THEORETICAL AND METHODOLOGICAL PRINCIPLES OF DESIGNING THE CONTENT OF TECHNOLOGICAL EDUCATION

Abstract

The article investigates the basic positions, principles, scientific approaches underlying the design of the content of technological education. The primary function, purpose, key concepts of modern technological education are determined. Technological education is considered as a part of design and technological culture of modern production, which is processual in nature and not operational, as it was in the technocratic industrial era. Said culture is interpreted as a way to realize the creative potential of each pupil, aimed at motivated transformation of reality, characterized by unity of process objectification, i.e. the acquisition of personal educational experience while creating personally and socially relevant educational products and appropriation of cultural, historical and social experience of mankind based on operations mastery of design, technology, reflection. Content of technological education is treated as a pedagogical model of social experience of mankind, which is identical in structure, not by volume, to human culture, taken in aspect of cultural production in all its structural completeness. It is shown that the formation of integrated technological content of education is on five levels: at the level of state standards, school subject content and educational material is designed and at educational level of reality and personal level – is realized. Design and technological activities defined as fundamental educational object of technological education as a determinant of forming substantive project and technological competency, combining four basic structural elements of cultural content: the experience of cognitive activity, reproductive activity, creativity and emotional value attitudes.