Образовательный проект: микросоциологический анализ трех стратегий реализации

Abstract

В статье предпринимается микросоциологический анализ условий реализации образовательного проекта согласно трем стратегиям: акроаматической, эротематической и диалогической. Анализ имеет своей целью демонстрацию тех причин, которые приводят к появлению затруднений в усвоении содержания образовательного проекта со стороны субъектов-реципиентов, что значительно снижает его эффективность.

The article considers the microsociological analysis conditions of realization of the educational project according to three strategies: acroamatical, erotematical and dialogical. In modern conditions of growing interest in the competence approach in the Russian educational practices, the analysis suggested in the article would identify areas to search for optimal solutions of the fundamental didactic problems - learning efficiency. In addition, this analysis seeks to identify the conditions and causes that lead to the emergence of trainees difficulty in learning the content of the educational project, thus, significantly affecting its efficiency. Acroamatical and erotematical types of realization of the educational project are considered as standard strategies generally accepted in the classical system of higher education for lectures and courses. Its active use in modern educational practices is associated with certain difficulties in the development of the content of the educational project by the trainees. These difficulties arise as unplanned (by the person who realizes the educational project) implications of too much emphasis on the reliability and thoroughness of monitoring the effectiveness of mastering by trainees of the content of the educational project. Dialogical type of realization of the educational project adopted as the standard for modern competence-oriented education system and suggesting a number of delegation of authority from the trainer to the trainees is also able to give rise to dysfunction in learning. These dysfunctions are the result of diversification and internalization of its own trained teaching interests, which creates the conditions for the gradual substitution of the objectives and content of the educational project. Thus, when solving the essential didactic problems of the effectiveness of teaching methods one should consider the fact that each of the analyzed ways to implement an educational project - acroamatical, erotematical, dialogical - have their strengths and weaknesses, and, in accordance with this, the choice of a particular method must be justified by the current state of the educational process, as well as the nature and content of the goals of the educational project.