About technology. What are modern technologies?

The activities of individuals and organizations now increasingly depend on their knowledge, one of the most valuable resources of modern society, and the ability to use it effectively. However, the means designed to represent knowledge are still quite imperfect and often force people to look for solutions to the same problems again and again.

To optimize the search for the necessary information, various online services are being created these days. Thus, using Wiki technology in 2001, Wales and Sanger opened the Wikipedia website. Wikipedia is a multilingual, public domain, freely distributed encyclopedia published on the Internet. This "public" encyclopedia is a prime example of the rapid growth and accumulation of knowledge in the distributed environment of the Internet. It is created by the collective work of volunteer authors using Wiki technology.

Before Wikipedia, many methods of group communication were invented on the Internet: chat, web forum, blog. These technologies allow you to exchange information and somehow organize it, but none of them allows you to create a full-fledged, dynamically updated website. There are currently 253 language sections on Wikipedia.

The Ukrainian part of Wikipedia currently contains over 70 thousand articles, and the Russian part - over 250 thousand. Their growth rate is one of the highest (1000 articles per month). Obviously, not all Ukrainian- and Russian-speaking Internet users know about Wikipedia, but if you consider how many of these users are scientists and students, you can expect a significant increase in the rate of completion of these resources.

During its development, the Wikipedia project, despite concerns related to the unprofessionalism of the authors, possible vandalism, and the spontaneity of creating individual articles, made it possible to create a fairly high-quality product - a complete and objective multilingual encyclopedia, freely accessible to everyone. The success of Wikipedia demonstrated that Internet users demand reliable encyclopedic information. Therefore, the online encyclopedia project today is already a serious source of reference information and knowledge, which, unlike traditional sources, has a remarkable feature - efficiency.

The success of Wikipedia has brought to life big variety other necessary projects that work on similar principles and serve to create other types of educational and reference publications.

Wiki technology and its main characteristics

Wiki is a technology for building a website that allows users themselves, through a web interface, to actively participate in the process of editing its content - correcting errors, adding new materials. Wiki technology does not require the use of special programs, registration on the server, or knowledge of HTML. The term Wiki also refers to the software that is developed to create such sites.

The information presented in Wiki has a non-linear navigation structure. Each page usually contains a large number of hyperlinks to other pages. The first wiki, WikiWikiWeb, was developed in 1994 and first appeared on the Internet in 1995. The first Wiki site was the Portland Sample Repository, created by Ward Cunningham, where code fragments were collected. The largest and most famous Wiki site is Wikipedia. Today, Wiki technology is used to create reference books, knowledge bases, and develop documentation. Modern Wiki engines allow you to work not only with texts, but also with spreadsheets, calendars, image galleries, files, etc. Mapping services can also be built using the Wiki principle. Development of Wiki applications for the corporate environment has appeared (for example, Confluence, Jot, Near-Time).

Wiki is designed to solve a simple and natural problem - to give every visitor the opportunity to participate in the development of content. Participate not only as a commentator, but also as a full-fledged author and editor - along with the administration and staff of the project. To do this, two things are necessary: ​​firstly, the user must have the technical ability to make changes to the pages of the site, and secondly, this process should not require special knowledge and skills.

Wiki technology makes it possible to accumulate the knowledge of mankind, presenting it in an electronic interoperable form, to provide navigation through this knowledge base and a means of updating it. At the same time, communities of various sizes and thematic focus can use Wiki, creating knowledge bases from global Wikipedias and electronic encyclopedias of large corporations to easily updated reference systems of small organizations, enterprises and educational institutions. Wiki is a fairly complex system for collecting and structuring information. Its main characteristics are:

— provides support for multi-user work;

it is possible to repeatedly edit any text using the Wiki environment itself (website);

— changes appear immediately after they are made;

— each Wiki article has its own unique name;

— the language of this markup is quite simple and does not require special knowledge;

- It is possible to return to a previous version.

Compared to CMS (Content Management Systems), Wiki technology has the following differences:

— The title of the article is also a hyperlink for external systems.

— Articles are created and edited almost at any time by any user.

— Articles available for editing are located directly in the web browser.

- Each article provides access to view and edit page history/versions, which supports searching for existing discrepancies.

— Each article gives the user access to the discussion page for that article.

Wiki provides greater user rights when editing content, no hierarchy, and freer access to information. In addition, pages created in Wiki technology enable interoperability and knowledge reuse.

Wiki engines

Wiki engines are software used to create Wiki sites. Wiki engine is a set of programs used to convert Wiki markup into a readable representation in HTML.

MediaWiki is a software mechanism for creating websites using Wiki technology, developed specifically for Wikipedia by the German student M. Manske. This is one of the most powerful Wiki engines, written specifically for Wikipedia and used in many other projects of the Wikimedia Foundation. MediaWiki is written in PHP and uses a relational database (you can use MySQL, PostgreSQL); supports memcached and Squid programs.

