Email this article Complex of educational technologies for the development of competence in the field of social-project activities of students
- Authors: Garashkina N.V.1, Druzhinina A.A.2, Akopyanc I.A.2
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Affiliations:
- Moscow Innovative University
- Derzhavin Tambov State University
- Issue: Vol 26, No 190 (2021)
- Pages: 90-97
- Section: QUESTIONS OF SOCIAL PEDAGOGY AND SOCIAL WORK
- URL: https://journal-vniispk.ru/1810-0201/article/view/298335
- DOI: https://doi.org/10.20310/1810-0201-2021-26-190-90-97
- ID: 298335
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Abstract
We consider a set of educational technologies that improve the process of developing competence in the field of social-project activities. It is noted that the teacher becomes a navigator, and students are active designers of their educational trajectory, active participants in the educational process, as well as creators of social projects that guarantee the solution of significant human and social problems. We show the relationship between the introduction of social innovations and the development of competence in social-project activities, as well as the applied educational technologies. Various understandings of the term “educational technologies” in modern foreign studies are considered. Based on the method of analysis of research positions, an understanding of educational technologies as a conceptual tool for improving educational practice is given. The essence and features of the organization of the most effective educational technologies for the development of components of social-project competence in students are analyzed. The complex and three groups of educational technologies that influence the development of competence in the field of social-project activities among students are identified: traditional didactic technologies (lectures, seminars, etc.), integral didactic technologies (case analysis, project training, portfolio, etc.), innovative didactic technologies (flipped learning, digital technologies, etc.). It is established that it is the integrated implementation of educational technologies in Bachelor's and Master's programmes of social orientation that allows us to qualitatively improve not only educational, but also positively change social practice, influence their joint result.
About the authors
N. V. Garashkina
Moscow Innovative University
Email: nagaraisr@mail.ru
ORCID iD: 0000-0001-9212-4235
Doctor of Pedagogy, Professor, Deputy Head of Legal Disciplines Department
7 Malaya Ordynka St., Moscow 119017, Russian FederationA. A. Druzhinina
Derzhavin Tambov State University
Email: drugininaan@yandex.ru
ORCID iD: 0000-0002-1146-0374
Candidate of Pedagogy, Associate Professor, Associate Professor of Theory and Methods of Preschool and Primary Education Department
33 Internatsionalnaya St., Tambov 392000, Russian FederationI. A. Akopyanc
Derzhavin Tambov State University
Author for correspondence.
Email: shi15direktor@rambler.ru
ORCID iD: 0000-0001-9069-6715
Post-Graduate Student, Social Work Department
33 Internatsionalnaya St., Tambov 392000, Russian FederationReferences
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