Application of personally-oriented learning technologies in the study of general professional disciplines

The intellectual and spiritual development of the student’s personality is a priority task of the modern educational process. The purpose of modern education is to create an environment in the classroom for children with different abilities, aimed at the realization of creative potential. At the same time, the value of the child’s personality is a determining factor. Currently, special attention is paid to pedagogical technologies, by implementing which the teacher does not offerready-made information to students, but organizes and coordinates the educational process, directing educational activities in the right direction, fully taking into account the individual abilities of students. That is why student-centered pedagogical technologies are of great importance in the modern educational process. This article analyzes the concept of pedagogical technology, gives its various definitions, analyzes the features of student-centered pedagogical technologies, considers such student-oriented pedagogical technologies as collaborative learning and multi-level learning. The teaching methods used by teachers in the framework of the implementation of these pedagogical technologies are presented. The application of personality-oriented technologies in the study of general professional disciplines of secondary vocational education, in particular, binary game lessons, technologies of multi-level education, is considered. Particular attention is paid to the methods of assessing the educational achievements of students.

1. Guslova M.N. Innovative pedagogical technologies: textbook. Moscow, Academy, 2018;672. (In Russ.).

2. Bibler V.S. Mikhail Mikhailovich Bakhtin, or Poetics of Culture. Moscow, Progress: Gnosis, 1991;169. (In Russ.).

3. Ozhegov S.I. Explanatory dictionary of the Russian language: about 100,000 words, terms and phraseological expressions. 26th ed., corrected and additional. Moscow, Oniks, 2009;1359. (In Russ.).

4. Likhachev B.T. Pedagogy: Course of lectures: textbook allowance for students and students of IPK and FPC. 4th ed., revised. and additional. Moscow, Yurait-M, 2001;607. (In Russ.).

5. Bespalko V.P. Components of pedagogical technologies. Moscow, Pedagogy, 1989;190. (In Russ.).

6. Klarin M.V. Technological approach to teaching. School Technologies. 2003;5:3-23. (In Russ.).

7. Smirnov S.A., Kotova I.B., Shiyanov E.N. et al. Pedagogy: pedagogical theories, systems, technologies: Proc. for stud. higher and avg. ped. textbook institutions. 4th ed., rev. / ed. S.A. Smirnova. Moscow, Academy, 2000;512. (In Russ.).

8. Selevko G.K. Encyclopedia of educational technologies. Vol. 1. Moscow, Public education, 2005;556. (In Russ.).

9. Podlasy I.P. Pedagogy: a textbook for universities. 3rd ed., revised and additional. Moscow, Yurayt, 2020;576. (In Russ.).

10. Bondarevskaya E.V. Theory and practice of personalityoriented education. Rostov-on-Don, Bulat, 2000;352. (In Russ.).

11. Zaitsev V.S. Modern pedagogical technologies: textbook. In 2 books. Book 1. Chelyabinsk, ChGPU, 2012;411. (In Russ.).

12. Polat E.S. Modern pedagogical and information technologies in the education system. Moscow, Academy, 2007;224. (In Russ.).