MediaWiki provides an interface for working with the page database, differentiation of access rights to system administration, as well as the following capabilities:

— process text both in its own format and in HTML and TeX formats (for formulas)

— upload images or other files, etc.

A flexible extension system allows users to add their own capabilities and programming interfaces. The next versions of MediaWiki continue to be developed. For example, new features included in the experimental version of MediaWiki include support for PostgreSQL and a system for approving completed and verified articles. In version 1.7.0, support for Oracle was removed due to the lack of movement in the development of this area.

There are many Wiki engines that have their own characteristics and advantages. In the table on p. 59 provides an overview of modern Wiki engines. The choice of Wiki engine depends on what set of functions and capabilities is required (version control, access restrictions, RSS feeds with information about page changes, subscription to changes to specific pages, etc.), on what platform it will be based and how all this will work, etc. First of all, you need to determine what will be used: Wiki on your own server or a Wiki service provided by an external organization. Many people recommend MediaWiki for creating online encyclopedias. WackoWiki, Confluence and NPJ are often used to create knowledge bases. For personal use, WikidPad or deskDo are used. TiddlyWiki and deskDo allow you to use Wiki technologies in the absence of the Internet.

Methodology for creating articles for Wikipedia

There is the “90-9-1” theory, which estimates the percentage of Wiki users, dividing them into three groups: 1) readers - 90%; 2) those who occasionally contribute something, 9%; and 3) those who actively work on content on the Wiki - only 1%. It's the 1% of users who do most of the work, but it's helpful for the rest of us to know how they can join this group.

The openness of the technology did not lead, as many feared, to the destruction and damage of materials: Wiki stores all the changes that have occurred to all articles since their creation, so at any time you can compare different versions of the same article, edit the page again, or simply go back to the old version. This makes it easier to fix the damage than it is to cause it. In addition, administrators always have the opportunity to block changes to individual pages (in particular, the most controversial ones).

Wiki pages are articles whose content is plain text, where you can use HTML tags or special Wiki markup that is more convenient for text documents than HTML. Using a link or button, any visitor to a Wiki site can edit and save a modified version of the text of any existing page or create a new one. The procedure for publishing text on Wikipedia is reduced to two buttons - “Edit” and “Save”.

The rules for creating Wikipedia articles aimed at creating high-quality texts are quite simple, but several conditions must be met:

2. When writing any article, you should strive for a neutral presentation and reflect all known points of view.

3. It is necessary to indicate sources of information to confirm the accuracy of the information.

There are two types of articles that do not comply with the neutrality policy: articles that clearly conflict with the requirements of neutrality and articles that do not describe all opinions or are not detailed enough. In the first case, the article must be marked as biased (((POV))). The non-neutral part of the information in such an article is subject to correction or deletion. In the second case, the article should only be considered incomplete, no matter how impartial and detailed the information already available in it may be.

A certain part of Wikipedia articles are automatically created “blanks”. There are three types of links on Wikipedia: to existing articles, to unwritten articles, and to external web resources. In order to create a hyperlink to an article, simply when adding Wiki markup, enclose the title of the article you want to link to in double square brackets - [[Title of Article]]. If the article the link points to does not exist, the link will still be created, but its text will be red instead of the usual blue. By activating this link, you can go to the article template and write it, actually editing the template.

When any author marks a term or expression in the text as a link to a non-existent article, Wikipedia automatically generates a new template article containing the text: “The article has not been written yet, you can write it.” Authors who access this link expand the content of the “dummy”.

Almost any page on a Wiki site can be edited. In order to make changes to the article, you must:

— make the desired changes to the text of the article;

— for control purposes, view the list of edits made (the “Made edits” button);

— make sure that the edits are correct by previewing the text of the article (the “Preview” button);

— fill in the field “Briefly describe the essence of your edit” and click the “Save page” button.

Search on Wikipedia

Today there are many national Wikipedias and projects. Searching this multitude of information resources manually is quite labor-intensive. Qwika is a search engine focused on processing Wiki sites. Its task is to cover all major Wikipedias in all fairly common languages, translate them and provide quick search. Currently, the system indexes the following resources:

— English-language Wikipedia and all the name areas in its composition (Chat, Image, User, etc.).

— English-language Wikipedias (machine translation of popular Wikipedias in other languages).

— Wikipedia in other languages.

— Tourism project WikiTravel.

— Cached versions of all pages in both the original language and machine translation.l

Gladun Anatoly, senior researcher, candidate of technical sciences of the International Scientific and Educational Institute


information technology center


and systems of NASU;


Rogushina Yulia, senior researcher


employee, candidate of physical and mathematical sciences, Institute of Software Systems NASU

Quite often today you can hear the expressions “innovative technologies”, “space technologies” and the like. What is their significance and what is technology in general? Let's find out all this.

