Innovative pedagogical models: from theoretical foundations to creation technologies

Abstract

Importance. The results of the author’s interpretation of the phenomenon of pedagogical modeling through the prism of modern trends in ensuring the innovativeness of the educational process are presented. Against the background of the current triumph of digital technologies, innovation is gaining the status of a key attribute of economic, social and cultural reality. It is becoming obvious that the technologies that will accompany educational systems will radically change in the coming years. All this will affect the process of pedagogical modeling – predictors and regulations for the creation of innovative pedagogical models will be transformed. The purpose of the study is to determine the objective prerequisites for the creation, distinctive characteristics, and mechanisms for constructing innovative pedagogical models. Materials and Methods. The subject of the research is an innovative pedagogical model as a system of reproduction of pedagogical reality in an abstract (simplified) form, including the structure, properties and relationships of its components. Along with pedagogical modeling proper (in relation to pedagogical design), the theoretical methods used in the course of the research were the methods of idealization, abstraction, deduction, extrapolation. The methods are in demand in the context of the prospect of ensuring the innovativeness of the pedagogical modeling product. Results and Discussion. The pronounced focus on innovation as a key initial setting of pedagogical modeling in the context of the digital transformation of general education is emphasized. The dissonance, manifested in the course of pedagogical modeling, caused by the way the educational process is decomposed into descriptive components, is stated. For the competent construction of an innovative pedagogical model, a consistent definition of an adequate model is proposed-the basis, justification for choosing the type of model, and “building” visualization of the process under study. The creation of an innovative pedagogical model is considered on a specific example – a model for the development of educational and professional motivation of high school students. When it is constructed, a binary model is taken as the initial one, which combines both the components of the model of the structure of the pedagogical process and the components of the model of the pedagogical system. Conclusion. It is concluded that a pedagogical model reflecting the key vectors of transformation of design principles, taking into account the influence of leading educational trends, can be considered “innovative”, indicating specific manifestations of “productive tension” arising in relation, on the one hand, to educational trends, on the other – to design principles. The necessity of personification of modern innovative pedagogical models is proclaimed.