Системний підхід як складова освітньої інноватики

У статті проведений аналітичний огляд інноваційного потенціалу в освітній сфері на засадах системного
підходу. Аналіз процесів оновлення освітнього простору проведено на трьох основних рівнях – макрорівні,
мезорівні, мікрорівні, з чітким вираженням ознак складних систем.

Historical analysis of the education space processes renovation shows that the leading trend in the development of
educational systems is their permanence, i.e. continuous time renewal. According to the principle of innovation capacity
there are such innovations as innovations connected with modification, rationalization, modernization; radical innovations
connected with the transformation of the traditional system as the alternative; complex (combinatorial) innovations
which include both elements of improvement and transformation. As a part of an integral pedagogical process, the
educational process, the innovativeness of which has a long and difficult path, deals with the formation of innovation
philosophy, which is afterwards specified by the major categories (elements) of the educational process: destination,
content, process, technology and evaluation. In didactics there is a number of developed and actively used concepts, defined
by scientists as a didactic system on the base of the theory of cognition and modern psychological and pedagogical
sciences achievements. People define the main teaching systems that are fundamentally different – J. F. Herbart’s
didactic system and John Dewey’s one. The analysis of foreign and Ukrainian scientific and pedagogical literature made
it possible to conclude that the educational technology is associated with systemic approaches to education and training
and covers all aspects, all teaching elements starting with setting goals and up to designing the whole didactic process and verifying its effectiveness. Thus, modern educational technologies represent a systematic design approach, implementation,
evaluation, correction and further replication of the learning process. The educational process is carried out
on the historically defined principles of learning. The system of principles is the functional system aimed at achieving a
useful result, which has both educational and developing effect. Each component of the system contributes to the overall
result. Obviously, all levels of educational processes are imbued by the systematic approach to solving the key
branch challenges, indicating whether the definition of the methodological approach is leading in solving of the problems
of modern education. The study of this approach in pedagogical science is possible when using the system theory.