Therefore, in educational activities, self-esteem and reflection (autoreflection) become significantly closer.
In particular, for example, V.V. Davydov distinguishes two levels of reflection: formal reflection and substantive. So, if the examination is carried out with the aim of revealing how a certain action is performed, what needs to be done specifically in order to perform it, then in this case the person comprehends the grounds of this particular particular action. This level of consideration by a person of the reasons for his actions was named by V.V. Davydov formal reflection(in our understanding this is self-esteem). Reflection is carried out differently if it is aimed at discovering why a given action is performed one way and not another, and what is in this action the reason for its successful implementation in various conditions. This kind of reflection was named by V.V. Davydov meaningful, since this reflects the dependence of the action on the general and essential conditions of its implementation (in our understanding, this is reflection itself).
Basic concepts of technology
With the transition to technological education, the conceptual apparatus of labor training disciplines also changes. Therefore, the teacher needs to master the basic concepts of technology and use them competently when preparing and conducting classes.
The main theoretical position in the educational field of Technology is the definition of the concept of “technology”.
The term “technology” comes from the Greek “techne” - art, skill, skill and “logos” - word, teaching, science. In Ancient Greece, the term “techne” denoted the process and result of an activity that was distinguished by the best order of actions leading to an original, high-quality result. At the philosophical level, “technology” is defined as the doctrine of the best (optimal) activity, both the process and its results
Until recently, the very concept of “technology” was interpreted as a body of knowledge about methods and processes for processing and processing materials. Recently, the scope of application of technology, as already noted, has expanded significantly, as an objective reality, technology is an integrated life support system for humans and society, so now technology includes the entire set of methods and means of influencing the material world and its transformation. Technology began to be viewed as a science “about the transformation and use of matter, energy, information according to the human plan.”
At school Technology is an integrative educational field that synthesizes scientific knowledge from mathematics, physics, chemistry, biology, etc. and shows their use in industry, energy, communications, agriculture, transport and other areas of human activity.
The variety of definitions that speak of technology as a type of activity, as a science, as a directed process, as a method of activity allows us to conclude that it can be considered in a narrower sense - at the empirical level. In this case, technology represents individual links of transformative activity - microstructures. Arranging in a logical technological chain, they form an integral technological process (making a salad, making an apron, making a soft toy, etc.).
A specific human way of relating to the world, which involves human involvement in the process of purposeful creative transformation of the world, is traditionally considered as an activity (Fig. 1). Technology is commonly interpreted and understood as a transformative human activity . In this regard, the concept of “activity” is considered among the basic ones in technological education.
An analysis of the nature and areas of human activity shows that in modern society it is becoming more and more orderly and rational, i.e. technologically advanced. A modern person, as a subject of activity, is required to have an increasingly higher level of development of his abilities and the ability to use them in the sphere of everyday life, leisure, services, etc.
Conversion in a broad sense, it is a change, a transition to the better. Transformation in technology refers to processes in which the shape or appearance and physical properties of a material are changed. The transformation process can be considered as individual links in the production process - from the extraction of raw materials to the production of a finished product from it. The transformation process has all the activity components. The result of this activity is new knowledge and ideas about production for schoolchildren. The transformation process can be visually represented in the form of a diagram (Fig. 3).
Technological activity can be considered at different levels: in the areas of production - professional level; at the stage of preparation for productive work - pre-professional level; at the stage of the emergence and development of the rudiments of technological activity - the initial level, corresponding to preschool and primary school age.
At the initial level, technological activity is formed through the example of transforming available materials, workpieces, information, manufacturing objects of labor using available means of labor, during which the logic of constructing specific technological processes and technological knowledge, skills and abilities are acquired.
If we consider the concept of “technology” in a broad sense, then the terms “transformative activity” and “technological activity” can be used as synonyms.
Technological activities have their own distinctive characteristics. Its most characteristic features were highlighted by E.M. Muravyov. We list the most important of them.
The first essential feature of technological activity is conscious expediency. The feasibility of technological activity is determined by the need for a given labor product.
The second essential feature, in this regard, is the production of a competitive labor product.
The third feature of technological activity is environmental feasibility, that is, the assessment of human activities from the point of view of labor safety and environmental protection.
The fourth feature is economic feasibility. When planning technological activities, it is necessary to take into account all costs and correlate them with expected income.
Hence, expediency is the main and characteristic feature of technological activity.
Based on the theory of activity and taking into account the listed characteristics, we can imagine the structure of technological activity (Fig. 2). In the structure of technological activity, it is therefore possible to identify components inherent in any other activity:
motivation of activity and identification of activity guidelines (indicative, technological actions);
performing an activity, i.e. transformation by the performer in the most optimal way of objects of labor with the help of appropriate means of labor (performing, technical actions);
assessment of labor results (control actions and correction actions).
Analysis of the concepts “production process” and “technological activity” allows us to present the component structure of the simplest technological process (Fig. 3). This diagram reflects only in general terms the logic of organizing a complex production process. Let us consider how technological activity is implemented within the framework of the production of consumer products.