What is technology: definition

The term in question has several meanings at the same time. We will look at each of them:

• First of all, we can explain what technology is like this - it is a set of methods for manufacturing, processing, processing (and similar processes) of raw materials, as a result of which the original substance changes its properties, turning into the desired product.
• In addition, in simple terms, this is the knowledge and skill of making something, be it kefir from milk, nuclear energy, or teaching children to read and arithmetic.
• Technologies also refer directly to the technological processes of manufacturing something.

• The science of mastery also bears this name. As a scientific discipline, it concentrates on the invention and study of methods and techniques for carrying out various production processes. Her areas of interest include their optimization, by searching for less expensive but more efficient ways to manufacture certain products, as well as analysis and forecasting of the development of industry as a whole.

Structure

Having learned all the answer options to the question of what technology is, you should consider the constituent elements without which this phenomenon cannot exist:

• A technological object or, as it is also called, an object of technological influence. This is the name of the subject of labor, that is, the raw material that is exposed.
• Means of labor (also called technological). These are the tools (programs, etc.) that help the master make products.
• Carrier of technological functions (master). It is noteworthy that this role can be played not only by one person, but also by an entire team, as well as programmed equipment.
• Level of technological development of society. The type of technology used in the modern world depends on it. For example, the invention of electricity was the beginning of a new round in the development of industry - with its help, it became possible not only to illuminate everything more efficiently and safely, but also to use it as a power supply for a series of devices.

Technology life cycle

Having learned what technologies are and what they depend on, it is important to consider what the life cycle of any of them is. It consists of five stages:

1. New technology. The period when it is emerging and has greater potential than all those existing before it (in its industry).
2. Advanced. At this stage, the technology has already proven itself in practice as the best of its kind. However, it has not yet received sufficient distribution. As a rule, this is due to the need to modernize production, and this always requires costs.
3. Modern technology. The stage of its transformation into a certain standard that everyone is equal to.
4. Not new. The period when this method is still relevant and effective, but a newer one already exists. As an example of technology being at this stage, we can cite the method of water purification with chlorine. In the old days, it was considered the most effective and affordable. However, today all progressive countries refuse chlorination, choosing ozonation. This technology is safer and more effective, although more expensive. At the same time, most countries of the post-Soviet space continue to use outdated chlorination, since they do not have enough funds to modernize the drinking water purification system.
5. Outdated. Gradual complete replacement of the old technique with a more modern one.

General classification of technologies

Having considered what production technology is, it is worth paying attention to its types. This concept is classified into various categories:

• Difficulty level - simple and difficult.
• Scope of application - scientific technologies, educational, industrial.
• The type of resources required are capital-intensive, energy-intensive and knowledge-intensive.

• Depending on the quality of processing media - low-, medium-, high-level.
• The purpose is creative, destructive, dual purpose.
• According to the priorities of creation - primary, conversion.

Types of technologies by industry

It is worth noting that the above methods of classifying the concept being studied are not the only ones. Most modern scientists still argue about this. In practice, all types of production techniques and methods are divided into types according to their areas of application:

• Production technologies. These include all techniques used in the manufacture of various products. This species has a whole complex of subspecies. As a rule, they are distinguished either by the field of production (mechanical engineering, food technologies, biotechnology, etc.) or by the type of materials used (chemical, nuclear, etc.).
• Military - aimed at ensuring the effective conduct of combat operations.
• Space - associated with humanity’s attempts to explore space.

• Transport - specialize in providing transportation of passengers and cargo.
• Information technologies are software and technical means and methods aimed at collecting, storing, analyzing, processing and distributing -land of information in society. These also include technical and software tools, or-ga-ni-za-tsi-on-no-me-to-di-dical support.
• Telecommunications - aimed at providing communication. In the modern world this is television, radio, telephony, the Internet and the like.

• Social - a system of practical knowledge, as well as ways to solve problems in managing the behavior of people in society. They are developed and used for social design planning.

Innovative social technologies

Innovative technologies stand apart from all of the above types of technologies. They are also called “technologies of technologies”. They are aimed at the successful implementation of the latest techniques and production methods. It turns out that any development and use of technologies (own or borrowed from other countries) is impossible without them.

There are several subspecies:

• implementation;
• training and incubation of small businesses (training);
• consulting;
• transfer;
• audit;
• engineering.

What is educational technology

Considering this topic, it is worth dwelling on such a phenomenon as pedagogical technologies. They belong to the educational type - that is, to intangible production.

What is educational technology? This is a set of methods and techniques used to achieve pre-planned goals of the educational process.

This technology appears to have three aspects:

1. Scientific - focused on developing a scientific basis for any pedagogical actions.
2. Procedural-descriptive is a description of the algorithm of any pedagogical technology.
3. Procedural-effective - implementation of the above algorithm.

Technologies are important components of modern civilization. Almost everyone understands what this is. But, oddly enough, it is quite difficult for people to formulate their knowledge correctly. Perhaps this is because few people are familiar with the exact definition.

What is technology?

