Pedagogical Technology Essence and Structure

Abstract

The aim of the article is to reveal the essence, structure and content of the concept of “pedagogical technology”.

Methods. Comparative analysis of scientific and pedagogical literature, various interpretations of the concept of "pedagogical technology", reflection of foreign, domestic and own experience in implementing the ideas of pedagogical technology.

Results. The phrase “pedagogical technology” entered the vocabulary of pedagogical science and practice in the 60s of the XX century, when the search for ways to improve the effectiveness of the educational process intensified in many countries. Some confirmed the novelty and value of pedagogical technology, others denied it, others considered pedagogical technology a play on words, a substitute for the concepts of “methodology” and “technology”, the fourth considered the methodological approach to the study of academic disciplines the only true and uncontested, the fifth identified the teaching methodology and pedagogical technology. From our point of view, this diversity of opinions has not yet been overcome and remains controversial in domestic education. The obvious achievements of the Russian scientists and teachers of the late 20th century in substantiating various aspects of the technological approach to the educational process did not lead to the formation of a holistic view of pedagogical technology and its components.

Conclusions. The analysis allows us to consider pedagogical technology as a designed orderly system of actions, the implementation of which leads to the guaranteed achievement of educational goals.