Ethnocultural educational technologies - Interaction...

Ethnocultural Educational Technologies

In the modern educational process, the ethnopedagogical culture of the teacher, , which is considered as a means of forming ethnic self-awareness, the ability to self-determination in ethnic culture for organizing the educational process in a multiethnic environment and work with a multinational composition of trainees. Consider the essence of ethnocultural educational technologies, prescribed in the special literature.

1. Ethnocultural educational technologies are a complex socio-pedagogical phenomenon. They are based on the fundamental foundations of folk pedagogy, the theory of ethnos, ethnopsychology, philosophy, culturology, socio-cultural activities and other frontier branches of scientific knowledge. The regional ethno-cultural educational component contained in them is considered today as a necessary structural element of professional training of specialists. In pedagogical institutes of some national republics there is even such specialization - "ethnopedagogist" - within the framework of which ethno-pedagogical readiness is formed: motivational-personal attitude, substantial knowledge and procedural skills.

2. The fundamental feature of ethnocultural educational technologies is their informative, didactic potential, in which all the richness of the national culture, the way of life of the population of the region, its traditions, social norms of behavior, spiritual goals and values ​​are most fully represented. At the same time, educational technologies are able to provide conditions for the participation of specialists in equal dialogue or poli- lication with representatives of other cultures and religions. Ethnocultural educational technologies are classified according to their substantive content, type of educational activity, specific carriers and users. At the same time, each of the technological stages has its own purpose, tasks, forms, pedagogical and didactic tools.

3. Practice shows that the introduction of ethno-cultural technologies in the educational process provides for the creation of the necessary conditions (legal, economic, organizational and managerial) for actively involving the participants in the interaction in the educational process with the history of the national revival of the spiritual culture of the region, city and region. The solution of this problem creates opportunities for changing the existing educational paradigm, enriching the content, moving from traditional teaching to alternative technologies, lessons in museums, master classes and authorial schools.

4. The effectiveness of introduction of ethnocultural technologies into the educational process is achieved, according to experts, due to the improvement of their procedural basis, including the organization of the educational process, the methods and forms of the development of the ethno-cultural material by the trainees, the work of teachers, their activity in managing the process of interaction of participants and the mastering of the learning material, diagnostics and expert evaluation of ethno-cultural educational projects and programs. In addition, it is important to provide comfortable conditions for constructive interaction among participants in the educational process.

5. The application of ethnocultural educational technologies presupposes a synthesis of achievements in social and cultural experience, pedagogical science and practice, a combination of traditional and innovative elements, all that is born of social progress, humanization and the democratization of society.

6. As with the use of other technologies in the educational process, ethno-cultural technologies require the teacher to have an activity-creative approach to the organization of interaction between the participants of the training, which includes, first of all, the goal (formation of the skills of a positive interethnic interaction with representatives of a different nationality, methods (dialog, polylog, cultural assimilator), tools (group discussion, analysis of problematic situations, didactic, creative, and imitative games, training and role plays, development and implementation of various projects), result (ownership of participants in interaction in the educational process with the skills of interethnic communication, prevention and resolution of ethnic conflicts, use in their activities analytical abilities to provide services in the context of multinational activities), conditions (involving volunteers in multicultural activities; organization and implementation of joint creative assignments), a variety of controls.

In the book "Pedagogical Technologies under the editorship of V. S. Kukushin, the rich experience gained by the educational institutions of Rostov-on-Don is described, which is associated with the use of a wide variety of ethno-cultural technologies, including various activities to promote tolerance, exhibitions of national culinary arts (with tasting), annual festivals of national arts, national weeks, ties with fellow-countrymen, joint creativity, circles and other technologies that intensify the educational process of cognition and integration of cultural-value interethnic of scientific knowledge.

Thus, ethno-cultural and intercultural technologies will allow not only to expand and develop the intercultural competence of participants in the educational process, but also in the context of growing integration tendencies within the international community, dramatically increased ethnic self-awareness to prevent, prevent and constructively resolve conflicts arising in the environment youth and adults on an inter-ethnic basis.

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