Keyword: «pedagogical technology»

The relevance of the study is due to changes in the requirements for the training of primary school teachers. A modern teacher should not only teach the child to learn, but also be able to solve the problems of education independently and creatively. One of the modern education problems is inadequate level of the ability to work with information among primary school students, comprehend it properly, concentrate on priorities, objectively evaluate their own and others' point of view. All these skills are included in the requirements of the federal state educational standard of primary general education. The search for ways to prepare the teacher for the development of critical thinking among junior schoolchildren puts forward the problem of forming the readiness of the future primary school teacher to use the technology of developing critical thinking through reading and writing, as this technology has in its arsenal various forms, methods and techniques that allow the teacher to be as flexible as possible in each learning situation. It should also be noted that this technology allows for training based on principles of cooperation, co-planning and comprehension. The main goal of the study is to identify the level of future primary school teachers’ readiness for using the technology of developing critical thinking through reading and writing. The leading method of this research was the analysis of the diagnostic techniques results, questionnaires and tests conducted among the graduates of «Pedagogical Education» training of «Primary Education and Informatics» specialty. The research was carried out on the basis of the determined components of readiness to use the technology of critical thinking development through reading and writing (motivational, cognitive, activity and reflexive). For each component, a set of methods and techniques was selected. The analysis of the data showed that the majority of students have a low level of the studied readiness, which indicates the urgency of further researching this problem. The theoretical significance of the article is in analyzing approaches to defining concepts of "pedagogical technology", "readiness for professional and pedagogical activity", as well as in defining the concept of "readiness to use the technology of critical thinking development through reading and writing" and determining its components. The practical importance is conditioned by the recommendations on the formation of future primary school teachers’ readiness to use the claimed technology. The article can be useful to researchers of students' readiness to use the technology of critical thinking development (graduate, post-graduate students), as well as to teachers and lecturers.

Pedagogical science has recently undergone significant changes associated with the restructuring not only the education system, but the entire socio-economic system. If yesterday the educational process required only traditional tools, such as printed textbooks, a school board, today they are replaced by modern information and communication technologies. Modern learning technologies should allow students to use resources and educational experience anywhere in the world, starting with their own communities, including the Internet. These opportunities create conditions for all schoolchildren development, giving them a higher level of access to high-quality teaching materials, knowledge, personalized learning and planning tools for their future education. Such conditions may also give teachers the possibilities to use blended learning for their students, to rethink when, where and how students would deal with different components of the learning process. It is very important to test the interdisciplinary technologies of school education, improving the components of the educational process, taking into account the current educational standards and characterizing the features of the target audience, which now has access to various channels for acquiring knowledge. Blended learning is a combination of traditional forms of classroom learning with elements of online learning complementing and supporting the learning environment. Thus, the purpose of the article is to describe the interdisciplinary technology of blended learning in school education. The authors of the article determine the methodological aspects of blended technology implementation in school education programs. The leading approach in this case is modeling the methodological system of learning in general and additional school education with the inclusion of blended learning interdisciplinary technology in it. As a result of the study, the authors of the article differentiated the basic models of blended learning, the components of the blended learning environment (time, place, way or pace of learning), the types of blended learning integration, the key effects from the introduction of blended learning. The theoretical significance of the article is explained by the contribution to the development of scientific ideas about interdisciplinary learning technology aimed at matching new knowledge to the level of pupil's abilities development. Practical use of this technology makes it possible to organize the step-by-step introduction of the interdisciplinary technology of blended learning into the work of a general education organization.

An important role in the educational work of a modern kindergarten is given to the study of the native land art. With effective pedagogical guidance, the preschoolers' ideas about the art of their native land become an active instrument for artistic and aesthetic development and enrichment of the younger generation. The tasks of the moral and patriotic formation of a person are solved in the process of studying the native people art. In the conditions of education standardization, innovative pedagogical technologies replace traditional means of teaching, allowing children to acquire necessary knowledge and ideas in a natural way, using their accumulated experience and level of intelligence. It is very relevant to use workbooks (workbooks on a printed basis) at the present stage of preschool education. The workbook is a necessary element of modern education of preschool children, where a set of tasks, exercises of entertaining and cognitive-creative character, compiled in accordance with the current curriculum, and depending on the specific educational area offered to preschoolers for learning, becomes a unique form of developing training. The use of the workbook gives the possibility to implement group and individual training. The purpose of the study: description of technology and features of developing ideas about the native land art in the process of using the workbook. The authors of the article reveal the methodological aspects of solving the problem of developing ideas about the native land art in preschool educational organizations of the Mordovian Republic. The leading approach in this case is the modeling of the educational process of preschool children in a preschool educational organization and within the framework of additional education system, including the technology of using a workbook on a printed basis. As a result of the study, the authors of the article determined the model of developing ideas about the native land art, the components of the educational and subject-spatial environment, the structure, content and the system of the workbook exercises which let children to know the art of the Mordovian Republic. The main results of the development and introduction in the educational process of the authors’ workbook for senior preschool children are presented. The theoretical significance of the article is due to the contribution to the development of scientific concepts and the description of modern theoretical approaches, as well as the experience gained and the rationale for using modern technologies in the work on developing ideas about the native land art. The practical use of the presented technology enables us to organize step by step work on developing ideas about the native land art and to introduce the authors’ workbook on a printed basis into the practice of preschool educational organizations.

One of the most important aspects of the education system development is the ability to make informed conclusions about the need to change the approaches or actions taken. The educational system continuously generates and accumulates significant amount of data, and the issue of systemic work with these data by a wide range of education subjects today may be called one of the significant ones. Big Data can become a powerful tool which would help to transform learning, rethink approaches, reduce long-standing gaps and adapt experience to improve the effectiveness of the educational system. Very important is the task of describing the technology of operating big data, aimed at the development of educational systems through the identification of formed patterns in the education system. The authors of the article determine the methodological aspects of implementing big data operating technology in education. The leading approach in this case is the modeling of the educational system development including regulatory measures based on the results of the identified patterns analysis. As a result of the research carried out by the authors of the article, Big Data technology was described as a means of developing educational systems, including identifying the distinguishing features of Big Data technology, structuring the system management processes, the direction of data mining in education, and the properties of mined Big Data in education. The theoretical significance of the article is due to the contribution to the development of scientific ideas about Big Data use in order to improve the efficiency of the educational systems development. Practical use of the research results allows to introduce Big Data into education management system by identifying and taking into account the patterns of the education system. The article may be interesting for persons involved in education system management.

The article considers the opportunities of using modern educational technology "Educational Journey" as an innovative form of vocational guidance and support for professional self-determination of students. The article presents a brief description of the technology and identifies features of teacher’s and students’ activity at various stages of the educational journey.