Any manufacturing process involving transformation has two parts − technological and labor. That part of the production process that precedes the direct execution of labor movements and actions represents its technological part ( organizational or indicative component of technological activity).
The main goal of the technological part of production is its organization, the selection of optimal methods, methods and techniques for transforming objects of labor into consumer products ( Pstopping goals, choosing actions to perform, determining ways and means to achieve goals ).
The activity of organizing a technological process represents its motivational, target part of creating an object of labor, and therefore includes three elements.
An idea of the implementation of upcoming actions, which is formed on the basis of identifying activity guidelines. This component includes an analysis of a sample of a future product or its image in the form of a drawing, diagram, drawing, which makes it possible to highlight guidelines for future transformative activities.
Construction of an indicative framework, formed on the basis of the development of a method for carrying out the upcoming activity. This component includes work planning, development of the necessary technical equipment for the project to create a work facility.
Encoding and decoding of information, which is carried out on the basis of modeling upcoming actions. This component includes simulating upcoming actions by describing, telling, instructing, or showing them.
Thus, to implement this part of the production process it is necessary to master polytechnic, design and technological, general technological, i.e. universal knowledge and skills.
The technological process can be considered as the main part of the production process directly related to the transformation of a production product into a consumer product. It consists of transitions from one labor operation to another, which, in turn, consist of labor movements and actions.
The set of actions carried out by a performer in the process of creating material assets or when performing certain functions in other areas of human activity is called the labor process. Thus, the part of the production process in which actions are taken to transform objects of labor with tools of labor refers to its labor part ( performing (technical) component). Objects of labor include raw materials, materials, workpieces, etc. Tools of labor include machines, tools, devices, etc. Consumer products, accordingly, include specific finished products. To implement the labor part of the production process, it is necessary to master polytechnic and technological knowledge, general labor and special skills.
All parts of the technological process are built on the basis of a clear understanding of the result of the activity and constant control and evaluation its elements, both at the final stage and at intermediate stages of the process of manufacturing objects of labor, since inaccurate actions in production ultimately lead to the production of defective products. To implement this part of the production process, it is necessary to master knowledge of design specifications (norms and requirements for the production of specific labor objects), methods of monitoring and evaluating activities.
Each part of the production process is divided into smaller units that require the development of a variety of methods and techniques. An analysis of educational and methodological manuals on labor training and technology shows that such concepts as method, technique, method, action, movement, operations are interpreted ambiguously in different manuals.
Let's look at those that interest us in more detail.
Labor reception in production they call a set of completed labor actions, performed without interruption and having a specific purpose for carrying out operations.
As the authors of “Didactics of Technological Education” explain, methods, methods and techniques express the patterns and rules of performing labor movements and operations, and not their progress itself, therefore they should be considered when characterizing the technological part of production, and not the labor one. From the point of view of the way of performing actions, a technique is not a component of the action process, but a form of its implementation, which can be expressed in mental terms or in the form of an appropriate description of the actions of a specific subject. Therefore, a person can master the technique of performing an action without performing the labor action itself, but only by imitating it.
In different working conditions, operations with the same goals and by different people are carried out using different techniques. Individual work methods can be represented not only as a mode of action for a specific performer, but also as a generalized description of the rules and procedure for performing an activity; in them one can find distinctive and similar characteristics that have slight differences among different performers. Such an objectified description of working methods is called way of work, an ideal program, a plan for the implementation by any performer of activities that will allow the optimal implementation of the corresponding transition, technological operation or technological process.
The method of labor determines the types, combination and sequence of components of the creative activity of any performer. The complete set of methods of work in given conditions constitutes work methodology.
Consequently, we can say that the set of techniques in technology acts as a set of methods, that is, ways, methods of achieving goals, moving forward, technology is determined by the effectiveness of this advancement and the optimality of the chosen paths and methods.
Labor operation call an element of work activity aimed at achieving a specific goal. The subject of a labor operation is labor practices, labor movements and actions of the worker, and the rationalization of his work.
Technological operation refers to a part of the technological process that is continuously performed at the same workplace, when processing the same production product. The subject of a technological operation is a part, reducing the cost of its processing.
Labor movement called a single and uniform continuous movement of the entire worker or his body, legs, arms, hands and fingers with the aim of picking up, moving, combining, releasing an object or holding it at rest.
Labor action call the implementation of a complex of labor movements carried out without interruption by one or several working organs of a person. Actions, at the same time, are considered as components of skills, which are also divided into elementary, consisting of elementary actions and movements (skills) and complex, consisting of a complex of movements or actions (skills). This difference does not contradict each other, but is a mutual complement and a different stage in the development of skills.
In the primary grades, children cannot yet participate in real production conditions. In technology lessons, it is not possible to carry out the processes of extraction and processing of raw materials on a production scale. Therefore, the production process at this stage of labor training is considered at the empirical level, i.e. as the simplest technological process. In technology lessons, the teacher is given the opportunity to model only individual components of the production process.
Successful implementation of even the simplest technological process depends on experience creative activity. It represents knowledge about the technological process, means and organization of labor, a person’s ability to compare his knowledge and skills with given working conditions and means, to anticipate deviations in the technological process and eliminate them to obtain the best results.
