TEORETICAL FOUNDATIONS OF LEARNING TECHNOLOGY

Abstract

Technological approach in the educational process as a phenomenon of modern pedagogical education today is an objective process that is constantly evolving. Its realization has become possible on the basis of a systematic approach, which makes it possible to compare various pedagogical skills and influences that collectively guarantee a certain educational result. One of the fundamental interpretations of the technological approach in the teaching of physics is identified with the introduction of a systematic way of thinking into educational practice. To consider the internal needs of students, the technology of level differentiation is proposed, which is used in conducting training sessions in physics. The technology is aimed at individualizing the educational process by creating conditions for students to assimilate educational material depending on their abilities, interests, needs at three different, pre-planned levels of complexity («A», «B», «C»), but not lower than level «C» – mandatory learning outcomes - state standard. The difference between the new teaching technology and the traditional approach to the educational process is primarily in the definition of goals: according to the traditional system of teaching, the teacher formulates educational, developmental and educational goals for each type of training session, based on the peculiarities of its content, while didactic technologies require determining the purpose of studying of the whole topic (and based on it, of each lesson) through the final result of the students' activities. In addition, the technological process of learning is cyclical. The carrier of the fragment of the education content, which covers one didactic cycle, is the educational topic or section of physics. The specificity of didactic technology is that the educational process can be built in such a way as to guarantee the achievement of the set goals, and the results of training using this technology could be reproduced. The basis for a consistent orientation of learning in this case is operational feedback, which permeates the entire learning process. It is concluded that the theory and practice of teaching physics indicate that this level of mastery of the teaching material in physics allows students to have a basis for further mastering the curriculum and moving to higher levels of complexity of studying physics («A» or «B») when interest or needs arise. To implement level differentiation, the class is divided into mobile groups. The work of these groups can take place within the framework of the traditional lesson in accordance with the resolution of the tasks of the lesson, the selection of content, methods, and forms of organizing work with students on the assimilation of educational material for each level.