Problems of technologization. Modern problems of science and education. Prospects for the development of s.R. In Russia and abroad

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Introduction

Relevance This work is due to the fact that in the conditions of modern Russian society one of the significant problems is the problem of effective social protection and support for various groups of the population. Its successful solution requires the joint efforts of specialists in various fields of activity, including professional social workers who own various technologies for solving social problems. At the same time, social workers can act as intermediaries between the individual and society (group, collective, state), and as assistants in overcoming certain social difficulties of the subject.

Social work is a multifunctional professional activity. According to its organizational and formal features, it can be represented as a system of procedures, techniques and methods implemented in the process of solving complex and poorly structured social problems. However, the possession of procedures and operations is not yet the possession of technology. The technology of social work is closely related to the art of problem solving. And this circumstance raises it to the level of creativity, since the template is not acceptable in working with people.

The information and technological revolution, covering all spheres of human activity, is turning into a powerful accelerator of social progress, raising the level and quality of people's lives. Social innovations sometimes have a greater impact than the introduction of technical innovations. One of the main types of social innovations that have a serious impact on the nature of social relations in society, on their harmonization, are social technologies.

Social technologies are of particular relevance in modern Russia, when fundamental changes are being made in politics, the economy, and in the social sphere. In public life, there is a process of rejecting many stereotypes that have been established during the years of Soviet power, a critical reassessment of social values ​​is underway, and a search is underway for a new model of social and state devices, sometimes accompanied by significant costs in the level and quality of life of people.

The organizers of political and economic reforms were not always able to adequately respond to the negative consequences of ongoing economic reforms. This is largely due to the underestimation of social technologies in management activities.

Meanwhile, it is in management activities at all levels that the effectiveness of technologization is most clearly manifested. That is why the development and skillful use of social technologies are of particular relevance in relation to all levels of the management structure, including for the activities of social services. Arming personnel with a set of methods and methods of social work makes it possible to optimally use the resources available and effectively organize work in the assigned area.

With the approval in society of such a branch of activity as social protection of the population, the infrastructure of social work is actively developing, the network of training specialists for its organization and implementation is expanding. This circumstance brings to life an urgent need for the technologization of social work, not only as the most important condition for high professionalism, but also as a condition for systematizing practical experience and its accelerated transfer to new generations of specialists who are still on the student bench.

TargetYu this course work is to study the problem of technologization in social work.

tasksand:

Consider the position of social work in the conditions of modern Russian society;

To reveal the content of the concept of technologization of social work;

Tell in detail about the essence, principles and content of goal-setting in social work.

To analyze the ratio of goals and ways to achieve them in the work of the social protection committee of the Novgorod region.

An objectohm studying are social technologies.

Subject are the technological processes of social work.

We used the following methods: study of scientific literature, normative documents and system analysis. The work consists of an introduction, where the relevance of the topic is indicated; the degree of its development in the scientific literature; the object, subject and purpose are indicated. The content of the work is presented in three chapters. The first chapter describes the position of social work in the conditions of modern Russian society, as well as the essence and content of the technologization of social work. In the second chapter, the essence, principles and content of goal-setting in social work are revealed. The third chapter of the course work is a practical part, which considers the ratio of goals and ways to achieve them in the work of the social protection committee of the Novgorod region. In conclusion, generalized conclusions and a list of references are presented.

Basic concepts and terms

Social work is a professional activity for organizing assistance and mutual assistance to people and groups in difficult life situations, their psychosocial rehabilitation and integration.

Technologization is a process, i.e. a stable, repetitive, time-sequential change in the content of an activity with a single plan.

Goal-setting is a practical understanding of one's activities by a person in terms of the formation (setting) of goals and their implementation (achievement) by the most economical (profitable) means.

social technologization goal-setting committee

1 . Essence, principles and content of technologization of processes in social protection

1.1 Sociali work in modern society

The term "social work" is the base for such concepts as social pedagogy and social work. Social work refers to a profession, discipline, practical science, education and research.

Social work as a discipline explores the relationship between the phenomena of the emergence and resolution of problems. Social work as a profession works to solve and possibly prevent these problems. Social work as an applied science explores new ways of solving problems that arise in practice. Social work as a field of study lays the foundation for future professional activity based on the accumulated experience. Social work as a field of research studies the various relationships of social work in its social, personal and community contexts.

Social work is a complex, multifaceted concept. Social work is an activity, the purpose of which is to optimize the implementation of the subjective role of people in all spheres of society in the process of life support and active existence of the individual, family, social and other groups and strata in society. This activity is professional and is aimed at helping, supporting, protecting all people, especially the so-called weak layers and groups (disabled people, large families, single-parent families, the elderly, migrant communities, etc.). It is clear that such activity has taken place from the very beginning of the emergence of human society, taking different forms at different stages of its development. Historically, social work grew out of philanthropic (charitable) activities, which were carried out by various religious, public, and later entrepreneurial organizations (Salvation Army, women's unions, etc.). Philanthropy was originally aimed at helping the poor, sick, homeless, orphans and other socially disadvantaged categories of the population.

It is important to note that today social work in Russia and abroad, as a kind of activity, is aimed not only at the implementation of social support measures for "weak" social groups, but also at the implementation of measures for the social protection of the entire population. In this broad sense, social work concerns every person, the entire population.

Today, targeted social assistance is actively developing in Russia, that is, a system of measures to provide assistance to individual really needy individuals or groups of the population in order to overcome or mitigate life's difficulties, maintain their social status and full-fledged life.

Social service centers - a new practice in the Russian system of social work with the population. The centers carry out organizational, practical and coordination activities to provide various types of social services. The activities of municipal social service centers are financed from the appropriate budgets, targeted social funds, income from their economic activities and other sources not prohibited by law.

To date, the profession of a social worker has become an integral part of public life in countries that we call "civilized". Neither the implementation of social development programs nor the provision of the social policy of the state can do without the activities of social workers.

Specialists in the field of social work are widely used as experts in the preparation of legislation, decision-making by local governments and substantiation of the activities of public organizations.

The basis of social work is the desire to come to the implementation of the Universal Declaration of Human Rights, which is currently the basis for legislative and law enforcement practice in many countries of the world, but not in one country is not fully observed.

In order to work in full accordance with the purpose and ethics of the profession, the social worker has the opportunity to take part in the development and use of social policies that are aimed at improving the social functional of the individual, group, society. Since social work seeks to achieve social justice, information about the injustice in the distribution of opportunities for resources and benefits that take place in society and information about the clash on this basis of national minorities and disadvantaged groups is important for the practice of social work.

Based on the foregoing, it can be concluded that the main goal of social work remains the provision of social assistance, understood as the formation of self-help skills under the guidance of a social worker and with the direct participation of the client. The strategy of a social worker is actions aimed at increasing the degree of independence of the client, his ability to control his life and solve problems himself.

1 .2 Social work technology

Social technologies are a system of knowledge about the best ways to transform and regulate social relations and processes in people's life, as well as the very practice of algorithmic application of the best ways to transform and regulate social relations and processes.

The technology of social work is one of the branches of social technologies focused on social services, assistance and support for citizens in difficult life situations.

The technology of social work can be considered in two aspects. Firstly, in a broad sense - as a system of theoretical knowledge and practice, which is an organization, algorithm and the totality of means, methods and techniques of influencing various objects of social work. Such an approach to technological problems is characteristic primarily of the administrative bodies and organizers of the implementation of social policy at the federal and regional levels. Secondly, as a set of private technologies, the specificity of which is determined by a specific subject and object of social work. This approach to the problems of social work technology is primarily inherent in the direct organizers of social work with clients of social institutions, with various categories of the population at the place of residence or work.

The development of technology for solving social problems is a complex process that requires both scientific justification and practical testing of theoretical conclusions and recommendations. There are three main stages in the development of social work technology: theoretical, methodological and procedural. Their totality is a system.

The theoretical stage is associated with the formulation of the target setting, the definition of the subject of technologization, the allocation of structural elements and the identification of cause-and-effect relationships and relationships in which the object of social policy or the client of social work is included.

The methodological stage is characterized by solving the problems of choosing sources, ways and means of obtaining information about the state of an object of social policy or a client of social work, determining methods and means for processing and analyzing this information, and principles for transforming conclusions into specific recommendations for transformative activities.

The procedural stage involves solving problems related to the organization of practical activities to test and eliminate the shortcomings of the recommendations, and to draw up an algorithm of actions.

