Contents introduction chapter 1

The main qualities of modern pedagogical technologies
To describe such complex objects as pedagogical technologies, their main general qualities should be singled out.
Consistency is a special quality of a set of organized components, expressed in the presence of integral properties and qualities. New integral qualities of technology as a system are manifested in new educational results, relationships, qualities, subjects of activity, etc.
Complexity - organizational, managerial and other elements.
Integrity - the presence of common integrative qualities while maintaining the specific properties of the constituent elements.
Scientific - includes the analysis and use of experience, conceptuality, predictability and other qualities, is a synthesis of the achievements of science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.
Conceptuality is a system of views on the pedagogical process, ideas, principles on the basis of which activities are organized.
Structuring - the presence of a certain internal organization of the system (goals, content), backbone links of elements (concept, methods), stable interactions (algorithm) that ensure the stability and reliability of the system.
Continuity - solves a certain part of the overall task, is coordinated in terms of content, time and other parameters.
variability and flexibility - based on changing the sequence, order, cyclicity of the elements of the algorithm, depending on the conditions for the implementation of the technology.
Instrumentality - the provision of a set of educational , methodological, didactic tools and tools that accompany the main operations of the educational process (textbooks, equipment, etc.).
Efficiency is the ratio of the result to the amount of resources expended. Modern technologies exist in a competitive environment and must be efficient in terms of results and optimal in terms of costs.
Having studied and analyzed the modern pedagogical technologies existing in pedagogical science and practice, it can be argued that in professional education a variety of student-centered technologies have become its distinctive feature. They aim to:
- to wake up the activity of students;
- equip them with the best ways to carry out activities;
- rely on the independence, activity and communication of students.
Traditional technologies are technologies built on an explanatory and illustrative way of teaching. When using this technology, the teacher focuses in his work on the presentation of the finished educational material. At the same time, the presentation of information to students almost always takes place in the form of a teacher's monologue. In this regard, many problems arise in the educational process. The main ones are the low level of communication skills, the inability to get a detailed answer from the student with his own assessment of the issue under consideration, the insufficient inclusion of students listening to the answer in the general discussion. The root of these problems lies not in the mood of the students, not in their "passivity", but in the procedure that the applied technology sets.
The new living conditions in which we are all placed put forward their own requirements for the formation of young people entering into life: they must be not only knowledgeable and skillful, but thinking, proactive, independent.
Thus, among the main reasons for the emergence of new pedagogical technologies, the following can be distinguished:

• 
  the need for a deeper consideration and use of psychophysiological and personal characteristics of trainees;
  
• 
  awareness of the urgent need to replace the ineffective verbal (verbal) method of transferring knowledge with a system-activity approach;
  
• 
  the possibility of designing the educational process, organizational forms of interaction between the teacher and the student, providing guaranteed learning outcomes.