Pedagogical technologies of personality-oriented learning and their justification

Despite the fact that the pedagogical technologies of personal-oriented learning are still a relatively new phenomenon affecting the modern Russian school, interest in them is steadily growing. This is explained not only by the trends in modern education that have emerged towards humanization and the transition to pedagogy of cooperation, but also by the maturing crisis of the entire education system as a whole.

Distinctive properties of personality-oriented learning technologies

Much hope is placed on the pedagogical technologies of personal-oriented learning is not accidental. The advantages of these systems, which distinguish them from the previous ones, are:

1. Providing the student with the maximum possibility of self-realization by revealing the creative, intellectual, physical potential.
2. Communication between participants in the pedagogical process, built on mutual respect and the principles of pedagogy of cooperation. Recognition for the student of the status of the subject of cognitive activity.
3. Learning knowledge is a means of development, not the goal of learning.
4. Educational process, maximally adapted to the individual and personal characteristics of each of the students (including value orientations, individual characteristics of thinking, memory, the flow of cognitive processes, spheres of interest).
5. The domination of education over training.
6. Observance of the principle of variability in order to diversify both the forms and content of the educational process.

The main categories of personality-oriented technologies

Considering the pedagogical technologies of personality-oriented learning, it is worth noting that there are many subcategories inside them that give a more complete picture of their essence. Technologies of developmental training differ in accentuating the teacher's attention to learning the student's material in an accelerated, advanced pace. These include the LV system. Zankova, V.V. Davydov. At the heart of the pedagogy of cooperation proposed by Sh.A. Amonashvili, lies the strengthening of humane interactions between the parties in the pedagogical process. The technology of individualization of educational activity suggests building the work of educational programs on the basis of maximum consideration of the individual characteristics of the child. Technologies for activization of activities envisage the use of the maximum number of non-standard methods - business games, pedagogical tasks (for example, lectures can not only consider the methods of work of a social teacher, but also give examples of social and pedagogical tasks that students are invited to solve).

Pedagogical technologies of personality-oriented learning, including each specified technology of management of the organization of the educational process and its content, are aimed at the comprehensive improvement and humanization of the modern educational system.