Technologies of developmental learning - Interaction of participants in the educational process

Technologies of developmental learning

Developing educational technology, about the concept of which was discussed in the previous chapters, is an ordered set of actions, operations and procedures aimed at developing the learner's personality. This technology instrumentally ensures the achievement of a diagnosed result in the analysis of pedagogical situations that form the integration unity of forms and methods of learning in the interaction of trainees and teachers in the process of developing an individual style of activity. It can be noted that in this definition important aspects of developing educational technologies are noted:

- the target for personal development;

- the integration unity of forms, methods and means of teaching;

- interaction of trainees and teachers;

- an individual style of pedagogical activity.

The basis of developmental training is the system of scientific concepts, and its content is the elements of the historical experience of mankind, which learners master in the learning process. This is followed by such a chain. This experience reflects the methods of action that have the general principles of their construction. In turn, these principles are fixed in scientific terms. Knowing and understanding them and mastering them means being able to find effective ways of solving, including fundamentally new tasks, to go beyond the limits of existing experience. Consequently, the basis of the content of training should be a system of scientific concepts. At the same time, the assimilation of knowledge, skills and development of skills using the technology of developmental learning is not the ultimate goal, but only a means of developing participants in the interaction in the learning process.

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Based on the psychological theory of activity, the processes of mastering knowledge and skills are included in the context of learning activities. In this case, the overall development of the learner is not limited to the development of his cognitive functions (perception, memory, thinking, etc.).

To the forefront, according to BD Elkonin, the formation of the learner as a subject of various types and forms of human activity is put forward. The essence of the organization of such educational activity is the self-change of the participant in the educational process. In other words, the learner involved in the process of learning activity as a subject completely changes himself, developing not only cognitive but also personal abilities.

It is for the implementation of such activities and such changes that development technologies are needed that are aimed at achieving the following objectives:

- actualization of the trainees' personal potential;

- multi-faceted personality development

- the formation of generalized knowledge, skills, skills, actions, behavior, metacompetence;

- the acquisition of experience in the effective performance of necessary professional activities

- the organization of the constructive subject-subject interaction of all participants of the educational process.

Technologies of developing education are the integration of education, upbringing and development, therefore they should be aimed at the realization of these three components that ensure the all-round development of the personality.

Thus, the specific result of developing learning is the free development of each learner as a subject of interaction in the educational process and as an individual. Free development is not subject to a predetermined norm, a positive example, it has practically no standard. Experts believe that the results of developmental learning can be judged only by analyzing the progress in the development of each individual trainee.

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