Modernity and technology of teaching

The education system around the world is very conservative. Learning technologies have not changed much since Herbart's time, which offered a cool-lesson system. This system, as well as the scheme of the lesson, offered by the same Herbart, in modern schools adhere to this day.

The content of the educational process has, of course, changed, and new teaching aids have appeared , but the paradigm adopted back in the nineteenth century, which can be described as a "teacher-textbook (which modern understanding means the whole system of teaching aids) - a student", remained unchanged, and It is unlikely in the near future in this regard will be possible anything new - the system is too familiar.

Thus, it can be stated with full responsibility that all very often sounding statements that a student should become a subject of the learning process from an object of learning, and remain only statements that are not realized in practice.

Nevertheless, some new teaching technologies are gradually beginning to penetrate the educational process. Despite the fact that the teacher who received the diploma about 150 years ago, in our time could enter the classroom and calmly conduct a lesson (according to the American teacher Connie Stout), the teaching technologies that have appeared recently have nevertheless changed in the educational process a lot of.

The role of the school as the main, basic link in education, is extremely great in modern society. But there is only a paradoxical situation when a school that is most sensitive to all the demands of modern society remains conservative and does not miss scientific and technological progress on its walls. This means that the technology of teaching basically remains unchanged, as often they do not find a response in the hearts of pedagogical workers.

Modern technologies of teaching at school nevertheless penetrate into the educational process, because today almost all developed countries realized that it is absolutely necessary to radically reform the education system. And this needs to be done precisely so that the student of the university or the student of the school actually becomes the main figure of the educational process, so that the banal teaching will finally turn into a process of active learning.

Moreover, many famous people believe that the strength of the knowledge obtained in the school is not of great importance, since this knowledge is becoming obsolete even sooner than the student will have time to learn them. That is why it is possible to declare with full responsibility that the traditional education system is extremely inefficient, since it gives an outdated, extremely average, with no one necessary set of information that the pupil of the school or a student of higher education forgets soon after the prom.

It is much more important if young people who come to the economy will be able to work independently with information, improve their knowledge and acquire new ones, and in many different areas, and even master, completely independently, new professions, because these skills are now necessary for Success in work and activity. As for basic school knowledge, one can say about this with the words of one schoolteacher of physics: "There is no need to know formulas. It is much more important to know where to find them and how to use them. "

And primary school technology also needs to be improved, because the "new" methods of teaching in primary school, imposed "from above" and consisting of drawing circles in school notebooks, as well as some "reforms" carried out by the Russian Ministry of Education, may well lead to a full "Debility" of modern education.