Ph. D. in Educational
Sciences, associate professor of Department of Humanities and Natural Sciences
disciplines, Volynskaya O.S.
Amur
State University (Birobidzhan Branch), Russia
Educational technologies of
work with heterogeneous groups of children
A
heterogeneous group is a group that includes a certain number of people
connected by common interests who have different characteristics (age, sex,
speech defect, intellectual abilities, and activity). As homogeneity is a
defining characteristic in the notion of heterogeneity, it enables to consider
heterogeneous groups of children with speech disorders. These speech disorders
will be homogenous signs of a heterogeneous group. The content of a
heterogeneous group may vary by the presence of voice disorders in it.
Therefore, a heterogeneous group is heterogeneous in its content, with
dominating of a variety of voice disorders (dyslalia, dysarthria, immaturity of
speech, phonetic- phonemic disorders,
stuttering). According to L. S. Volkova speech disorders are a homogeneous sign
of a heterogeneous group. It can be said that a group of children with speech
disorders is heterogeneous; a homogeneous sign of a group is its component.
How to fulfill educational activity directed to achieve the interaction
of a teacher and a pupil, and as a result the correction of speech disorders
will be carried out. How to combine correction and prevention of speech
disorders in a single unit in order to eradicate defects. Correction involves eradication
(correction, loosening) of speech disorders, and prophylaxis is prevention of
their occurrence. M.A. Povalyaeva in her research highlights the concepts of
common and special prevention. General prophylaxis (from Greek prophylaktikos
means protection, warning) is considered as a complex of measures directed to
creating favourable socio-economic, socio-cultural and socio-educational
conditions helping a family to fulfill its functions under growing of
physically and socially healthy children; under realization of educational
functions by educational institutions of all types, and maintenance of child’s
interests and abilities development. Special prevention involves correction and
rehabilitation measures for children at risk. It involves the use of a variety
of measures of psychologically pedagogical support and socially legal
assistance to the minors; their protection from neglect, cruelty, violence and
a negative influence of the asocial.
Thus, correction and prevention work is an integral
part of the socio-pedagogical process, which aims at working out of pedagogical
measures, the selection of appropriate technologies and the implementation of
special measures to prevent children from negative tendencies in the
development and formation of personality.
Considering
that a teacher is the organizer of the educational and social community in
which correctional and preventive care to children of heterogeneous groups is
carried out, it is important how the teacher obeys information, by what means
and methods and technologies he implements educational process. Due to the fact
that children's groups are heterogeneous by heterogeneity of speech disorders,
but homogenous by a sigh of a speech disorder, so the use of one education
program is not allowed in educational-training process.
It is
necessary to select invariable programmes according to the basis of
homogeneity, i.e. a speech disorder, but it must be remembered that this group
of children is heterogeneous at a degree of speech defects. Therefore, educational
technologies must be modeled according to the specifics of a particular group
of children and a mandatory national standard, which provides suitability of
material to age, psychophysical characteristics of a child, the nature of a
disorder, time impact on a child.
Education technology is a system category; its
structural components are (L. I. Belyaeva, Yu. O. Filatova) training purposes;
training content; means of pedagogical interaction; organization of educational
process; a pupil and a teacher; an activity result.
In science there is a majority of definitions of
educational technologies’ entity:
-“Technology is a complex of techniques used in a
case, art” (L. F. Spirin).
-“Technology is art, skills, a complex of procedural
methods, change of state” (L. N. Blinova).
- “Training technology
is a consistent procedural part of the didactic system» (L. S. Vygotsky).
- “A pedagogical technology is a complex of
psychological and pedagogical attitudes which define a special set and layout
of forms, methods, techniques, training methods, upbringing methods; it is a
tools of pedagogical process” (G. K. Selevko, R. Steiner).
- “A pedagogical technology is a meaningful technic of
educational process’ realization”.
- “A pedagogical technology is a description of the
planned results’ achieving process”.
A pedagogical technology is a meaningful
generalization comprising the meanings of all definitions of the latter
authors.
The notion of a pedagogical technology can be represented
in three aspects, they are scientific; procedurally descriptive; procedurally
effective (M. V. Bulanova-Toporkova).
Thus, a pedagogical technology is interpreted as a
scientific concept, exploring the most rational ways of training, and as a
system of methods, principles and regulations applied in education and
upbringing.
Every
modern pedagogical technology represents a synthesis of educational science and
practice, traditional elements and the new that has arisen as a result of
social progress, humanization, and democratization of the society. For the
first time, a pedagogical technology became the subject of research of F. A.
