Keyword: «pedagogical technology»

In modern society, our state has changed the requirements for preschool children en-tering the first grade. Correspondingly-tively, the model kindergarten graduate also in-volves changing the nature and content of pedagogical interaction with the child. Ec-if the teacher tried to raise the standard member of the team with defined-lennym set of knowledge and skills, now, got needed-bridges form thinking, competent, socially-adapted personality, ability to navigate in the information-dimensional space, which has its own point of view, who knows how to defend it, productively and constructively with others. Prio-tative is the development of personal qualities of preschool children and their social adaptation. In the practice of preschool education Shui pain becomes popular method of project activities, as one of the most efficient, able to shape the identity of modern-tion preschool that meets the requirements of modern times.

The article is devoted to the preservation of (somatic) physical health and a healthy lifestyle among students. Presented pedagogical technology promotes the involvement of university students in the unaided physical culture and sports activities.

The process of creating an integrated educational environment at the present stage is closely connected with the transition to the information society, which is characterized by active development of new information and communication technologies. In this regard, high attention is payed to the development of the skills to work independently and efficiently with information in various formats, and to transform it into knowledge.

Pedagogical science has always faced an issue of searching for little time-consuming technologies of methodological support for teachers to achieve good educational results. This problem is especially urgent today, when those pedagogical methods and means which yesterday could maintain the interest of schoolchildren to study the subject, provide an opportunity for their development, become out-of-date in the rapidly changing world. Today, the approbation of new technologies for methodological support of teachers is very relevant. Thus, the purpose of the article is to describe one of the technologies of methodological support for teachers, namely the technology of developing boxed educational solutions. The authors of the article for the first time define the boxed educational solution as a package of program-methodological and subject-developing support that can be used by consumers of educational services (children, parents, teachers, administrators, employers) for independent use (turn-key project). The leading approach in this case is modeling the stages of development and phases of creating boxed educational solutions as a technology for developing boxed educational solutions for methodological support of teachers. As a result of the conducted research, the authors of the article differentiated the types of technologies for methodological support of teachers: customized and boxed solutions; the stages of educational solution development and the phases of a boxed educational solution creating are described. The theoretical importance of the article is due to the contribution to the development of scientific ideas about the technologies of methodological support for teachers. Practical use of this technology makes it possible to organize a step-by-step transition from the development of customized solutions to boxed educational solutions that help to reduce the time spent by teachers on the organization of educational activities of students. The practical value of the technology under consideration is justified by the project triangle, in which the important parameters of technology for methodological support of teachers are related: the amount of work, time and costs. Changing the values of one of these parameters causes the values of the other two to change. Boxed educational solutions allow you to balance the parameters and achieve the result of the planned quality.

In the conditions of modern economic development in our country, the revision of the basic paradigms of education and the radical transformation of the models and mechanisms of the school teachers’ work are required from pedagogical and methodological science. The dynamics of the current changes in professional methodological language reflects the unprecedented accelerated renewal of school teaching technology. It is very relevant to approbate intersubject technologies of school education, improving the content of training in a particular lesson in accordance with federal state educational standards, and characterizing the experience and methodological potential of the educational organization. Thus, the purpose of the article is to describe the intersubject technology of adaptive learning and testing in school education. The authors of the article determine the methodological aspects of implementing adaptivity in school educational programs. The leading approach in this case is the modeling of the methodological system of teaching in general and additional school education with the inclusion of intersubject technology of adaptive learning and testing. Intersubject technology contributes to the achievement of unified learning results for schoolchildren in shorter time due to the most relevant content for each student. As a result of the study, the authors of the article differentiated the main components of adaptive learning technology, the development and implementation technologies of adaptive testing. The theoretical significance of the article is due to the contribution to the development of scientific ideas about intersubject learning technologies aimed at matching new knowledge to the level of the student's abilities development. Practical use of the described technology makes it possible to organize the step-by-step introduction of intersubject technology of adaptive learning and testing into the work of an educational organization. The article may be interesting both for theorists of school educational system and for practicing teachers and students who are trained in the field of "Pedagogical education".