THEORETICAL FOUNDATIONS OF NEW PEDAGOGICAL CONCEPTS AND WAYS OF USING THEM

Аннотация

This article describes the theoretical foundations of new pedagogic concepts and ways of their use. The introduction of the concept of "new pedagogy" in educational practice, the problem of modern education in practice, theoretical foundations of new pedagogy, similar and different features of new and old pedagogy, the main trends in the educational system, online trends and their types, the most important trends and educational trends, the content of Google Classroom and information about the stages of creation is given. Keywords: new pedagogy, old pedagogy, quality of online courses, artificial intelligence in training, metavselen, market consolidation, individual approach, practice-oriented learning, practice borrowing from popular educational products, proven learning, personalization, focus on goal setting, blended learning, adaptive education, virtual classroom, OOOK, synchronous and asynchronous learning, Flipped classroom (reversed learning), self-directed learning concept, learning process management system (LMS), "Cloud-based" teaching, mobile learning, course management system (CMS), eLearning, 1:1 technology, gamification, Google Classroom. Today, the concept of "new pedagogy" has entered the educational practice. In order to understand how this concept can help deep learning, it is first necessary to identify its features that differ from the old pedagogy. The concept of "new pedagogy" can be taken as a new model defining the educational relationship between student-teacher and student-students, intended for deep learning in a digitalized environment. The novelty of the new pedagogy is explained in the formation of active cooperative relations with learners. Also, the problem of modern education in practice is that the world is new, children are new, and pedagogy is old. Any child will tell the technology of the lesson: they got up, sat down, opened the notebook, read the textbook, closed the notebook, opened the diary, finished the lesson. It doesn't work anymore. The new guys agreed with our model but didn't accept it. Coercive pedagogy is an old pedagogy. Therefore, modern children are bored at school [9]. The new pedagogy removes from the shoulders of the learner all the obsolete and unnecessary requirements, knowledge that has lost all pedagogical interest and importance in our age, it is modern life and natural development, follows the aspirations of the learner in a healthy way, develops a thirst for new knowledge in the student, and most importantly, it is a response to the needs and ideals of the age. gives [17]. Although the theoretical foundations of the new pedagogy were created by Dewey, Piaget, Montessori, and Vygotsky, there was not enough opportunity to put their ideas into practice. Similar features of the new and old pedagogy can be seen in learning, familiarizing with the subject and strengthening the learner, the teacher, the basics of educational science. Based on the opinions of researchers such as Jean Buteau, Alan, Jana Piaget, K.Rodgers, I.P.Savitsky, we 16073 Eur. Chem. Bull. 2023, 12(Special Issue 4), 16073-16080 THEORETICAL FOUNDATIONS OF NEW PEDAGOGICAL CONCEPTS AND WAYS OF USING THEM Section A-Research paper ISSN 2063-5346 determined that the difference of the new pedagogy from the old pedagogy is seen in high potential, accuracy, learning as follows (Table 1): Table 1. Different features of new and old pedagogy Different features New pedagogy Old pedagogy Theoretical awareness reexamines the idea based on defines man as a thinking being of alternative schools psychology and epistemology with reflexive consciousness, a and gives it a positive scientific subject of real knowledge and status rational action specific knowledge is not relies on knowledge of the art of necessary for the formation or personality training and development of an educational development, the process of system, but only attention is paid personal development, the laws to the development of new of individual development and pedagogical thinking the laws of environmental evolution The field of moral norms is derived from the concept of clearly separated from the "human nature" (as a thinking elements of the worldview in the being, knowledge and rational field of human choices, which action) cannot manifest itself as a "single science" and are not scientific. the more the student tries, the the school is presented as a more confident the teacher is in "closed space" cut off from understanding him society and family on the one hand, it is developed completely ignores the fact that based on the concepts of "single in human society the dialectical science", and on the other hand, interaction of parts and wholes the concepts of sociosphere and has risen to a radically new level noosphere Philosophy of takes into account the deep crisis determines the appearance and education: subject, of culture and personality characteristics of modern concept, direction of education and school, actually study exha