This article analyzes the methodological and theoretical foundations of classical pedagogy media in which it is used parabolic cognitive model, based on a premise of interactivity, accumulating nature of training, its consistent, cumulative. The truth of this postulate is not proven by science and practice. The problem of manipulation of the environment and the totality of the impact of environment on the individual pupil behind the training methods are not solved. This article demonstrates limitations of the cognitive and active approach in their use in models of medium learning. It observes a type of post-classical representations of the functioning of learning environments as a self-organized unities and shown to be promising.
|Translated title of the contribution||Theoretical and methodological problems of pedagogy educational environments|
|State||Published - 2010|