The content of the technology of social work is to substantiate the project, the program of activities, a certain algorithm and logical sequence of actions in the process of solving the tasks set, the standard or norm of the prescribed procedural actions, objective criteria for assessing the organization, the progress and results of activities. The technology of social work is characterized by:

Dynamism, consisting in a constant change in the content and forms of work of a specialist with a client and in the heuristic nature of the activity;

Continuity, due to the need to constantly maintain direct or indirect communication with the client and influence him;

Cyclicity, manifested in a stereotypical, steady repetition of stages, stages and procedures when working with clients;

The discreteness of the technological process, which consists in the uneven impact on customers from the moment the goal is determined to the execution of the solution.

Thus, the technology of social work reflects its applied, practical aspect. Deep penetration and assimilation of the essence, content and specifics of technological processes is the basis for the professionalism of personnel in the social sphere of activity and specialists in social services.

When defining technologies in social work, it is necessary to take into account the general interpretation of social technologies, the features of social work as one of the types of human activity, as well as the features of objects, subjects, content, means and other components (elements) of social work as a system. In domestic literature, social technologies in relation to social work are interpreted as a set of techniques, methods and influences used by social services, individual social service institutions and social workers to achieve goals in the process of social work, to solve various kinds of social problems, to ensure the effectiveness of the implementation of tasks. social protection of the population.

Social technologies in this area of ​​public life are based on the real experience of social work, principles and theoretical and methodological patterns discovered by the social sciences: sociology, social work theory, social engineering, management theory, law, social pedagogy, valueology, etc.

The classification of technologies in social work can be very rich. This is due to the fact that social work is a relatively independent system, an ordered set of interrelated elements that form a kind of integral unity. When analyzing technologies in social work, it should be remembered that social work is primarily a kind of social system that deals with people (in particular, clients and social workers) and emerging; relationships between them.

If we consider social work as a science, then social technologies are ways to apply theoretical findings in solving practical problems of social work. In this regard, it is important to emphasize the organic unity of knowledge and skills of social work as a science.

When it comes to social work as an academic discipline, the essence of social technologies is a holistic view of the content of social work, its main directions, tools, methods and organization, i.e. these technologies are mainly educational, informational in nature. In this regard, it is important to see the general and particular in the technologies of education in the field of social work, when studying in secondary specialized and higher educational institutions (taking into account the stages of higher education: incomplete higher education, bachelor's degree, special education, master's degree), in postgraduate and doctoral studies, the system of qualifications and self-education.

The technologies of the educational process are determined by standards, programs, plans, the specifics of the studied academic disciplines (public, natural sciences, professional, special), including compulsory, optional, optional, as well as forms of education (full-time, evening, part-time, part-time) and types of classes (classroom, independent, with and without a teacher), etc.

The technologies are both forms of education (lecture, seminar, laboratory session, workshop, educational game, excursion, conference, course and diploma design, film lecture, computer lesson, etc.), and forms of control (exam, test, test, interview , colloquium, various types of educational practice, test check, etc.). Considering social work as a special kind of practical activity, the essence of social technologies can be interpreted primarily as a set of techniques, methods and influences aimed at helping, supporting, protecting all people, especially the "weak" layers and groups of the population. It is in practical social work that social technologies act in a concentrated form as a generalization of the accumulated and systematized theoretical knowledge, experience, skills and practice of the subjects of social activity.

In accordance with this general approach, it is possible to further specify the technologies used in social work (meaning all three aspects of social work, in which technologies act mainly in the form of knowledge (science), knowledge and skills (training), as well as knowledge, skills, experience and practice (activity).

The classification of technologies in social work as a form of practical activity can be carried out for various reasons, since social work includes such components (elements) as objects, subjects, content, means, management, functions and goals. The main thing here is to take into account the specifics of objects and types of social work and their relationship. As you know, the objects of social work are quite diverse: the elderly and pensioners, the disabled and children, adolescents with deviant behavior, the homeless, migrants, single-parent families, large families, etc.

Theory and practice in Russia and abroad have revealed a number of areas (types) of social work with various groups of the population. These are social control and social prevention, social therapy and social rehabilitation, social assistance and protection, social insurance and social services in the sphere of everyday life, social guardianship and social mediation, etc. These types of social work are its main technologies. They are very closely related to each other and at the same time relatively autonomous, specific in purpose and functional content.

Despite the commonality of these technologies in working with different groups of the population, they differ significantly if we take into account the specifics of the objects of social work. Compare, for example, social supervision of children with deviant behavior and hardened criminals, guardianship of minor children and the elderly, etc. That is why the integration of social activities, taking into account the specifics of objects and features of the types of social work, is of fundamental importance.

Types of work (technologies) are very diverse. Let us give one example - social services at home for pensioners. State-guaranteed home services include:

* Catering and food delivery at home;

* assistance in purchasing medicines, essential goods;

* assistance in obtaining medical care and accompaniment to medical institutions;

* assistance in maintaining living conditions in accordance with hygienic requirements;

* organization of various social services (housing repair, fuel supply, processing of personal plots, water delivery, payment of utilities, etc.);

* assistance in paperwork, including for the establishment of guardianship and guardianship, in the exchange of housing, placement in stationary institutions of social protection authorities;

* Assistance in the organization of ritual services and in the burial of the lonely dead.

Since social work can be considered in a broad and narrow sense, technologies are also distinguished depending on this. If in the second case we are talking mainly about technologies for working with the "weak" segments of the population, then in the first case - about technologies for social protection of all segments of the population, about creating such conditions (which is connected with the essence and content of social policy) that would contribute to a decrease in the number and the proportion of the population in need of assistance and support would help the population solve its own problems. This can also be achieved through the creation (implementation) of technologies of a more global nature, affecting the process of functioning and development of society.

Considering the integrated, universal nature of social work, it is possible to single out social technologies proper, socio-pedagogical, socio-psychological, socio-medical and other technologies.

Technologies in social work differ in their level: simple, accessible to non-specialists; complex, requiring the qualifications of one specialist; complex, requiring the qualifications of specialists in different fields. Distinguish social technologies and the complexity of the subject of social work, in particular, social services of various levels and directions.

Typology of social technologies is also possible according to other criteria. In particular, it is possible to single out social technologies “external” in relation to the client - state intervention, assistance from public and other organizations, individuals. Their main content is to create such conditions for a person (group, layer) to solve his own problems. An example of this is the creation of jobs in enterprises for people with disabilities. Social technologies (i.e., methods, actions) carried out by the clients themselves differ from “external” technologies. For example, organizing your own business, setting aside a certain share of income (interest) for social insurance, etc. These methods (self-development, self-defense, self-preservation, self-sufficiency, self-education, self-organization, etc.) are sometimes called personal management.

In addition, they distinguish between technologies in social work with people living in the country and with the population, groups that find themselves outside its borders for one reason or another (Russian-speaking population, Russians in the CIS states), as well as social technologies used in Russia and abroad, which is due to different living conditions, the level of economic development, cultural traditions and other features.

In conclusion, we note the closest connection between the classification of technologies in social work and social technologies. Let us add to this that in social work one can also single out innovative and routine technologies. If the former are based on innovative approaches to solving social problems, then the latter are characterized, as a rule, by a set of already outdated methods and tools based on ordinary consciousness, practical ingenuity, and are not highly science-intensive. Their use is usually associated with the provision of basic assistance to people in need that does not require special training.

An example of innovative technologies can be, in particular, modern social technologies for vocational training of the unemployed, which is based on the active use of scientific achievements in order to obtain a new quality of knowledge of trainees, new properties and characteristics of learning.

Regional technologies are also used in social work, which is due to the specifics of individual territories. Technologies in social work largely determine its effectiveness.

Thus, the technologization of social work, like any other activity in the social sphere, is a reflection of the objective requirements imposed by scientific, technological and social progress. It is always innovative, creative in nature, being associated with the constant search for better, and therefore more efficient and economical ways of using human resources, his physical and intellectual potential. The introduction of a technological approach into the practice of organizing social services and social assistance to the most vulnerable segments of the population is a strategic direction towards refusing to work with people from the “trial and error” method and constantly focusing on a high end result with optimal expenditure of effort and money.

2. Goal-setting and its place in the technology of social work

2.1 Essence and content of celying in social work

The technology of social work as a process includes: a preparatory stage, goal setting, collection and analysis of information, formulation of an action program, practical actions to implement the program. It should be noted that in this process, which is closed, cycles can be repeated until the problem is solved.

Fundamental among all procedures is the goal-setting procedure. Goal-setting is a fundamental concept in activity theory and is widely used in the social sciences. Goal setting is the process of choosing and actually defining a goal, which is an ideal image of the future result of an activity.

In this regard, goal-setting performs a number of important methodological and methodological tasks:

Acts as a real integrator of various actions in the system "goal - means to achieve the result of a particular type of activity";

It assumes the active functioning of all factors of activity determination: needs, interests, incentives, motives.