Technology is a complex of engineering and scientific knowledge that was embodied in means and methods of labor, sets of material components of production, as well as the types of their combinations that are created to obtain a certain product or service. You can also find the use of this term as a set of methods for processing raw materials and materials, manufacturing products and all the processes that accompany these types of work. The most popular phrase at the moment is “high technology”. It is used to denote the performance of a complex type of work, the end result of which will be able to obtain an amazing result, which is based on the microcosm around us.

What are the requirements for modern technologies?

Since their inception hundreds of thousands of years ago, they have improved significantly. Previously, technology was a primitive set of actions, which can now be recreated by almost any modern person. But as time passed, they became more complicated. Nowadays, modern basic technologies put forward demands that are an order of magnitude higher.

1. There must be systemic integrity (completeness) of the process. It should include a set of elements that will ensure the required completion of actions, which will lead to the achievement of the goal.
2. A significant degree of division of a process into separate stages or phases of execution.
3. Regularity and unambiguity, which will allow the use of average values ​​to characterize the actions performed and carry out their unification and standardization.
4. Technology must be inextricably linked with the production process itself and displayed as a set of actions that are performed over time.
5. The entire process is carried out in special artificial systems that are created to ensure the implementation of individual needs.

Characteristics of technological processes

We have already decided what they are. What requirements are put forward for modern technologies is also already known. What can you say about their specific characteristics? What they should be To do this, let’s take a look at these three points that will allow us to evaluate them “from the inside.”

1. The process must be divided into internal interconnected operations, phases and states that ensure optimal or close to optimal development dynamics. The rational limits of the requirements for personnel who will work with this technology must also be determined.
2. It is necessary to have coordination of interaction and consistent implementation of actions and operations that are aimed at obtaining the desired result. And all this should be based on the logic of the development and functioning of each specific process.
3. It is necessary to ensure that all procedures and operations provided for by the technology are unambiguously performed. This is an indispensable and determining condition for achieving the necessary results in compliance with the necessary norms and standards.

It is impossible to understand what technologies are without knowing their properties, which have already been listed above.

Technology Challenges

Why do we need these developments? What tasks does technology perform in our hands? To answer these questions, you need to know that technologies are a set of ways and means by which the control process is carried out from a wide variety of its implementations. What is defined as the goal is the task that the technology faces.

Any set of methods and means is based on the following components:

• the goal of implementation (aka task), which provides the greatest interest to other people;
• an item that is subject to technological change;
• methods and means of influencing it;
• means of technical influence on an object of interest;
• organization and orderliness of processes.

Thus, high technologies should provide us with an easier and more comfortable life. This is accomplished by automating complex processes and facilitating various operations. But with an increase in the number of people who have access to benefits, a number of problems arise (for example, environmental ones) that require an integrated approach to finding their solutions.

Implementation of technologies

This is the name for the sequence of changes in states, a set of actions or stages of work. When talking about what technology is, it is difficult to ignore the concept. It is necessary to talk about it so that there are no misunderstandings in the future. The production process is understood as a set of operations that are interconnected, as well as changes in resources that are aimed at obtaining a certain product. This is important for understanding the essence of things and correctly operating the terminological base. Those processes that have their own clear implementation schemes can be presented in the form of a small list.

1. Programmable and research technologies;
2. Chaotic and automated processes.

What are the different types of technological processes responsible for?

Let's take a closer look at what they are responsible for.

1. Automatic processes. Actions are carried out without the slightest deviation. Since such work is beyond the power of humans, but only by high-tech devices, the designation “automatic” was introduced;
2. Chaotic processes. All cause-and-effect relationships are statistical and probabilistic in nature;
3. Programmable technology. It is characterized by a certain sequence of processes for processing received information in accordance with given commands.
4. Vocational technology. Engaged in determining the sequence of processing of units, parts and products using a specific algorithm.
5. Scientific and technical technology. Works through issues of the sequence of processes for processing the components of a work object (which are parts, information, products, assemblies) in accordance with a given process and when using intelligent processing tools.
6. Research technology. Not completely defined. It can change throughout the process to achieve the desired result. Always used intelligently

How are technologies developing and what prospects do they have?

It is impossible not to note the significant acceleration of technical progress and technology development that has occurred over the last century. The 20th century was a real breakthrough in science. Now, the most actively developing areas are those from which the greatest benefit can be derived in the near future (this follows from the characteristics of the socio-economic situation). The development of technologies that will be of significant importance in the distant future rests solely with states. This is due to the fact that their promotion requires certain financial resources, but when the result will be, and practical (read commercial) application is unknown. But despite this, the development of technology, depending on the task at hand, can be carried out by an individual interested party.

Application of technology in everyday life

You can see them at almost every step. What do farmers focus on when they grow their products? On the technology of cultivating the land, sowing it, caring for vegetation (treating with pesticides and fertilizing the land) and much more. It’s the same with industrialists - before making a car, they need to think about how the parts that make it up will be created first, and then the car itself. Even pedagogy has its own technologies - only they relate to the peculiarities of the educational process in kindergartens, schools, and universities.

