Despite the fact that pedagogical technologies of student-centered learning are still a relatively new phenomenon that has affected the modern Russian school, interest in them is steadily growing. This is explained not only by the emerging trends in modern education towards humanization and the transition to pedagogy of cooperation, but also by the brewing crisis of the entire education system as a whole.
Distinctive features of student-centered learning technologies
It is no coincidence that great hopes are placed on pedagogical technologies of student-centered learning. The advantages of these systems, which distinguish them favorably from the previous ones, are:
- Giving the student the maximum opportunity for self-realization by revealing their creative, intellectual, physical potential.
- Communication between the participants of the pedagogical process, built on mutual respect and principles of cooperation pedagogy. Recognition for a studentstatus of the subject of cognitive activity.
- Assimilation of knowledge is a means of development, not the goal of learning.
- Educational process, maximally adapted to the individual characteristics of each of the students (including value orientations, individual characteristics of thinking, memory, the course of cognitive processes, areas of interest).
- Education dominates learning.
- Compliance with the principle of variability in order to be able to diversify both the forms and the content of the educational process.
Main Categories of Person-Centered Technologies
Considering the pedagogical technologies of student-centered learning, it is worth noting that within them there are many subcategories that give a more complete picture of their essence.
Technologies of developmental learning are distinguished by the focus of the teacher's attention on the assimilation of the material being studied by the student at an accelerated, advanced pace. These include the system of L. V. 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 of the pedagogical process. The technology of individualization of educational activities proposes to build the work of educational programs based on the maximum consideration of the individual characteristics of the child. Activation technologies involve the use of maximumthe number of non-standard methods - business games, pedagogical tasks (for example, a lecture can not only consider the methods of work of a social teacher, but also give examples of social and pedagogical tasks that students are offered to solve).
Pedagogical technologies of student-centered learning, including each of the specified technologies for managing the organization of the educational process and its content, are aimed at the comprehensive improvement and humanization of the modern educational system.