When forming a goal, it is important to determine which conditions and circumstances related to it are amenable to influence and control, and which are not. If the variables of a problem situation turn out to be uncontrollable, then it is simply dangerous to entertain yourself with illusions about your own capabilities.

The fundamental principle of the technologization of social action in managing processes and relationships is the promotion of a system of hypotheses and goals, their structuring, i.e. building a tree of goals. This is a way of forming the structure of the goals of social programs that ensure the interconnection of many goals of different content (economic, social, political, spiritual) and their coordination to achieve the main, common goal. The main goal determines the direction of social action. A tree of goals is formed according to the principle “from general to particular”. At the top is the main goal. It is divided into separate components (intermediate goals - means), on the implementation of which its achievement depends. Intermediate, in turn, are divided into more private.

2.2 Goal setting principles

In the technology of social work, the goal performs a number of functions:

Determines a rational option for collecting information and methods of action in solving the problem;

Limits the amount of information the social worker searches for;

Provides specification of the problem;

Helps determine the course of action.

The goal and the decision taken are not identical concepts: the content of a correctly formulated goal includes options and logical principles for solving the problem. The principles include the following:

1. Accurate and clear formulation of your own goals, in relation to this particular situation.

2. Determining the goals of other persons and organizations on which the impact is supposed to be directed.

3. Determining the nature of the relationship between the goals of other individuals and organizations that are affected, as well as the relationship of emerging tasks.

4. Determining the likely consequences of achieving the formulated goals. Many goals may turn out to be, in fact, a means to achieve other, more distant or secondary goals. Therefore, if the possibility of side effects is not taken into account, it can lead to unforeseen consequences.

5. Determining the circumstances, both facilitating and hindering the achievement of the set goals, the reasons for their existence or appearance.

6. Identification of the variables of the problem situation - manageable and unmanaged. Most people approach problems with preconceived notions about the factors that influence them. This perception is due to education, life experience and awareness. As soon as these ideas are “preserved”, they deprive us of a creative approach to posing and solving a problem.

The goal should be clearly and clearly articulated. The achievability of the goal must be objectively predetermined. You need to be ready for a difficult path to achieve the goal. The main principle of formation of the structure of goals of different levels and content is their consistency and interrelation. Goals must be commensurate. They must have deadlines. Constant reconciliation of their actions and results with the goal is the basic rule of technology.

Thus, goal-setting is the most important stage of the technological process in social work, which determines the content, tools and direction of actions of social work specialists.

2.3 Correlation of the goal and ways to achieve it in the practice of social work

The central problem of the goal-setting procedure is the formulation of the goal and the optimal means of achieving it. A goal without determining the means to achieve it is only a mental project, a dream that has no real support in reality itself. From the point of view of psychology, in the process of goal-setting, conditioned reflex connections of intellect with other factors arise: memory, emotional-volitional components, etc.

Goal-setting determines the algorithm that determines the order and basic requirements for the results of activities. A goal is a concept that expresses an ideal representation of the result of an activity. Any activity can be interpreted as a process of achieving a goal. When setting goals, keep the following in mind:

The goal must be justified and reflect the requirements of the laws of development of the object of influence;

The goal must be clear and achievable;

The main goal should be connected and correlated with the goal of a higher order.

The goal is formed by people, so there is always an element of the subjective in it. It is important that the subjective side does not prevail in the goal-setting process.

The main stages of goal formulation:

Identification of the necessary characteristics and states of the object and their inclusion in the target setting of a particular type of activity;

Identification of possible, but undesirable circumstances caused by a particular type of activity;

Restriction of the goal from desirable, but objectively unattainable results.

There are several types of goals: concrete and abstract; strategic and tactical; individual, group, public; set by the subject of activity and set from the outside. A specific goal is an ideal image of a product of direct activity. An abstract goal is a general idea of ​​some ideal, for the sake of which human activity is carried out. Strategic and tactical goals are determined and determined by the temporal factors of their implementation and are correlated as a whole and a part. The goal set by the subject of action is developed as a result of the internal development of his own activity, creative attitude and responsibility for the task assigned. An external goal can be defined as an objective requirement or a problem to be solved. A special place is occupied by goal-setting in the organization and implementation of social action. The technology of social work is a purposeful process of the social impact of the subject on the object. Goal-setting in social work should be considered from the point of view of its methodology and organization. The methodological aspect of goal-setting is to ensure the continuity and connection of general and specific tasks in determining ways to solve social problems at various levels. The organizational aspect of goal-setting in social work is the implementation of specific ways and means of solving this problem. Goal-setting in the technology of social work can be represented as a selection process, separating the possible from the impossible, desirable from undesirable, natural from random in the interests of obtaining a certain result. Goal-setting, therefore, acts as an analytical activity. Such activity is possible when the subjects of goal-setting, and they can be social work specialists of various levels:

Are able to analyze the situation;

Know the legal space for solving a real problem;

They have practical experience.

The formulation and definition of the goal is an important orienting procedure in the technology of social work. It serves to determine the main direction of action. In the social sphere, the technological process is creative, it cannot be linear. A number of operations can be carried out in parallel or in reverse. Certain procedures may be interchanged.

When formulating a goal in social work, special attention is paid to moral aspects. At the same time, a social worker needs exceptional responsibility, a creative, unconventional approach, and initiative. The basic ethical rule of a social worker should be: “Do no harm!”. The solution of this issue depends on the personality of the subject of goal-setting, his professional and personal qualities.

The role and place of the goal in the process of implementing social impact depends on the level of social work at which it is carried out. We are talking about the managerial or organizational and contact, direct section of the activities of social services.

The organizational and managerial level determines the program of activities for solving social problems. At this level, based on the main directions of the social policy of the state, strategic goals are determined, tasks are set for the future, a long period of implementation.

At the contact level, the definition of goals should be considered as a specific guide to practical actions in connection with the problem posed. The goals formulated at this level assume a shorter period of implementation and achievement of results.

3 . The essence of goal setting in socialprotection of the Novgorod region

Social protection - guarantees of assistance provided by the state, as well as by private organizations to the entire population or, more often, categories in need of assistance: single mothers, families with many children, families at social risk, pensioners, the disabled, etc.

The state system of social protection of the population in the Novgorod region includes the regional committee of social protection of the population, social protection committees of the urban district, municipal districts and state social service institutions. In addition, other state bodies and institutions deal with social protection issues, in accordance with their powers.

The Committee for Social Protection of the Population of the Novgorod Region is a state executive body that implements functions in the field of social protection of the population in accordance with the current legislation and the Regulations on the Committee.

main goal The activity of the committee is the implementation on the territory of the region of state policy in the field of social protection of the population, the creation of a system of service and support for socially unprotected categories of citizens, as well as citizens in difficult life situations.

Based on the goals set for the committee and analysis of the state of the industry, the main tasks for 2009 were determined:

To prevent a decrease in indicators for social support for privileged categories and citizens who find themselves in a difficult life situation;

When switching to the monetary form of providing benefits for paying for housing and utilities, avoid the emergence of social tension and maintain the existing level of social assistance to beneficiaries;

Ensure coordination of the work of various bodies and structures for the rehabilitation of disabled people and the creation of the necessary conditions for their life;

Improve the legal framework, continue developing social service standards and administrative regulations for the provision of public services;

Expand the network of social services for citizens by attracting non-profit structures;

To increase the efficiency of the work of social institutions by optimizing and transferring them to autonomous ones;

Continue work to strengthen the institution of the family, prevent family problems and child neglect;

Strengthen the staff and switch to a new system of remuneration in social institutions;

Continue work to improve the information support of the social sphere;

The work of the department of social protection of the population of the Novgorod region is carried out in 4 main areas:

provision of measures of social support for the population in accordance with the current legislation;

targeted support for citizens in difficult life situations;

· development of the system of social services, both in stationary institutions and at home;

social protection of children and families with children;

The most costly of these areas is the provision of social support measures for the population in accordance with applicable law. More than 200,000 citizens of preferential categories live in the Novgorod Region, who receive cash payments, allowances, compensations and benefits through social protection agencies. Also, citizens of privileged categories are provided with additional measures of social support. All payments are made in full and without violating the deadlines.

Since January 1, 2009, the committee has been given the authority to manage and financially support all state social service institutions.

In total, 203 thousand citizens of preferential categories live in the subject, including 111 thousand people at the federal level, 92 thousand people at the regional level. The most numerous privileged groups are the disabled, labor veterans, and former minor prisoners. Every third resident of the region receives cash payments, allowances, compensations and benefits. Payments last year were made in full and practically without delay.