The use of technology allows our society to function and develop at the pace it is now.

Conclusion

That's how different, complex and necessary they are. There are both creative technologies and technical ones - so to speak, for every taste and for every taste. To improve life, it is necessary to massively connect all people to these delights. After all, when many people know the answer to what technology is and what its role is in our lives, then in this case we can count on a faster solution to our problems.

Developmental education;

Problem-based learning;

Multi-level training;

Project-based teaching methods;

§2. PERSONALITY-ORIENTED TRAINING. Page 67

§4.

Differentiation options.

Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple.

Variation pair. In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

A module is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of cycles of lessons (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.

Gaming technologies.

Play, along with work and learning, is one of the activities not only of a child, but also of an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-government of one’s behavior is developed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

The place and role of gaming technology and its elements in the educational process largely depend on the teacher’s understanding of the function of the game. The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Gaming activities include games and exercises that develop the ability to identify the main characteristic features of objects, compare and contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ear for music, ingenuity, etc.

Business games came to school from the lives of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and developing general educational skills. The game allows students to understand and study educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.

In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).

Operating rooms help to practice the performance of specific specific operations, for example, the skills of public speaking, writing an essay, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.

In role-playing, tactics of behavior, actions, performance of functions and responsibilities of a particular person are worked out. For such games, a situation scenario is developed, and the roles of the characters are distributed among the students.

Gaming technologies.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework on history: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.

Gaming technologies.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework on history: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory.Includes the development of a scenario - a conditional display of the situation and the object. The scenario includes: educational purpose of the lesson, characteristics
problems, rationale for the task, plan business games, description of the procedure, situations, characteristics of the characters.

2. Entering the game. Participants, game conditions, experts, the main goal are announced, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.

3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of game results.Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.

Problem-based learning technologies

Such training is based on students acquiring new knowledge when solving theoretical and practical problems in problem situations created for this purpose. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, independent derivation of a law of physics, a spelling rule, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:

• awareness of the general problem situation;
• its analysis, formulation of a specific problem;
• decision (putting forward, substantiating hypotheses, sequential testing of them);
• checking the correctness of the solution.
  The “unit” of the educational process is the problem -

hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which a student does not know the answer creates a genuine problem situation. Questions like: “What is the number of residents in Moscow?” or “When was the Battle of Poltava?” are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book or encyclopedia without any thought process. A task that is not difficult for a student (for example, calculating the area of ​​a triangle) is not a problem if he knows how to do it.

These are the rules for creating problematic situations.

1. Students are given a practical or theoretical task, the completion of which will require the discovery of knowledge and the acquisition of new skills.

2. The task must correspond to the intellectual capabilities of the student.

3. The problem task is given before the new material is explained.

4. Such tasks can be: assimilation, formulation of a question, practical actions.

The same problem situation can be caused by different types of tasks.

There are four levels of learning problems.

1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).

2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).

3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem (research method).

4. The student poses the problem himself and solves it himself (research method).

In problem-based learning, the main thing is the research method - such an organization of educational work in which students get acquainted with scientific methods of obtaining knowledge, master the elements of scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern.

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.

However, problem-based learning is always associated with difficulties for the student; it takes much more time to comprehend and find solutions than with traditional learning. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.

DEVELOPMENTAL TRAINING

§ 1. BASICS OF DEVELOPMENTAL TRAINING

The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused oncomprehensive development of the child.

With such training, children not only master knowledge, skills and abilities, but learn, first of all, how to independently comprehend them, they develop a creative attitude to activity, and develop thinking, imagination, attention, memory, and will.

The core idea of ​​developmental education isadvanced development of thinking,which ensures the child’s readiness to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. Characteristic featureproductive thinkingin comparison with the reproductive one is the possibility of independent discovery of knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

Mastery of knowledge acquisition techniques lays the foundation for a person’s activity and awareness of himself as a cognizing subject. The emphasis should be on ensuringtransition from unconscious to conscious activity.The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations he performed and in what sequence to achieve this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection on the process of learning activity.

A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out using clear criteria received from the teacher. The student’s self-esteem precedes the teacher’s assessment; if there is a large discrepancy, it agrees with him.

Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes test work specifically includes material that has not yet been studied in class, or tasks that are solved in a way unknown to the child. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.

Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of training is actually laiddialogue communicationboth between the teacher and students, and between them.

Interaction between parties to the educational process

The following recommendations can be given regarding the methods of interaction between participants in the educational process in the developmental education mode.

1. The traditional version of didactic communication “teacher-student” for modern schools is used only to pose a problem.

