The objective acceleration of scientific, technological and social progress, economic, environmental, demographic, political and other crisis phenomena that have arisen in the modern world inevitably affect the education system, exacerbating contradictions and difficulties in the formation of the younger generation. Traditional pedagogical means of education, content and organization of the educational process are increasingly ineffective. The mismatch between the pace and nature of social and pedagogical processes is leading to crisis phenomena in pedagogy.
Personality-oriented education should ensure that the requirements of modern education are met. The range of methods and technologies that make up its content is quite wide: Waldorf pedagogy, self-developmental learning technology by G. Selewka, Dalton technology, collective learning, game technologies, Maria Montessori’s methodology, modular and modular-developmental learning technology, project technologies, developmental learning, level differentiation technology, adaptive learning system, problem-based learning technologies, suggestive technologies, productive education, personality-oriented developmental learning, the school of “dialogue of cultures”, interactive technologies, and some others.
Group (collective) technologies have been used since the Middle Ages. The ideas of mutual learning were laid down in the Bel Lancaster system.
Group (collective) learning technology involves the organization of the learning process, in which learning is carried out in the process of communication between students (mutual learning) in groups. A group may consist of two or more students, may be homogeneous or heterogeneous in certain respects, and may be permanent and mobile.
Group forms of learning allow for differentiation and individualization of the learning process. They form an internal motivation to actively perceive, assimilate and transmit information. They promote the formation of students’ communication skills and activate mental activity. Working in groups (collective) gives the greatest effect in the acquisition of knowledge.
Open schools. Research centers in primary and partially secondary education. These schools have become widespread in the West. Their peculiarity is that children spend a significant part of their time outside the school. The teacher is always among the children: advising, encouraging, and supervising. The children are in constant contact with a “team” of teachers, each of whom can be approached for help. Students in the class are divided into levels: “strong”, “average”, “weak”, “lagging behind”. The grouping by level is carried out only in relation to the main subjects. Students who excel in any subject can take a senior class course.
Technologies for individualizing the learning process. The organization of the educational process, in which the choice of pedagogical means and pace of learning takes into account the individual characteristics of students, the level of development of their abilities and experience. Its main purpose is to ensure maximum productive work of all students in the existing system of education. Individualized learning is a form, a model of organizing the educational process in which: 1) the teacher interacts with only one student; 2) one student interacts only with the learning tools (books, computer, etc.). The main advantage of individualized learning is that it allows you to fully adapt the content, methods and pace of the child’s learning activities to his or her characteristics, to monitor every action and operation in solving specific problems, to monitor his or her movement from ignorance to knowledge, to make timely necessary adjustments to the activities of both the student and the teacher. In modern pedagogical practice and theory, the most significant examples of individualized learning technologies are:
- project method
- technology of productive learning;
- technology of individualized learning;
- adaptive learning system;
- learning based on an individually oriented curriculum.
Game-based learning technologies. Game-based learning technologies are the organization of the educational process in which learning is carried out in the process of including the student in the educational game (game modeling of phenomena, “living” the situation).
Today, the term “imitation” is preferred to “game” (the emphasis is on the inner essence of the action). Educational games are aimed not only at mastering educational material, skills and abilities, but also at providing students with the opportunity to self-determine, develop creative abilities, and promote emotional perception of the learning content.