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Please use this identifier to cite or link to this item: http://enpuir.npu.edu.ua/handle/123456789/15127
Title: Системний підхід як складова освітньої інноватики
Authors: Корець, Микола Савич
Гуменюк, Тетяна Броніславівна
Keywords: системний підхід
нововведення
інновації
дидактична система
education system
systematic approach
innovation
novelty
didactic system
pedagogical technology
a system of teaching principles
Issue Date: 2014
Publisher: Вид-во Південноукраїнського національного педагогічного університету імені К. Д. Ушинського
Citation: Гуменюк Т. Б. Системний підхід як складова освітньої інноватики / Т. Б. Гуменюк, М. С. Корець // Наука і освіта. - 2014. - № 7. - С. 63-67
Abstract: У статті проведений аналітичний огляд інноваційного потенціалу в освітній сфері на засадах системного підходу. Аналіз процесів оновлення освітнього простору проведено на трьох основних рівнях – макрорівні, мезорівні, мікрорівні, з чітким вираженням ознак складних систем.
Historical analysis of the education space processes renovation shows that the leading trend in the development of educational systems is their permanence, i.e. continuous time renewal. According to the principle of innovation capacity there are such innovations as innovations connected with modification, rationalization, modernization; radical innovations connected with the transformation of the traditional system as the alternative; complex (combinatorial) innovations which include both elements of improvement and transformation. As a part of an integral pedagogical process, the educational process, the innovativeness of which has a long and difficult path, deals with the formation of innovation philosophy, which is afterwards specified by the major categories (elements) of the educational process: destination, content, process, technology and evaluation. In didactics there is a number of developed and actively used concepts, defined by scientists as a didactic system on the base of the theory of cognition and modern psychological and pedagogical sciences achievements. People define the main teaching systems that are fundamentally different – J. F. Herbart’s didactic system and John Dewey’s one. The analysis of foreign and Ukrainian scientific and pedagogical literature made it possible to conclude that the educational technology is associated with systemic approaches to education and training and covers all aspects, all teaching elements starting with setting goals and up to designing the whole didactic process and verifying its effectiveness. Thus, modern educational technologies represent a systematic design approach, implementation, evaluation, correction and further replication of the learning process. The educational process is carried out on the historically defined principles of learning. The system of principles is the functional system aimed at achieving a useful result, which has both educational and developing effect. Each component of the system contributes to the overall result. Obviously, all levels of educational processes are imbued by the systematic approach to solving the key branch challenges, indicating whether the definition of the methodological approach is leading in solving of the problems of modern education. The study of this approach in pedagogical science is possible when using the system theory.
URI: http://enpuir.npu.edu.ua/handle/123456789/15127
Appears in Collections:Наукові праці Інженерно-педагогічного факультету

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