In 2008, 664 million rubles were spent to provide social support measures for citizens of preferential categories at the federal level, which is 25% more than last year. More than a billion rubles are provided for the current year.

In the reporting period, two new types of benefits were introduced for the families of conscripted military personnel: a one-time allowance for the pregnant wife of a serviceman and a monthly allowance for a child of a serviceman. These allowances were received by 38 people in the amount of 1.3 million rubles.

In 2008, 958 million rubles were spent for the implementation of social support measures for citizens of preferential categories at the regional level, which is 21% higher than in 2007. In 2009, 1.2 billion rubles are planned for these purposes. Monthly cash payments, which were indexed twice a year, were received by 74,000 regional beneficiaries.

Monthly allowance for a child was received by 18.5 thousand low-income families, for which 50 million rubles were allocated.

More than 2,000 large families received support measures in the amount of 17.5 million rubles.

Implementation of additional measures of social support was continued. Citizens of preferential categories of the federal level were provided with free travel in motor transport on intra-regional intercity, urban and suburban routes. Disabled people as a result of a military injury received in Afghanistan or the North Caucasus region were paid a monthly monetary compensation in the amount of 600 rubles. At the expense of the regional budget, the established measures of social support were provided to labor veterans of the Novgorod region and Heroes of Socialist Labor.

However, it is not yet possible to fully satisfy the need of citizens for preferential prosthetics. This problem remained unresolved last year. It cannot be solved this year without additional allocation of budgetary funds.

A lot of work has been done in connection with mass appeals to the judiciary of citizens affected by radiation exposure to index the amounts of compensation for harm to health. The reason for such appeals was the imperfection of federal legislation. During the year, payments were made on 140 court decisions totaling 72 million rubles. At present, regular and timely indexation of these payments is ensured. As a result, during the year, the average amount of compensation for harm to health increased by 2.5 times compared to 2007 and averaged about 11,000 rubles per recipient per month.

Last year, under the close attention of the public, as part of the implementation of Decree of the President of the Russian Federation No. 685, work was carried out to provide cars or monetary compensation to disabled people who were registered with social security authorities as of January 1, 2005. A total of 265 cars were issued. 189 disabled people received monetary compensation in the amount of 100 thousand rubles for a total of 18.9 million rubles instead of a car.

The queue for war invalids, combat invalids, former juvenile prisoners and rehabilitated persons has been completely closed. In the first half of the year, it is planned to complete work on the implementation of the Decree in relation to the 429 disabled people remaining in the queue due to a general illness, disabled since childhood and disabled children.

In accordance with the order of the President of the Russian Federation, in 2008, preparatory work was carried out to transfer to the provision of social support measures for paying for housing and utilities in cash. The necessary regulatory and legal framework has been formed, software and computer equipment have been purchased, and a staffing number of specialists has been provided for this work. Information interaction with organizations providing housing and communal services continues in order to form an up-to-date database, explanatory work is carried out among the population.

In order to minimize possible errors and information training of the population, the transition to the monetary form of providing benefits has been postponed until July 1 of this year. The task of the social protection authorities is to ensure the unconditional preservation of the existing level of this type of social support.

We already have some experience in this direction, since since January 1, 2008, the committee has been providing monetary benefits to citizens exposed to radiation. (In total, 6.2 million rubles were paid out in 2008)

One of the most effective measures of social support for the population is the provision of subsidies to pay for housing and utilities.

In 2008, about 8% or 15,000 families received subsidies in the amount of 143 million rubles. Despite the increase in the cost of housing and communal services, the number of recipients of subsidies, compared with 2007, decreased by 20%. This is directly related to the growth of monetary incomes of the population.

99 percent of recipients are calculated using the regional standard of 13 and 15 percent of gross family income, and only 1 percent of recipients are calculated using the standard of 22 percent.

The presence of three levels of the standard is an advantage of the Novgorod region over other regions of the North-West, this allows you to provide social support to a larger number of families with low incomes. In conditions of crisis phenomena in the economy, this type of social assistance will become more in demand by the inhabitants of our region. Therefore, the amount of budget expenditures for these purposes this year has been increased by 66% and will amount to 239 million rubles. In addition, the issue of the possibility of reducing the level of the regional standard is being worked out.

An important area in social protection is targeted social support for citizens in difficult life situations. First of all, families and citizens living alone are entitled to it, whose average per capita income is below the subsistence level established in the Novgorod region.

In 2008, the average monthly subsistence minimum, due to rising prices for goods and services, increased by 19% and amounted to 4,542 rubles - this almost corresponds to the average Russian level.

According to current statistics, the proportion of poor citizens in the region for 2008 is 19.9%, which is 0.4% better than in 2007, but worse than in other subjects of the North-West, except for the Republic of Karelia. At the same time, only 13.9% of citizens are registered with the social security authorities as low-income. Their number for the year decreased by 21 thousand.

The largest share of the poor is in Poddorsky, Kholmsky, Demyansky, Volotovsky and Marevsky districts. The smallest one is in Veliky Novgorod and the Borovichi region.

Since the beginning of this year, more than 65,000 citizens have received targeted social support. Of these, 69% are families with children, 18% are pensioners, and 10% are disabled. 47.4 million rubles were spent on this. More than half of this amount is charitable funds of organizations and citizens.

At the expense of subsidies from the Pension Fund of the Russian Federation, additional social assistance was provided to 1,700 non-working pensioners in the amount of 2 million rubles. In 2008, 356,000 rubles were allocated to provide one-time material assistance to poor families affected by fires. This year, payments to fire victims will increase by 2 times.

Local self-government bodies were allocated additional funds in the amount of 7 million rubles for the social support of low-income families to reduce the cost of bath services and 11 million rubles to assist in gasification of private households. At the same time, funds for gasification were not fully used. What should the social protection authorities of the urban district and municipal districts pay attention to, since this amount has been increased by almost a million rubles for the current year.

To solve the problems of citizens in need, a program-targeted approach is widely used and 4 regional targeted programs are being implemented: “Children of the Novgorod Region”, “Social Support for Low-Income Sectors of the Population”, “Social Support for the Disabled”, and a program to improve the status of women. In 2008, the financing of programs from the regional budget was carried out in a timely manner and in full.

Charitable events were of great importance for attracting additional funds for targeted support of citizens. Such as the decade of the elderly, the road train "Mercy", the marathon "Christmas Gift" and others. In almost all districts, these actions were organized and effective. I would especially like to mention the Borovichi, Starorussky, Valdai, Pestovsky districts and Veliky Novgorod.

In order to achieve the set goals and objectives, the social protection committee of the Novgorod region independently performed state functions during the year, provided organizational, methodological and advisory assistance to local governments, controlled the implementation of the social protection powers delegated to them, and also interacted with various bodies, organizations and institutions on areas of activity.

Conclusion

In the course work, a theoretical analysis of special literature on the topic of research was carried out, which allows you to make the following findings.

1. The technologization of social work, like any other activity in the social sphere, is a reflection of the objective requirements imposed by scientific, technological and social progress. It is always innovative, creative in nature, being associated with the constant search for better, and therefore more efficient and economical ways of using human resources, his physical and intellectual potential. The introduction of a technological approach into the practice of organizing social services and social assistance to the most vulnerable segments of the population is a strategic direction towards refusing to work with people from the “trial and error” method and constantly focusing on a high end result with optimal expenditure of effort and money. Consequently, the technologization of social work is impossible without the technologization of the system of social knowledge that substantiates rational methods of activity in the social sphere and organically combines theory and practice, fundamentality and applied orientation.

2. Only a high socio-technological culture of a social work specialist can serve as a criterion for his professionalism and readiness to work with such a delicate matter as human relations. The technologies used in the practice of social work represent a fixation in oral or written form of life-tested methods of applying a wide range of social and humanitarian knowledge to regulate social relations and processes at various levels. Thanks to this, knowledge and experience in the regulation of human relations in the form of a specific technology can be broadcast, passed on from generation to generation, and in a short time, equip staff with the art of working with people.

3. Goal-setting is the most important stage of the technological process in social work, which determines the content, tools and direction of actions of social work specialists. The goal should be clearly and clearly articulated. The achievability of the goal must be objectively predetermined. You need to be ready for a difficult path to achieve the goal. The main principle of formation of the structure of goals of different levels and content is their consistency and interrelation. Goals must be commensurate. They must have deadlines. Constant reconciliation of their actions and results with the goal is the basic rule of technology.

