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Complex of educational technologies for the development of competence in the field of social-project activities of students

Annotation

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.

Keywords

educational technologies; social-project activity; technologies of competence development in the field of social-project activity; case analysis; flipped learning; project training; portfolio

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DOI

10.20310/1810-0201-2021-26-190-90-97

UDC

36+378

Pages

90-97

References

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Received

2020-11-23

Section of issue

Questions of social pedagogy and social work

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