Fradkin, L. Bogomolova, E. Yu. Rogacheva and others. F. À. Fradkin
has carried out the following stages of a pedagogical technology: a thorough
examination of domestic, natural, social, and cultural factors that lead to the
development of a child. The main purpose of studying is to get an all-round
picture of a pupil life, his socialization and upbringing; development by introducing
him to the world of nature, labour and social relations. Ya. A. Komenskey
created an educational technology based on the straightline production system
that keeps its dominant position in a modern society. There are basic features
of this technology; they are a class organization of school activity; subject
training; certain rules of teaching (visibility, consistency, continuity,
accessibility, continuity in the transfer and assimilation of knowledge). The
idea of technification of studying supported other distinguished teachers. So,
I. G. Pestalozzi considered that creating a “mechanism” of education based on
which every teacher can bring up any prepared pupil is his most important
contribution to pedagogy. The pedagogical technology of A. S. Makarenko became
unique. The theoretical basis of it became his concept of collective. F. A.
Fradkin highlights the following steps of educational technologies of A. S.
Makarenko: the first step is taking the requirements of a teacher by pupils,
which are native progressive values and attitudes in the concept of A. S.
Makarenko: respect of personality of the other person, keeping dignity,
creation of conditions for personal development. The second step is the
introduction of these requirements in the consciousness of a child. The third
step is interiorization of requirements by all members of the team. Step four
is mastering of standards and values. The essential elements of the pedagogical
technology A. S. Makarenko and V. A. Sukhomlinsky are the tone and the style,
traditions, folding in the team, as well as productive work of children as a
special educational tool.
The pedagogical technology of S. T. Shatsky suggests
the following grounds of training and upbringing: ”There are not book classes
in the center of school activity but labour”, “Kids are not for school but
school is for children”. The pedagogical technologies of N. I. Popova embodied
in “School activity”; its theoretical basis became the widespread concept of
“illustrative school”. Organization of research activity as a leading
technology element: a child is put in the position of the researcher's life; a
source of educational material in this technology is the various types of
labour. One of the most important elements of this technology is the game: free
and mobile game. Thus, the analysis of the technology confirms the close
connection of all its structural elements and their content with the
understanding of the basic principles, which teachers were committed to. The
used methods are adequate according to the content of education. The general
method is investigative.
Educational technologies of the first, second and
third parts of the 20th century is a unique phenomenon in pedagogy. Built on
different conceptual bases, they comprised common pedagogical principles:
respect to freedom and life of each child, creative emancipation of
personality, its introduction to socially and personally meaningful activities,
enrichment of educational institution relationships with the world and reality;
formation not declaratively, but educationally solid, all-round developed
personality. Having conducted a comparative analysis of different pedagogical
ideas of modeling and designing of pedagogical activities (F. A. Fradkin, E.
Yu. Rogacheva, Ya. A. Komensky, J. G. Pestalozzi, L. S. Vygotsky, S. L.
Rubinstein, A. N. Leont'ev), the definition of a notion “pedagogical
technology” can be done.
A pedagogical technology is a systematic method of
creation, application and definition of the whole process of teaching and learning,
taking into account technical and human resources and their interaction, with
the task of optimizing forms of education. M. V. Clarin remarked that the
notion of “pedagogical technology” in domestic education is related to the
processes of training and upbringing in contrast to foreign science, where it
is limited by the sphere of education. In the educational practice the notion
of “pedagogical technology” is used in three hierarchical levels, which were
determined by G. K. Selevko. The common-educational (common-dyadic) level is a
common-educational (common-dyadic, common-upbringing) technology which
characterizes an educational process in the region, educational institution, on
a certain level of studying. In this case an educational technology is synonymous
with a pedagogical system. It includes a complex of purposes, content, means
and methods of teaching, an algorithm of subjects and objects activity. The
partial methodic (subjective) level is a “partial pedagogical technology”. It
is used in the meaning of a “partial method”, i.e. as a complex of methods and
means for implementing certain content of teaching and upbringing in the frame
of one subject, class, teacher's workshop (a method of compensating training,
teachers’ methods of work). The local (modular) technology is a technology to
separate parts of the educational process, the decision of particular teaching
and instructional objectives (technology individual activities, formation of
concepts of personal qualities, education technology lesson, learning,
repetition and control technology of material). The latter levels allow
highlighting the basic structural components of a pedagogical technology. a) a
conceptual base; b) a conceptual part of training such as general and specific
training objectives, the content of educational material; in the procedural
part); c) a procedural part is a technological process, organization of
educational process; methods and forms of teaching pupils; methods and forms of
work teachers; teachers’ activity for management the process of knowledge
acquirement, diagnosis of the educational process.