Structure of activity (according to A.N. Leontiev)
Setting goals, choosing actions to be performed
Labor Labor actions Labor
Movement operation
Technology– a set of processes, rules, skills used in manufacturing
any type of product in the field of production activity. (Large encyclopedic dictionary. Chief editor: A.M. Porokhov. -M.: Soviet Encyclopedia. 1993.
Technology is a transformative activity aimed at meeting the needs and
people's needs and solutions to their problems. It includes transformation processes
matter, energy, information, is based on knowledge and influences nature and
society creates a new world. Technology, like science, studies this human
activity. (M.B. Pavlova and J. Pitt)
The main goal of studying the academic subject “Technology” in the general education system is to form ideas about the components of the technosphere, about modern production and the technologies common in it. The subject ensures the formation of ideas about the technological culture of production, the development of the work culture of younger generations, the formation of a system of technical and technological knowledge and skills, the education of labor, civil and patriotic qualities of the individual. Technology as an academic subject contributes to the professional self-determination of schoolchildren in labor market conditions, the formation of a humanistically and pragmatically oriented worldview, and socially justified value orientations. In basic school, a student must master the basic techniques of manual and mechanized labor necessary in everyday life using common tools, mechanisms and machines, methods of controlling certain types of common household equipment necessary in everyday life and future professional activities; learn to apply the knowledge gained from studying the fundamentals of science in practical activities.
Signs of technology(T.V. Gorbunova, V.A. Tereshkov, A.I. Rakitov):
1. Systematic
2. Scientific
3. Integrity of content
4. Predictability and effectiveness of the result
5. Efficiency of management
10. Approaches to defining the concept of “Technological culture”. The role in the educational field of “Technology” in the formation of the technological culture of schoolchildren.
T.K: technical thinking, technical worldview, design, education, ethics
Culture(lat. culture- cultivation, husbandry, education, reverence) is an area of human activity associated with self-expression.
Under technological culture one should understand such transformative human activity in the material, spiritual and social spheres, when the main criterion for assessing and applying new technologies and technological processes is their ability to ensure the harmonious interaction of man and nature, man and society, man and man.
The basis of technological culture is the transformative activity of man, in which his knowledge, skills and creativity are manifested.
Personal approach – the readiness and ability of students for self-development and personal self-determination, the maturity of their motivation to learn.
Subject approach- these are the skills mastered by the student during the study of the subject, the formation of a scientific type of thinking, etc.
Metasubject approach- These are interdisciplinary concepts and universal learning activities mastered by the student.
Metasubject approach in education and, accordingly, meta-subject educational technologies were developed in order to solve the problem of disunity, fragmentation, isolation of different scientific disciplines and, as a consequence, educational subjects.
The meta-subject approach ensures the integrity of the general cultural personal and cognitive development and self-development of the child.
The urgent need to introduce a meta-subject approach into mass educational practice is due to the fact that traditional means and methods of pedagogical work do not make school education adequate to the level of development of other areas of practice, primarily industry.
Main features of meta-items
1. The meta-subject is built around some kind of mental activity organization. Such thought-activity organizations can be knowledge, sign, problem, task, meaning, category... All of them have an activity-based, and therefore universal, meta-subject nature. On their basis, a new type of educational subjects - meta-subjects - can be built.
2. A very good knowledge of the material of traditional academic subjects is required. Actually, this allows you to competently reorganize educational material around activity-based content units.
3. Focus on developing basic abilities in schoolchildren.
4. A variety of methodological forms and techniques that allow you to significantly intensify work in the lesson
So, meta-subjects are needed, firstly, from the point of view of developing the thinking and professionalism of the teacher himself. They are needed because they provide new opportunities for working with children’s worldview, with their self-determination, and with finding the meaning of life. That is, they create new opportunities for all students. Therefore, meta-subject training is a real opportunity to improve the quality of education.
The priority role of the educational field “Technology” is to prepare students for transformative activities, life and professional self-determination and adaptation to new socio-economic conditions.
The subject “Technology” ensures the formation of ideas about the technological culture of production, the development of the work culture of younger generations, the formation of a system of technical and technological knowledge and skills, and the cultivation of labor, civic and patriotic qualities of the individual.
The most important principles for the development and training of schoolchildren in the educational field of “Technology” are:
1. A polytechnic approach to the formation of the content of technological training for young people, familiarizing them with modern and promising technologies for converting materials, energy and information with the involvement of economic, environmental, entrepreneurial and career guidance knowledge, mastering general labor efforts and skills, ethics of labor relations.
2. Mastery of vital technological knowledge and skills, including work culture, behavior and conflict-free communication.
3. Creative and aesthetic development of students.
4. Professional self-determination and social and labor adaptation of youth.
It is technology, like no other subject area, that makes it possible to fully apply the knowledge acquired at this stage of training in practical creative activities, because the basis of the standard for teaching technology is mandatory project activity. Being engaged in design and research activities and scientific and technical creativity, students simultaneously solve several problems related to work culture, design, consumer, information, graphic, and environmental culture.