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Federal Agency for Education of the Russian Federation

FGAOU VPO "Russian State Vocational Pedagogical University"

Engineering Institute

Department of Mechanical Engineering and Vocational Training Methods

CONTROL WORK ON DISCIPLINE

"PEDAGOGICAL TENOLOGIES"

Theme "The essence of the idea of ​​technologization of education"

Fulfilled

student gr. ZTO-309C E.V. Bugaeva

(signature, date)

Supervisor N.V. Borodina

(signature, date)

Yekaterinburg 2011

Introduction…………………………………………………………………………………3

1. Didactic foundations of technologization of education……………………………….4

2. The origins of the technological approach to learning………………………………….6

3. Evolution of didactic systems………………………………………………..10

Conclusion…………………………………………………………………………….14

Literature…………………………………………………………………………..16

INTRODUCTION

At present, almost all developed countries of the world have realized the need to reform their education systems so that the student really becomes the central figure in the educational process, so that the cognitive activity of the student is in the center of attention of teachers, researchers, developers of educational programs, teaching aids, and administrative workers.

The trend of technologization of education has a global character. The essence of the idea of ​​technologization of education is to simultaneously increase the efficiency of educational systems and reduce the costs of achieving the desired results. However, numerous attempts to improve the efficiency of educational systems without adequate instrumental and technological support lead to a dead end, since the improvement of human activity in the areas of material and spiritual production always relies on more advanced production tools.

Technologization is the most important trend in the development of education, this is confirmed by the introduction of the first education standards, and discussions about the relevance of the new specialty "technologist for the design of educational systems and processes", and the emergence of a large number of "pedagogical technologies" in the educational services market, and the creation of computer information technologies.

The potential of technologization was accumulated in numerous works of domestic scientists on the theory of learning activities and developmental learning, in studies of human thinking. The direct formation of the scientific foundations of the technologization of education falls, which is symbolic, at the turn of the third millennium.

1. DIDACTIC BASES OF TECHNOLOGIZATION OF LEARNING

In recent decades, such new areas as interactive learning (V.S. Bibler, S.Yu. Kurganov, I.P. Fadeeva), the theory of learning problems (G.A. Ball, G.I. Sarantsev), contextual learning (A.A. Verbitsky), innovative processes in learning (L.S. Podymova, N.R. Yusufbekova, M.S. Burgin, E.P. Morozov) and others. Among these areas, another one was born, trying to find approaches other than in traditional education to the central concept of didactics - the educational process - this is a technological approach.

The idea of ​​technologization of the educational process arose at the dawn of the 20th century, and avant-garde scientists associated their hopes with learning technologies that only in this way would it be possible to make education effective. Even the great Jan Amos Comenius wrote: (with a single perfect method of teaching) ... “everything will go forward no less clearly than the clock goes with correctly balanced weights, just as pleasant and joyful as it is pleasant and joyful to look at this kind of automatic machine, and with such fidelity, which can only be achieved in such a skillful instrument.

The technological approach to the construction of learning is genetically related to the technical means of learning (TUT): learning technologies have emerged as a reaction to the ever-expanding possibilities of TUT. Later, these two processes - technization and technologization - took shape as two fairly autonomous processes of research and practical development. Supporters of the technization of the educational process see ways to increase efficiency in the widespread use of radio, TV, computers, laser and microelectronic devices, etc. In this case, TCO can be used:

first, how additional funds for illustrative purposes;

second, how tool included in the educational process at any stage: the transfer of information, a tutor for solving problems, checking and evaluating knowledge and skills;

third, how independent facility based on automated training programs on personal computers.

It is this mode of learning - programmed independent learning - for some reason that is considered in the literature as the prospect of modern education.

Proponents of the technization of education recommend using TSO to the maximum, referring to computers, laser communication channels, TV, radio, etc. Educational hopes are associated with these means to increase the coverage of the audience of students (for example, in distance education), as well as to individualize the channels for presenting educational material. It can be argued that a whole direction has taken shape in pedagogy - technologies in education. This approach provides for fine instrumental management of the educational process and guaranteed achievement of the set educational goals.

The technological approach took shape in Russian pedagogy not as an opposition to the traditional one, it developed on its basis becoming the successor of all the best that has been accumulated by traditional pedagogical theory and practice.

It was the interaction of various ideas and theories (“mutual robbery of ideas,” as Academician Landau said) that turned a set of pedagogical techniques developed by pragmatic psychologists D. Dewey, S. Hall, F. Faylor, F. Gilbert into pedagogical technology. The very birth of pedagogical technology was recognized by scientists and the public as such an outstanding event that UNESCO considered it necessary to define it: “it is not just the use of TCO or computers, it is the identification of principles and the development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and application of techniques and materials, as well as by evaluating the methods used” .

Today's understanding of pedagogical technology, therefore, is based on the fact that it is an introduction into pedagogy. systemic way of thinking and is a kind of systematization of the learning process. Thus, technology, being an educational system, covers the full cycle of education - from setting goals and designing the educational process to testing and implementing this educational system in educational institutions of various types. But such a deep understanding of technology in domestic pedagogy did not come immediately and not easily.

2. ORIGINS OF THE TECHNOLOGICAL APPROACH TO LEARNING

According to M.V. Klarina, the formation of the technological approach is timed to 50-60 years and is associated with programmed learning. The distinctive features of programmed learning were the clarification of learning goals and a consistent (step-by-step) procedure for achieving them. Exactly clarity and detail of setting the goal of training becomes a technological sign or, as M.V. Clarin, the first floor of pedagogical technology.

Back in the early 70s, T.A. Ilyina: “The problem of learning objectives is one of the most important both for determining the content and planning of the educational process, and for testing the mastery of educational material” . The first contribution to the development of this problem in theoretical terms was made by a commission headed by University of Chicago professor Benjamin Bloom, the result of which was the book Taxonomy of Learning Objectives, subtitled Classification of Learning Objectives. Consistent orientation to clearly defined goals, thus, becomes the motive for the technological construction of the educational process.

The second floor of pedagogical technology becomes the idea of ​​complete controllability of the learning process based on feedback, also borrowed from both programmed learning and cybernetics. Outstanding representatives of cybernetic programmed learning were L.N. Landa, P.M. Erdniev, L.B. Itelson. Starting from the work of T.A. Ilyina, the interest of teachers is shifting from management problems to problems content and methodology programmed learning. The works of these scientists served as a prerequisite for the development theoretical foundations of programmed learning. N.F. Talyzina combined two approaches - cybernetic and psychological-pedagogical - and in a number of works she proposed psychological theory of the gradual formation of mental actions. A number of works by V.P. Bespalko, who combined the psychological concepts of assimilation (associative-reflex and phased formation of mental actions) with an information approach, with management theory and the components of the learning process (goals, content, methods).

It is this work by V.P. Bespalko and gave programmed learning a clear didactic orientation. We also note the work of N.D. Nikandrov, which, based on the analysis of foreign experience, describes all aspects programmed learning: historical, theoretical, methodical and practical. The advantage of this work is that it was the first to summarize the material on the specification of learning objectives based on the works of B. Bloom, R. Gagne, R. Major, etc. For a number of ideological reasons, the development of the idea of ​​specification of learning objectives in the 70s was impossible. And since the definition of learning objectives is the internal basis for the development of technological learning, its constructive element, neither practical nor theoretical development of pedagogical technology is possible without it.

M.V. again turned to the goals of training. Clarin in 1989 in his book "Pedagogical technology in the educational process: An analysis of foreign experience". He summarized the material on goal setting and highlighted the typical ways that are common in the practice of teachers. He named four ways:

definition of goals through the content being studied, for example, "Learn Viette's theorem";

setting goals through the activities of the teacher, for example, “To familiarize students with the principle of operation of an internal combustion engine”;

setting goals through the internal processes of the intellectual, emotional, personal, etc. student development, for example, "To develop the cognitive independence of students in the process of solving physical problems";

setting goals through the learning activities of students, for example, "The purpose of the lesson is to solve problems for finding the roots of a quadratic equation."

In Russian pedagogy, the ideas of B. Bloom are just beginning to be mastered. A.I. is working very interestingly in this direction. Uman, in whose books the method of formulating goals is associated with the classification of educational tasks. The author has developed four models for constructing a lesson topic: “target”, “content”, “procedural” and “methodological models”, having previously analyzed the relationship between the content of education and the goals of education. Valuable for technologists in the works of A.I. Umana is a classification-catalog of 230 learning tasks with which you can serve a variety of learning objectives.

In the daily work of the design teacher A.I. Uman distinguishes three types of goals: strategic, tactical and operational. The strategic goal is to study a fragment of material that is correlated with a textbook paragraph. The tactical goal is to study the blocks (parts) of the paragraph. The operational goal is realized in two aspects: substantive and procedural, and is embodied in the learning task. To a certain extent, these goals can be correlated with the goals of modular education: comprehensive, integrating and particular.