1. Work in pairs “student-student”. She is especially important
   in the area of ​​self-control and self-esteem.
2. Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
3. Intergroup interaction, organized by generalization, derivation of general patterns, formulation of fundamental provisions necessary for the subsequent stage of work.
4. Discussion of a particular problem by the student at home with his parents, and in the next lesson a story in class about this, the students’ points of view on the problem.
5. Individual work of the student, including mastering the techniques of independent search for knowledge, solving problematic creative problems.

The actions of a teacher in the educational process of a traditional school resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and the main task of the teacher becomes a kind of “service” for the students’ learning.

Functions of the teacher in developmental education

1. Function of ensuring individual goal setting,those. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.

1. Support function.In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.

The function of ensuring reflective actions of learning
cov.The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.

As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for techniques effective organization educational and cognitive activity of schoolchildren to obtain it. For a teacher, what is of great value is not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve what he wants.

The basis of the structure of the educational processin the system of developmental education is the educational cycle, i.e. block of lessons. Training cycle is a system of tasks that guide students’ activities, from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.

A typical scheme of the educational cycle consists of indicative-motivational, search-research, practical (application of activity results at previous stages) and reflective-evaluative acts.

Indicative-motivational actincludes setting a learning task together with children and motivating students for upcoming activities. At this stage, it is necessary to achieve in children a feeling of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.

IN search and research actThe teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and record them in a model form that is convenient for memorization.

Reflexive-evaluative actinvolves creating conditions where the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.

§ 2. TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

The most famous and popular developmental education system is L.V. Zankova, technology D.B. Elko-nina-V.V. Davydov, technologies for the development of creative qualities of the individual, etc.

To use these technologies, special training is required for a teacher who is ready to work in constant experimentation, since each of them has to be constantly adapted not only to the different ages of children, but also to different initial levels of their development.

Let's consider ways to implement these technologies in the educational process.

Developmental education system L.V. Zankova

Its main principles are the following:

• training must be conducted at a high level of difficulty;
• theoretical knowledge should play a leading role in training;
• progress in studying the material is ensured at a rapid pace;
• schoolchildren must themselves be aware of the course of mental actions;
• strive to include the emotional sphere in the learning process;
• The teacher must pay attention to the development of each student.

L.V. system Zankova assumes the formation of cognitive interest in schoolchildren, a flexible lesson structure, building the learning process “from the student”, intensive independent activity of students, a collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.

Central locationThe task is to clearly distinguish between the different characteristics of the objects and phenomena being studied. Each element is assimilated in connection with another and within a specific whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. Then the different aspects and properties of the phenomena are identified.

Methodological goal of any lesson- creating conditions for the manifestation of cognitive activity of students. Features of the lesson are:

1. Organization of cognition - “from students”, i.e. what they know or don't know.
2. The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
3. Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
5. Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
6. Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Elkonin-Davydov technology

It focuses on the formation theoretical schoolchildren's thinking. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.

Educational process aimed at obtaining internal results, characterized by achieving an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator, capable of reflectively considering the reasons for his own actions. At each lesson, the teacher organizes collective mental activity - dialogues, discussions, business communication between children.

At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The assessment reflects the student’s personal development and the perfection of his educational activities.

Features of training contentare reflected in the special structure of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system of theoretical knowledge is substantive generalizations. It can be:

• the most general concepts of science, expressing cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
• concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
• theoretical images obtained through mental operations with abstract objects.

Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).

The formation of basic concepts of an academic subject among students is structured asmovement in a spiral from the center to the periphery.In the center there is an abstract general idea of ​​the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.

Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interconnected meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered the sound analysis of a word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

By performing various educational activities to analyze and transform phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.

The peculiarities of the methodology in this system are based on the organization of purposeful educational activities.Purposeful learning activities (TLC)differs from other types of educational activities primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.

The teaching methodology is based onproblematization.The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research.

A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.

In developmental education, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher’s subjective idea of ​​the feasibility and accessibility of knowledge to the student, but from the point of viewsubjective capabilities of the student.The assessment should reflect his personal development and the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personal development is deeply individual, and the teacher’s task is not to bring everyone to a certain, given level of knowledge, skills, abilities, butbring the personality of each student into development mode.

Bibliography.

Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

Selevko G.K. Modern educational technologies. M., 1998.

Modern pedagogical technologies.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, or art (explanatory dictionary). There are many definitions of the concept of “educational technology”. We will choose the following: this is a structure of a teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation involves achieving the required result and is predictable. Today there are more than a hundred educational technologies.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for deeper consideration and use of psychophysiological and personal characteristics of students;

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systematic - activity-based approach;

The ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, the main guideline will always be the cognitive process in its developing state.

Traditional technology.

Positive sides

Negative sides.

The systematic nature of training. Orderly, logically correct presentation of educational material. Organizational clarity. Constant emotional impact of the teacher's personality. Optimal expenditure of resources during mass training.

Template construction. Irrational distribution of time in class. The lesson provides only an initial orientation to the material, and achievement of high levels is transferred to homework. Students are isolated from communication with each other. Lack of independence. Passivity or appearance of activity of students. Weak speech activity (average speaking time for a student is 2 minutes per day). Weak feedback. Lack of individual training.

