Theoretical bases of design of the educational environment: characteristics, approaches, principles

Abstract

Article is devoted to studying of theoretical bases of design of the educational environment, clarification of its main characteristics and also selection of the approaches and the principles concerning design activity.

 The modern paradigm of the higher education focuses pedagogical community on creation and effective use of professionally focused educational environment that is relevant today. In pedagogical literature the concept "educational environment" is treated as the multilevel system of conditions (social and pedagogical, psikhologo-didactic, organizational and pedagogical) that optimum parameters which provide educational activity in target, substantial, procedural, productive and resource aspects. It is found out that design educational environments is an organized system of activity from implementation of complex researches and design developments which provide development and self-development of education as forms of public practice which allows to satisfy needs of the person and society for education and also needs of educational systems. Studying of opinions of domestic and foreign researchers of a perspective of the educational environment allows to define that treat the main characteristics of the educational environment: commitment, openness, adaptability, saturation, structure, integrity, variability. The main approaches at design of the educational environment are: system, synergetic, activity, axiological and also innovation of processes in education. At design of the educational environment it is expedient to rely on the principles: predictive orientation; the developing influence; motivations of design activity; active position of applicants of education; continuity and recurrence of the educational environment; an integrated approach to design; multidimensionalities.

During the research the analysis of philosophical literature and also psychology and pedagogical sources was carried out. Normative legal acts, the corresponding methodical literature were studied. Generalization and systematization of the received results allowed to achieve a goal.

Results of a research can be used for identification and theoretical justification of pedagogical conditions of training in applicants of pedagogical education in design of the dual educational environment.