DOI: 
http://dx.doi.org/10.15293/1813-4718.2602.05
UDC: 
371.2
Tikhonova Oxana N.
Кандидат психологических наук, Assoc. Prof. of the Department of Pedagogy and Education Management, Altai State University, tihonova.oxana@yandex.ru, Barnaul
Gerasimova Olga Yu.
Кандидат психологических наук, Assoc. Prof. of the Department of Pedagogy and Education Management, Altai State University, geracimova@bk.ru, Barnaul

A Model for Optimizing the Educational Process in the classroom in a Modern School using Elements of Motivational Program-Oriented Management

Abstract: 
Introduction. The article highlights the issues of optimizing the educational process in the classroom in a modern school. The purpose of the article is to present a model for optimizing the educational process in the classroom using elements of motivational program-oriented management (MPCC). Methodology and research methods: The methodological basis is the theory of pedagogical systems by N. V. Kuzmina, the axiological approach by V. A. Slastenin, the motivational program-target approach to education management by I. K. Shalaeva, etc. The research used theoretical methods: analysis of scientific literature, study and generalization of advanced pedagogical experience, modeling; empirical methods: the method of expert assessments, statistical data processing. The results of the study. The model we have developed for optimizing the educational process in the lesson is built “from the bottom up” in stages and is structured by levels in the logic: “I want – I can – I do – I receive”. At the “I want” level, the personal foundations of motivation are actualized, the desire for self-development and self-management is manifested, individual components of time management and components of motivational readiness for learning activities begin to form. At the “can” level, the ability to independently apply planning, prioritization, organization, control, regulation, and responsibility skills is being developed. The “doing” level presupposes the practical application of these skills in real learning activities, where they manifest themselves: focus, self-control, stability of learning behavior. The “I get” level integrates the results of achievements in cognitive, emotional-volitional, reflexive, behavioral and social sub-goals, which lead to the achievement of optimizing the educational process in the classroom in a modern school based on a motivational program-oriented approach in management. Conclusion. In our study, the optimization of the educational process is not limited to mechanical time saving and load reduction, it is a balanced management of learning resources, where each element is considered in terms of its relationship with other components of the model, forming the competencies of students. The structure of the model contributes to the successful educational and social adaptation of students.
Keywords: 
educational process optimization model; motivational program and target management; modern school
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