Even placing students in a classroom at desks in a traditional school does not contribute to the learning process - children are forced to see only the back of each other's heads all day long. But always see the teacher.

Currently, the use of modern educational technologies, which ensure the personal development of the child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process, can be considered as a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time.

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential. In this technology, the student is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personally-oriented lesson.

1. Designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the lesson.

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of ​​application of knowledge.

5.Striving to create a situation of success for each student.

TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.

1. Technology of multi-level training.

The abilities of students were studied in a situation where time for studying the material was not limited, and the following categories were identified:

Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.

If each student is given the time he needs, corresponding to his personal abilities and capabilities, then we can ensure guaranteed mastery of the basic core of the curriculum. For this we need schools with level differentiation, in which the student flow is divided into groups that are mobile in composition. Mastering program material at the minimum (state standard), basic, variable (creative) levels.

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.

2. Technology of collective mutual learning.

2. Technology of collective mutual learning.

It has several names: “organized dialogue”, “work in shift pairs”.

When working with this technology, three types of pairs are used: static, dynamic and variational. Let's look at them.

. Static pair.In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple.Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., which means turning on the mechanism of adaptation to the individual characteristics of his comrades.

Variation pair.In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

Advantages of collective mutual learning technology:

• As a result of regularly repeated exercises, logical thinking skills are improved. understanding;
• in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge occurs;

Each student feels relaxed and works at an individual pace;

Responsibility increases not only for one’s own successes, but also for the results of collective work;

There is no need to slow down the pace of classes, which has a positive effect on the microclimate in the team;

• an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed;
• discussing the same information with several interchangeable partners increases the number of associative connections, and therefore ensures more durable assimilation

3. Collaboration technology.

Involves training in small groups. The main idea of ​​learning in cooperation is to learn together, and not just help each other, to be aware of your own successes and the successes of your comrades.

There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.

4. Modular training technology

Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.

Module - This is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of lesson cycles (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.

INNOVATIVE TECHNOLOGIES

Any pedagogical technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of promising advanced learning (S.N. Lysenkova), game-based, problem-based, programmed, individual, early intensive learning and improving general educational skills (A.A. Zaitsev).

Technology of promising advanced learning.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; indirect learning (through a knowledgeable person to teach an ignorant person).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some in program proposals, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

First, strong, then average, and only then weak students are involved in the discussion of new material (a promising topic). It turns out that all the children teach each other a little.

Another feature of this technology is

In everyday use, technology is understood as purely technical science. It should be noted that this idea is understandable historically (the concept of “technology” first appeared in the 19th century and was associated specifically with industrial production, which was predominantly machine-based). The modern content of the concept of “technology” is more diverse. Along with the traditional phrase “industrial production technology” in the second half of the 20th century. The terms “information technology”, “technology of thinking” and even “technology of creativity” appeared. Moreover, the content of the concept of “technology” has extended to the sphere of production of services (art, literature, etc.).

The term "technology" is derived from the Greek words "techne" and "logos" (techne- skill, art; logos- science, teaching). Literally translated, technology is the science (teaching) of skill and art.

Mastery is perhaps the most important quality of a person. It is by this that man differs and stands out from the totality of other biological beings. A person rises to the level of mastery gradually, going through the stages of mastering knowledge, acquiring skills, abilities and, finally, achieving mastery.

Since skill is immaterial, it cannot in itself modify a material object, for example, an object of labor (raw materials). Craftsmanship ensures the process of processing raw materials into finished products only in conjunction with labor activity. However, it is precisely the level of skill in

ultimately depends on the amount of labor required in the production process. Even from everyday ideas it is clear to a person that the greater the skill, the lower the labor costs for production. Reducing labor costs is the purpose of learning and the economic role of craftsmanship.

Craftsmanship links together natural processes with labor ones, thus forming a holistic process of processing raw materials into a product, while technology is the key integrating link of this processing process, its essence.

Technology integrates knowledge from many areas and cannot be reduced to physics, chemistry, or any other science about natural processes, since its subject is the skill of using natural processes in artificial production conditions.

Summarizing the above, we can formulate the following brief definition: technology is the science of mastery in the processes of creating goods.

The role of technology (skills) in the life of society is as follows:

Applied use of society's knowledge base. Without technology, knowledge remains “dead” and cannot be used;

A means that creates supernatural benefits that form the conditions for the existence of human society;

Predetermination of the conditions for the use of labor, saving its costs and, as a result, creating well-being and material wealth;

A person, a collective or a state, deprived of the technologies necessary for their functioning, are deprived of autonomy and independence, since they are not able to reproduce the conditions for their own existence.

Thus, technology in the applied sense represents realized (materialized) ideas about the patterns of production of specific types of material and intangible goods. Only when a person owns the technology does it become possible to repeatedly reproduce the process of manufacturing products with certain consumer properties according to a previously known algorithm.