In the literature there are several classifications of
pedagogical technologies. It is traditional, classic task work of A. Ya.
Komensky. It is the combination of a lecture presentation and a method of
independent work with a book (didahographia). The approaches of Sh. A.
Amonashvili, E. N. Il’in are an individual approach, a humanistic orientation.
The technologies of V. F. Shatalova, E. N. Passova are play technologies, problem
teaching, the education technology, based on lecture notes, key signals,
communicative training. The training system of V. V. Firsov, N. P. Puzik is
programmed training, technologies of differential training. The technologies of
A. S. Granickoy, I. Unt, V. D. Shadrikova are technologies of individualization
training. The methods of I. D. Pervina, V. K. D’yachenko are group and
collective ways of training. The program of S. N. Lysenkovoy is a programme of
perspective and advanced training with use of key schemes. The system of A. N.
Tubel′skogo is a “School of self-determination”. The project of I. F.
Goncharov is a “Russian school”.
Thus, the training process is built to construct a
poly-didactic technology that combines a number of elements of various
mono-technologies based on an original author’s idea as a priority. It is
essential that a combined didactic technology may have the qualities, which are
more superior to its technologies.
A. A. Orlov considers that “it is necessary to transit
from normative-descriptive to creative-analytical cogitation of a teacher,
which supposes elaboration its content and semantic grounds”. The tasks of
higher pedagogical education, according to A. A. Orlov, are development of
ethical attitudes, personality, value in the educational process; acquirement
of an algorithm of solving pedagogical tasks; pedagogical skills development,
analytical and diagnostic, prognostic, structural, organizational,
communicative, cognitive, reflexive.
Focusing on pedagogical activity as the ability to
solve a complex of pedagogical tasks, L. F. Spirin believes that the general
professional quality of teachers is pedagogical cogitation with such components
as consistency, determinism (connection, dependence), probability (forecasting,
identifying), concreteness, predictability (perspective), economy, reflexivity,
heuristicity. L. V. Shibaev believes that the work of a teacher with children,
including requiring special pedagogical attention, gives more productive
results with orientation to the concept of cooperative productive activity of a
teacher and a pupil (SPD). This theory is developed under the direction of
Professor V. Lyaudisa. Based on this concept “development schools” are
established to “recreate the conditions for personal and educational growth of
children”. Yu. N. Kulutkin highlights reflexive quality (self-development,
self-cognition, self-regulation of a personality). E. Erickson and A. B. Orlov
suppose taking into account such personal quality as identification. K. Rogers
introduced the concept of empathy. L. N. Kulikova, O. A. Kazansky, Aleksandr A.
A. Radugin define the humanistic nature of pedagogical activity through
interaction of a teacher and a student. Research in special psychology,
correctional pedagogy, speech therapy (L. N. Blinova, T. A. Vlasova, H. S.
Zamsky, and V. P. Kaschenko, etc.) confirm the appropriateness of humanistic
pedagogy.
At present, scientists continue to create various
educational technologies (M. M. Bezrukih, V. F. Shatalov, N. D. Shmatko, etc.);
attempts have been made to systematize teaching technologies (G. K. Selevko).
The methodological value of finds, their use, improvement, adaptation to the
actual teaching conditions, to work with pupils with different disorders and
capabilities are important to technification of teachers’ pedagogical activity.
Pedagogical activity of a teacher of heterogeneous
groups with children with speech disorders requires an obligatory initial
analysis of many-sided and variative theoretical practical directions for
realization choices in the further teaching practice. Homogeneity is a defining
characteristic in the notion of heterogeneity that gives an opportunity to
examine heterogeneous groups of children with speech disorders. Speech
disorders are a homogeneous characteristic feature of a heterogeneous group,
the variety of speech disorders is a heterogeneous characteristics.
In the process of training and upbringing of the
children coming up to school age of heterogeneous groups it is not acceptable
to use one educational program, it is necessary to choose the tutorials by the
sign of homogeneity, according to speech disorders, but it mustn’t be forgotten
that this group of children is heterogeneous by the level of speech defects.
Therefore, educational technologies should be modeled in accordance with the
conditions and characteristics of a heterogeneous group of children and a
mandatory national standard, which provides consistent material to a certain
age, psychophysical characteristics of a child, the nature of a disorder, and
time impact on a child.
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