In 1967 N.V. Kuzmina made a significant contribution to the theory of learning: she decomposed the complex activity of the teacher into types (constructive, organizational, communicative and gnostic). Idea N.V. Kuzmina that the leading type of teacher's work is the design of the educational process, will play a key role in the 80s, the years of the technological boom. The idea of ​​constructing the educational process served as the fourth floor of pedagogical technology.

In 1986, on the initiative of the Uchitelskaya Gazeta, the first meeting of innovative teachers took place to exchange experience and ideas of their practical work. In 1987 - the second meeting. The result of these meetings was a set of ideas and principles of pedagogy focused on the joint work of a teacher and a student: “teaching without coercion”, “the idea of ​​free choice”, “the idea of ​​​​support”, “the idea of ​​advancing”, “the idea of ​​large blocks”, “the idea of ​​responsibility” , “the idea of ​​self-regulation”, etc. These principles came into pedagogical use under the name collaborative pedagogy.

At subsequent meetings, questions were raised about the renewal of the education system and the role of the teacher in this process, in particular, the success of the education reform was associated with the creative growth of the teacher. The result of the introduction of innovative ideas into pedagogical practice was a large-scale creative search, and in the 80s, experimental sites and author's schools appeared in most schools, universities and vocational schools.

Thus, the technological approach to learning was formed on the basis of theoretical and practical research of domestic didacticians and methodologists, who consciously or intuitively developed ways to design the educational process in order to increase the efficiency and quality of education in educational institutions of various types. Learning technologies are a natural result of the evolution of educational systems.

Technological characteristics have all didactic categories: from goals to teaching principles, that is, all these categories contain such signs, features and properties, on the basis of which they can be classified, grouped, divided in one way or another. For "learning purposes" such a technological sign will be taxonomy, for "educational content" it will be its divisibility into fragments and educational elements, for "methods" it will be their classifiability and optimal compatibility to serve the corresponding fragment of educational content.

3. EVOLUTION OF DIDACTIC SYSTEMS

With all the scatter of existing definitions of learning technology and the differences in the technologies themselves, the pathos of manufacturability always remains: it is an orientation towards fixed goals and the subsequent development of an ordered set of operations and actions leading to the achievement of these goals (process design). The pedagogical tasks of any technology include:

setting learning goals and determining the content of the subject on their basis;

construction of the content of the subject and its presentation in the form of a system of educational elements or blocks;

setting the levels of assimilation of educational elements;

determination of the initial level of learning, on which the level of assimilation of educational material by trainees depends;

organization of the educational process with the help of adequate methods and means of training, monitoring and evaluation;

the choice of schemes for managing the cognitive activity of students.

V.M. Monakhov names two fundamental features of technology: the degree of assurance of the final result of training and the procedural nature of designing one or another form of the educational process. He identifies five mandatory components of a procedural nature that make up the content of the technological map:

1. goal setting: instead of formal dosing of educational content, known as thematic planning, the teacher himself, according to certain procedural rules, builds the micro-goals of the educational process within the boundaries of the topic.

2. Diagnostics: this is the establishment of whether the student has achieved or not achieved this micro-goal; if not reached, then goes to the "correction" component. Diagnostics consists of a specially compiled independent test work.

3.Independent activity of trainees- these are homework dosed in terms of volume and complexity, orienting the student to various levels of assessment of their activities: - "satisfactory" - the requirements of the standard, higher levels - "good" and "excellent". For the first time in our school, a student has the opportunity to choose the assessment of his work himself.

4.The logical structure of the educational process - it is a panorama of the activities of the teacher and the student, presented through a system of lessons on the zones of proximal development.

5.Correction- this is a system of educational and cognitive activity for students who, during the diagnosis, did not fulfill the requirements of the standard.

D.V. Chernilevsky proposes to describe all learning technologies on the basis of common psychological and pedagogical characteristics - goals, essence and mechanism (see Table 1).

Table 1.

Analysis of generalized pedagogical technologies

Name		Essence	Mechanism
Problem learning	Development of cognitive activity, creative independence of students	Consistent and purposeful promotion of cognitive tasks for students, solving which students actively acquire knowledge	Search methods; setting cognitive tasks
Concentrated learning	Creation of the structure of the educational process as close as possible to the natural psychological characteristics of human perception	Deep study of subjects by combining classes into blocks	Teaching methods that take into account the dynamics of students' performance
Modular learning	Ensuring flexibility, adapting it to the individual needs of the individual, the level of her basic training	Independent work of students with an individual curriculum	Problem-based approach, individual learning pace for modular packages
Developmental learning	Development of personality and its abilities	Orientation of the educational process to the potential of a person and their implementation	Involving trainees in various activities
Differentiated learning	Creating optimal conditions for identifying inclinations, developing interests and abilities	Assimilation of program material at various planned levels, but not lower than mandatory (standard)	Individual learning methods
Active (contextual) learning	Organization of students' activity	Modeling the subject and social content of future professional activity	Active learning methods
Game learning	Ensuring the personal-activity nature of the assimilation of knowledge, skills, abilities	Independent cognitive activity aimed at searching, processing, assimilation of educational information	Game methods for involving students in creative activities

CONCLUSION

One of the trends in modern pedagogical theory and practice is the desire to go beyond traditional teaching to find new approaches to the central concept of pedagogy - the educational process. In the 70s, under the influence of system analysis in pedagogy, the technological approach to the solution of didactic problems as an organized, purposeful, deliberate pedagogical influence and impact on the educational process.

Any pedagogical technology, therefore, is an introduction into pedagogy systemic way of thinking and is a kind of systematization of the learning process. The process of education and upbringing can be considered as a way of functioning of pedagogical systems, the content of which is the management of human development. The goals of pedagogical systems should be the transformation of a person into a subject of training and education and the formation of his need and ability for self-government and self-development. The social self-development of a person on the basis of his ability to reflective activity guarantees him independence and the free exercise of his rights and obligations.

The complexity of the application of pedagogical technologies in wide pedagogical practice is explained by the fact that pedagogical technology, being an abstract type of social norm and a rather complex psychological and pedagogical system, requires compliance with a deep internal order and system when implementing it. Only a qualified teacher with pedagogical skills can realize a pedagogical task of this level. Consequently, the issues of becoming a teacher's subjectivity and increasing his professional competence are also among the issues that are relevant in the study of developing technologies.

Any technology is a procedural part of the pedagogical system and is in certain relations with it - synchronous and diachronic. The technological approach is not opposed to the traditional one, but develops on its basis, is a natural result of the evolution of pedagogical systems. This evolution is set by the logic of the development of social systems and scientific and technological progress.

The technological approach is based on the use of an ordered set of didactic categories in their technological characteristics and is marked by the unity of content and operational components. The design of the educational process based on technology depends on the didactic model, of which this technology serves as a procedural part.

The achievements of pedagogical science, school and university practice have led to the identification of pedagogical technology as a branch of pedagogical science, in which theoretical and practical results of the optimization of educational and cognitive activity are closely connected. In developing the problem of technologization of the educational process, domestic pedagogy actively uses foreign experience and its own achievements. In foreign pedagogy, the development of pedagogical technologies is primarily focused on individualization learning process, which is achieved through the active use of programmed learning and technical means.

LITERATURE

Bespalko V.P. Programmed learning: didactic foundations.- M.: Vyssh. school, 1970.-300 p.

Ilyina T.A. The concept of "pedagogical technology" in modern bourgeois pedagogy // Sov. Pedagogy. - 1971. - No. 9. - p. 123-134.

Ilyina T.A. Pedagogy: Course of lectures: Textbook.- M.: Enlightenment, 1984. -496s.

Comenius Ya.A. Great didactics // Selected pedagogical works: In 2 volumes - M .: Pedagogy, 1982. v.1. -656s.

Klarin M.V. Innovations in world pedagogy.- Riga: SPC "Experiment", 1995.- 176 p.

Nikandrov N.D. Programmed learning and ideas of cybernetics: Analysis of foreign experience.- M.: Nauka, 1970.- 206p.

Talyzina N.F. Management of the process of assimilation of knowledge. - M.: Publishing House of Moscow State University, 1984. - 344 p.

Uman A.I. Didactic preparation of the future teacher: Technological approach. - Orel: MGPI, 1993. - 126 p.

Klingsted G.L. Developing Instructional Modules for Individualized Instruction //Educational Technology.- No. 11.- P. 73-84.

idea Abstract >> Philosophy

Need in technologization system of post-industrial activities... expressions of his spiritual entities- for example, health, education, awareness, satisfaction... with the practical implementation of social ideas which are perfectly presented only...

