2.4. MODERN TECHNOLOGIES OF PROFESSIONAL EDUCATION

The problem of technologization of the pedagogical process becomes relevant in connection with the need to increase its effectiveness.

Pedagogical technology implies "strictly scientific design and accurate reproduction guaranteeing the success of pedagogical processes" [V. P. Bespalko]. Signs that determine the specificity of pedagogical technology are guaranteed success, i.e. goal achievement, scientific design, accuracy of reproduction of the designed pedagogical process.

Technology can be represented as a more or less rigidly programmed process of interaction between the teacher and students, which guarantees the achievement of the set goal. Technology is understood as an algorithm in learning, as a specific program of the learning process, the application of which leads to the achievement of a goal - the formation of certain personality traits, cognitive skills, ways of thinking, certain relationships, etc.

It should be noted that the pedagogical technology is not didactics and is not a private technique, as the didactic-methodical system, it is specific and applicable to any subject. Pedagogical technologies may vary for different reasons, for goals and objectives, for structures.

The essential features of educational technology are:

- diagnostic targeting, performance - that is, guaranteed achievement of goals and ensuring the effectiveness of the process of training and education;

- profitability - search for a reserve of study time, optimization of pedagogical work, the achievement of the maximum possible results for shorter periods of time;

- algorithmization, design, integrity - the ability to apply the described technology to different teachers with different groups of students in certain conditions;

- adjustability - the ability to implement operational communication, consistently focused on well-defined goals;

-visualization-the use of various audiovisual and electronic computing equipment, as well as the development and use of original didactic tools.

The core of any technology is the methodology, but the traditional methods weakly rely on the diagnostics of students' real learning opportunities, do not take into account the degree of influence of various factors on the learning outcome. They do not consider the use of various learning tools, do not take into account the need to optimize the interaction processes of all components and participants of training. Pedagogical technologies, on the contrary, include diagnostics, specifically addressed methods and means of intensifying instruction. The technique is focused on the teacher, the technology focuses on the interaction of the teacher and the student, it predicts the result, optimizes the work. Both the technique and the diagnostics are practice-oriented and algorithmized.

The criteria for choosing the technology of education, according to M. I. Makhmutova, are: target orientation, consideration of the specifics of the content, individualization and differentiation of education, the teacher's readiness to implement the technology, cost effectiveness, material and technical security. The highlighted criteria are generally didactic in nature and are applicable when choosing in any type of educational institution, but the learning technologies themselves acquire some specificity depending on the type of educational institution in which they are implemented.

You can highlight features of educational technology in secondary vocational school.

The first feature is related to the specific specifics of vocational education and consists in the orientation of technology towards the mastery of a particular profession, meaning the adoption of specific didactic decisions related to the acquisition of a profession.

Another feature of a less general order is due to the inclusion of students in the three main types of educational activities: theoretical, laboratory-practical and industrial-practical, whose role and place are determined by the specifics of the goal of training a specialist at an appropriate level of education. This implies the justification and design of learning technologies for these types of learning activities.

The third feature is closely related to the second and consists in taking into account the specifics of theoretical training, laboratory and practical work, production and practical activities. Thus, the features of a specific technology of theoretical education may be due to various activities, the need to apply knowledge in practice. In practical training technology is aimed at the formation of skills and abilities to perform work related to the exercises in the chosen profession.

Pedagogical science and practice have accumulated a noticeable fund of various pedagogical technologies: modular, contextual, problem, computer, concentrated training, etc. All of them are characterized by specific goals, orientation, the dominant combination of forms, methods and means of training and education, an assessment and control system. The effectiveness of these technologies is determined by the content of the studied material, the level of preparedness of students and the teacher and other factors.