Since the objective laws of the surrounding world are the basis (foundation) of technology, the latter can be reproduced and repeated as many times as desired.

Technology as science studies:

The essence (content) of production processes of various
various goods and services;

Mutual internal connections between skill and labor costs to manufacture a product;

Patterns of development of processes of production of goods and services based on the achieved level of human knowledge about the world around him.

The most common classification of technologies (processes for creating various goods) is based on the type of benefit or result obtained. According to it, technologies are divided into material (creating material products) and intangible, or social (creating intangible benefits). Intangible technologies include technologies of education, science, healthcare, culture, literature, art, etc.

Supermajority material technologies are machine-made, i.e. a set of technological actions on raw materials is carried out mainly by machines, apparatus, technical devices and devices. IN social technologies Technical means are also used, but they do not directly create the result and are of secondary importance. For example, the result of a teacher’s work will not fundamentally depend on what material the desk at which the students sit or the board on which the teacher writes is made of. Consequently, when achieving the final result in material technologies, the role of machines is great, and in intangible technologies - people and their professional qualities.

It should be noted that the production process is studied from different sides: technological activity is studied by technology, economic activity is studied by economics. Although the subjects of study of technology and economics are different, both scientific fields have the same goal: to ensure the largest output of goods at the lowest cost. Unity of purpose is explained by the objective unity and indivisibility of the production process.

It must be added that technology and economics of production are the same in terms of content. The fact is that the concept of “technology” currently includes not only the process of obtaining a material product, but also any purposeful actions leading to the satisfaction of a certain need (remember the terms “management technology”, “education technology”).

Thus, technology is the core, the basis that links together the natural, technical and economic sciences. Technology is the most important element on the state of which the development of production and society depends.

The driving force behind technology development- the predominance of the needs of society over the possibility of satisfying them with existing means of production.

Source of technology development- achievements of technodynamics, a science that comprehends the laws of technological development.

In the context of defining technology as an element of production, it is important to separate the concepts of “technology” and “technique”. Unfortunately, quite often these terms are considered identical in content.

Technique in production it is represented by equipment - various machines, devices, devices. It is obvious that technical devices are used to carry out certain technological actions for the production of a particular product, but technology is not technology itself, since the technological production process can be implemented without the use of technology (for example, in the case of handicraft, handicraft production).

In modern industrial production, technical devices, together with people, embody technology in the form of sequential and predetermined actions to transform raw materials into finished products. Thus, technology is only one of the means of implementing technology. Changes in a technical device (in the structure and interrelation of its elements) do not necessarily cause a change in the technology for producing products using this device. At the same time, changes in the method of influencing the feedstock, i.e. in technology, inevitably lead to changes in the technical device that implements this technology.

Therefore, technology as a functional element of material production is primary in relation to technology, which only carries out those actions in the process of production that are predetermined in advance by the production technology.

To produce any product, you need information about raw materials and means of production (the field of technical sciences - materials science, theory of machines and mechanisms, strength of materials, etc.), appropriate organization of production, its supply, control, analysis, etc. (field of economic sciences). In addition, all production is based on the labor activity of people. Therefore, knowledge is needed about the labor process, and most importantly, about how to arouse a person’s interest in active work (the field of social sciences). When producing spiritual goods, additional information from the field of humanities is needed. Thus, almost the entire sphere of modern scientific knowledge is covered. And this is natural, since the basis of the existence of society is

production begins. Therefore, all the knowledge that a person receives during his life, he uses with varying degrees of skill in his future professional activities. Various types of human professional activity, in essence, come down to the role of a performer of a particular technology.

However, it must be emphasized once again that the manufacturing process of any product is based on the use of natural processes that proceed according to their own laws. Man, with the help of science, cognizes these objective processes and uses them in artificially created production conditions. Therefore, he can increase the effectiveness of the technological process only within the framework allowed by nature and its laws, and not through his own, subjective volitional decision.

At the same time, technology is a source of unlimited development of production and society. It was the technological development of production that ensured the current achievements of human society. It will continue to remain a determining link in the development of world civilization.

Control questions

1. Describe the purpose of a production system.

2. What elements make up a production system? How are they related to each other?

3. Under what conditions is the production process possible in a production system?

4. Are the concepts of a production system and a production process identical?

5. Why are raw materials not part of the production system?

6. Is it possible to arbitrarily change the actions of performers within the production process? Why? If impossible, then how are these actions predetermined?

7. What functional elements make up any manufacturing process? What is their purpose?

8. On what basis can we say that technology is the main link in the production process?

9. What are the similarities and differences between production technology and production economics?

10. What is the object studied by technology as a science?

11. What sciences does technology have direct connections with?

12. What is the current understanding of technology?

13. What properties and features are constant for all types of technologies?

14. Name the characteristic features of material technology.

15. List the characteristic features of a social (non-mother)
al) technology.