In recent years, the problem of technologization of social space has become increasingly relevant. Social technologies represent the most important component, a special type of the general technological system of society. Along with social technologies, this system includes at least biological or natural and industrial ones.

In the scientific literature, various types or types of social technologies are distinguished. So, according to the degree of novelty, fundamentally new (innovative) and traditional (technologies of past experience) technologies are distinguished. Various types of social technologies can also be distinguished depending on the nature of the object of technological impact. When it is determined by managerial and organizational aspects, then technologies for searching for a management strategy, personal management, social forecasting, etc. are singled out. Some researchers, along with organizational, activity and environmental technologies, single out subjective ones. In this case, the role of the subject of influence is the social subject itself, carrying out cognition or activity.

The specifics of social impact on an object can also be determined by the level of social relations. In this regard, the typology proposed by Professor L.Ya. Diatchenko. He divides social technologies into three groups: macrosystem technology, or macrotechnologies including regional subsystems of society, classes, parties, large social groups; mesotechnologies- technologies of the level of the city, settlement, large labor collective; microtechnology, which are designed for a small association of people, social processes at the micro level, including technological procedures for self-organization, ensuring the rational use of personal potential.

rod component technologization ensuring the social functioning of society are socionomic technologies. They are designed to increase the effectiveness of social work, which is an activity not only to provide social assistance to those in need in order to restore, maintain or improve their ability to social functioning, but also to ensure the social rights of citizens, to regulate human relations in a team, with government agencies, to resolve social conflicts.

It is not enough while the methods and technologies of social work, focused on individual work with the client, group technologies still prevail. Russian specialists turned out to be unprepared for practical work with such social objects as the unemployed, refugees, homeless people. Therefore, it is very relevant: adaptation of previously used technologies to modern social conditions, to the needs of the organization of social work, taking into account the specifics of various population groups; development of new technologies; orientation of social work technologies to new priorities of social life: ensuring targeting, family interests, maximum use of local resources and opportunities for solving social problems of a person.

We are talking about standardized tests, systematic observations used in working with a specific person, family, group of people, etc. Such research helps to make the right decisions, master new technologies faster, and achieve the desired change in the object of research.

The importance of an interdisciplinary approach to the development and implementation of technologies, a combination of social, socio-technological, socio-medical methods, methods of action, and procedures is increasing. Only through the efforts of specialists from various branches of knowledge can highly effective scientifically based technological standards of social work with various categories of clients be developed, including effective techniques and methods of action and allowing to single out a specific person with his needs and interests, needs and problems, moods and concerns.

1

The paper gives a description of the technologization of the pedagogical process in the conditions of pre-school preparation of children. Pre-school preparation is designed to ensure the formation of the child's personality, the holistic development of its abilities, the formation of children's ability and desire to learn. Of course, innovative technologies play a huge role in the pedagogical process, with the help of which students acquire the necessary skills and abilities of educational activities, learn to read, write, count, master the elements of theoretical thinking, the culture of speech and behavior, the basics of personal hygiene and a healthy lifestyle. The author reveals the stages of technologization of the pedagogical process in the conditions of pre-school preparation, taking into account the deployment in time: episodic, transfer, systematic. The description of principles and technological processes is given.

technologization of the pedagogical process

preschool

technologization stages

technological culture.

1. Guzeev VV Educational technology: from admission to philosophy. - M., 1996. - 112 p.

2. Zaitsev V. I. And again the Swan, Cancer and Pike: Pedagogical technologies are not a technique // Teacher's newspaper. - 1995. - No. 3. - P. 14.

3. Pedagogy: Textbook for students of pedagogical educational institutions / V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. - M.: SCHOOL-Press, 2000. - 512 p.

4. Svetlovskaya N. N. On the methodology of pedagogical work and pedagogical creativity // Primary school. - 1991. - No. 2. - P.67-72.

5. Khmel N. D. Theoretical foundations of teacher training. - Almaty: Gylym, 1998. - 320 p.

The characterization of actual problems and tasks of innovative educational processes in preschool education is impossible without taking into account the changes associated with the technologization of the pedagogical process. It is important to note that the ways in which innovation is created and receptive are not automatic. Ways of perception of innovation can be different and can lead not only to positive results, but also negative ones. There is a fear of change that inhibits innovation. The possibility of developing innovations in preschool education depends on the ability of the individual or the pedagogical community to technologize the pedagogical process of the preschool educational institution in such a way as to remove painlessly existing contradictions. This article attempts to reveal the features of the technologization of the pre-school pedagogical process.

Innovation and technology are very closely linked. Innovative processes in the system of preschool education perform the following tasks: they contribute to the creation of a network of educational institutions of various types, form an organizational, regulatory and educational and methodological base, create favorable conditions for students and teachers, reproduce and develop the scientific potential of society, etc.

A significant role in our study was played by the concept of a holistic pedagogical process developed by N. D. Khmel, as it reflects all the structural components of a holistic pedagogical process. In the graphical model of the CPP, two system components are distinguished - "Teachers" and "Students". In addition to them, there are also such elements as the goal, objectives, content, means, forms, methods and techniques, results. N. D. Khmel notes that the scheme clearly shows the relative independence of the human factor, and at the same time, the interdependence and interaction of all components of the pedagogical process. The scientist also draws attention to the patterns that are manifested in the functioning of the CPP: duration in time, purposeful nature, integrity and interconnection of the structural components of the pedagogical process. Based in our study on this model, we tried to study the phenomenon of technologization, taking into account the structural elements of the pedagogical process. That is, it is necessary to identify how the mechanism of interaction of all structural components aimed at obtaining effective results works? It should be noted that the scientist, highlighting the educational mechanisms of the CPP, clearly outlines the principles of their viability: the mechanisms “arise and operate with a positive result only when there is activity, and the activity is collective and carefully organized, when the prerequisites are created for the formation of relations of business cooperation and responsible dependence » .

Such scientists as V. V. Guzeev, V. I. Zaitsev, V. A. Slastenin, A. I. Mishchenko, E. N. Shiyanov and I. F. Isaev, N. N. Svetlovskaya and others consider the theory of pedagogical process from the standpoint of the technological approach. Their research reflects the issues of pedagogical technology and pedagogical skills, the technology of designing the pedagogical process, the technology of the implementation of the pedagogical process, the technology of pedagogical communication and the establishment of pedagogically expedient relationships. Scientists define pedagogical technology as strictly scientific design and exact reproduction of pedagogical actions that guarantee success. Scientists have identified significant features of learning technology:

1. The technology is developed for a specific pedagogical plan. It is possible to distinguish between the technology of knowledge transfer and the technology of personality development.
2. The technological chain of pedagogical actions, operations, communications is built strictly in accordance with the target settings, which have the form of a specific expected result.
3. The technology provides for the interconnected activities of the teacher and students, dialogic communication.
4. The elements of pedagogical technology should, on the one hand, be reproducible by any teacher, and on the other hand, guarantee the achievement of the planned results by all students.
5. An organic part of pedagogical technology is diagnostic procedures containing criteria, indicators and tools for measuring performance.

Thus, scientists believe that, in accordance with a holistic approach, when developing and implementing the pedagogical process as a system, it is necessary to strive to ensure the organic unity of all its components, bearing in mind that changes in one of them automatically cause changes in others.

Consequently, the technologization of the pedagogical process in preschool conditions is a mechanism for the phased implementation of a set of systemic elements of a holistic pedagogical process, leading to effective results in the education and upbringing of preschool children.

Technologization of the pedagogical process is a set of interrelated technological processes aimed at achieving effective results in pre-school training. These include the technology of establishing pedagogically expedient relations, the technology of modeling the pedagogical process, the technology of implementing the pedagogical process, the technology of managing the pedagogical process, the analysis of the implemented technology of the pedagogical process and the modeling of a new one for solving another pedagogical task. These processes characterize the phased deployment of the pedagogical process in time and are cyclical.

Technological processes ensure the phased introduction of innovative processes in almost all areas and mechanisms of the educational space in preschool educational institutions.

The technologization of the pedagogical process is implemented in accordance with the principles, that is, the basic rules that guide professional pedagogical activity.

Table 1. Principles of technologization

	Principles
	Optimality	Implementation of targets on time Variability in the use of technology, taking into account the age and individual characteristics of preschool children
	Manufacturability	Phased implementation of pedagogical goals at different levels of the integral pedagogical process of the preschool Consistency, consistency and systematicity in the implementation of pedagogical technology
	adaptability	The ability to adapt technologies based on the application The scale of the spread of pedagogical technologies
	Modernization	Constant updating of the pedagogical system through the introduction of new technologies Improving the tools of the pedagogical process, taking into account the introduction of new technological means, methods and techniques
	Efficiency	Effective results at every segment of the pedagogical process

It is possible to mentally single out several stages of the technologization of the pedagogical process in the conditions of pre-school preparation, taking into account the deployment in time: episodic, transfer, systematic.

The stage of episodic technologization is characterized by incomplete implementation of targets within the established time frame, low variability in the use of technology, taking into account the age and individual characteristics of preschool children, partial implementation of pedagogical goals at different levels of the integral pedagogical process of preschool. The episodic level is characterized by not always consistent, logical and systematic steps in the implementation of pedagogical technology, the impossibility of fully adapting the technology based on the field of application, the partial prevalence of pedagogical technologies, and the inconsistent updating of the pedagogical system through the introduction of new technologies. The improvement of the tools of the pedagogical process does not always take place, taking into account the introduction of new technological means, methods and techniques. The inability to track effective results at each segment of the pedagogical process.

The stage of transfer technologization is characterized by an orientation towards the implementation of targets within the established time frame, sufficient variability in the use of technology, taking into account the age and individual characteristics of preschool children, and the implementation of pedagogical goals at different levels of the integral pedagogical process of the preschool. The transfer level is characterized by fairly consistent, logical and systematic steps in the implementation of pedagogical technology, the impossibility of fully adapting the technology, based on the field of application, the partial prevalence of pedagogical technologies, the course towards constant updating of the pedagogical system through the introduction of new technologies. The improvement of the tools of the pedagogical process does not always take place, taking into account the introduction of new technological means, methods and techniques, but it is possible to track effective results at each segment of the pedagogical process.

The stage of systematic technologization is distinguished by the full implementation of targets within the established time frame, variability in the use of technology, taking into account the age and individual characteristics of preschool children. The systematic level is characterized by a phased implementation of pedagogical goals at different levels of the integral pedagogical process of the preschool, as well as consistency, consistency and systematicity in the implementation of pedagogical technology. At a systematic level, the constant ability to adapt technologies based on the scope and scale of distribution is monitored. Also, the systematic level is characterized by the constant updating of the pedagogical system through the introduction of new technologies, the improvement of the tools of the pedagogical process, taking into account the introduction of new technological means, methods and techniques. There is an opportunity to obtain effective results at each segment of the pedagogical process.

The technologization of the pedagogical process cannot be carried out without the formation of the technological culture of the teacher as an important factor influencing the effectiveness of the results of pedagogical activity. The technological culture of a teacher is a set of knowledge, skills and experience of the teacher's purposeful work on the integrated implementation and comprehensive development of pedagogical technology in pre-school training. The teacher needs to be able to determine the prospects and priorities of a particular technology, to predict the desired results; be able to model the strategy and tactics for achieving predicted results; possess pedagogical skills, creativity.

Thus, knowledge of the basics of the technologization of the pedagogical process makes it possible to improve innovative processes in the system of preschool education.

Reviewers:

Dzhanbubekova M. Z., Doctor of Pedagogical Sciences, Acting Associate Professor of the Department of Pedagogy, Semipalatinsk State Pedagogical Institute, Semey.

Mukushev B. A., Doctor of Pedagogical Sciences, Acting Associate Professor, Department of Physics, Semipalatinsk State Pedagogical Institute, Semey.

Bibliographic link

Aubakirova R. Zh. TO THE PROBLEM OF TECHNOLOGIZATION OF THE PEDAGOGICAL PROCESS OF PRESCHOOL // Modern problems of science and education. - 2013. - No. 1.;
URL: http://science-education.ru/ru/article/view?id=8121 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

S.r. involves the provision of certain services to people who find themselves in a difficult life. sit-tion - sit-tion, which is subjectively perceived by a person as difficult personally for him or yavl. objectively violating his life (disability, orphanhood, etc.). These services must be provided with the professionalism and competence that St. the queue obliges the s / r-to be technologically advanced. In general, about technology. s.r. began to speak only from the 40s of the 20th century. Today there is no doubt that tech. s.r. is an integral part of it, because it allows you to work more efficiently and optimally with customers. The professional does not have the time, opportunity, or permission to use any models through trial and error. Certain technologies must be fixed cat. be of a complex nature, based on the practice of r-you with the client, and the social itself. r-nick-professional d. b. appropriate at any time and in any situation. The advantage of tech. s.r. is their economy, i.e. the ability to achieve the goal in the shortest way, reliability, as a rule, they are tested, fixed in any documents. Of course, there are costs. The main disadvantage is that technologies claim to see a typical situation, and not its uniqueness. Although most often the problems can be overcome due to the ind-th approach, the reception of a "specific situation". Individual. the approach is achieved due to the complexity and flexibility in the use of technologies, due to the personal readiness of a professional to see the uniqueness of the client, professionalism. On Wednesday. many technologies are used. and there are several classifications of technology. By object: applicable to a group, an individual; In the direction of work, specifics: technol. work with the elderly, families, the disabled; in the head of the field of training: social-pedagogical. and socio-psychological tech., medical and social rehabilitation; Depending on the qualifications of a specialist: a specialist who implements simple techniques; complex (high technology) tech., complex. tech. In practice, tech. with. R. represent the cos-Th ways, means, techniques provided. social services and the provision of social services in general. help. Tech. with. R. diverse, this is due to the diversity and complexity of problems, with the dynamism of social. spheres. In my opinion, tech. s.r. cannot be frozen and unchanged, they must develop and meet the demands of modern practice, also tech. b. first of all, on the profession of a problem sit-tion, since it is easier to prevent a problem than to solve it.

49. Prospects for the development of S.R. In Russia and abroad

S.r. as a profession, arose at the turn of the 19th-20th century and yavl. very dynamic area, cat. sensitively reacts to all changes occurring in society. International Association of Schools with. R. new approved. definition of social r-you - contributes to the implementation of social changes in society, the solution of pr-m human relationships and the strengthening of the freedom of the h-ka and his right to a decent life. The principles of observance of the rights of h-ka and social. justice yavl-Xia fundamental to the social. r-you. Today the social world is more changeable than ever. Modern generations have witnessed the change of several big social problems. Tomorrow there may be problems that no one heard about yesterday (gambling addiction, Internet addiction). But they exist in social sphere and “eternal problems” (deterioration of the situation with the environment, hunger, alarmingly high poverty level, inequality).

Prospects: Specialists admit that in modern. RF s.r. established and working. But legislative and other changes are needed, because. many laws are already “yesterday”. The trend is that now the potential of preventive programs is gradually increasing. This is solved in the form of various fed. and region. prog. , as well as national projects. The Health project (to raise the salary of medical workers and improve the quality of medical care), the Education project (to increase the level of education and support creative youth), the project “Affordable and comfortable housing for every citizen of Russia” (to increase the scale of construction ), the project "Development of the agro-industrial complex" (accelerated development of animal husbandry, provision of affordable housing for young professionals in the countryside). Apparently, in the nearest bud. this trend will continue and this is a very positive trend, because Any disease is easier to prevent than to cure. New problems constantly appear in the Russian Federation, a cat. require the use of innovative technologies, new approaches (for example, the fight against poverty in the poor S. at the level of M. O. new technologies in the district with the poor.For this purpose, the Social Passport of a poor family was developed on the territory of the Moscow Region.Filling out the "Social Passports" showed that there is a need to move from passive methods of combating poverty to new forms that make it possible to really develop socio-economic potential of the family.The main result of the new model of the district with the poor should be to reduce the poverty level of poor families due to the employment of able-bodied family members, and ideally, the exit of participants from the category of the poor).

Now in the Russian Federation there is an active trend of social. family support (various allowances, "maternity capital"). There is also a trend towards the expansion of institutions providing psychosocial services. services to the population. Those. s.r. in Russia began to engage not only in social. payments and social services, but also those activities that are typical for developed countries. Also, work to strengthen the client's self-motivation to solve their problems independently. Also, a positive trend is the introduction of social security rates into the staffing of various institutions (schools, health care facilities). workers. Abroad s.r. is also actively developed. One can note such a trend - in the context of the globalization of the economy, the formation of the EU, the problem of population migration is very acute (people move from one country to another). Therefore, technologies of adaptation to new living conditions are actively applied. In general, in foreign countries. countries, there is some integration of s.r. with other prof. spheres (for example, in Germany, SR is practically identified with social pedagogy, in Sweden it is practically equated with psychosocial work). Thus, the trends are very diverse, they are determined by the specifics of the social. situation in each particular country, the demands of society, etc. BUT: s.r. will always be in demand, because most likely will still remain unresolved soc. problems and new ones arise. The most important trends are the reorientation of s.r. on prevention and work on self-strengthening of the client.