ANALYSIS OF THE CONCEPTUAL BASES OF THE CATEGORY "PEDAGOGICAL EFFICIENCY"
Background. In this article, the authors turn to the phenomenon of "pedagogical efficiency", which is gaining popularity in the scientific environment. The aim of the study. The relevance can be indicated by the following provision - at the moment, researchers of the problems of pedagogical efficiency do not have a single theoretical approach. Thus, the aim of the research is a conceptual analysis of the basics of "pedagogical efficiency" as a pedagogical category. Describing at the beginning of the modern features inherent in Russian education (following the humanistic paradigm, axeological orientation, health orientation), clarifies the area of research, namely modern educational technologies in the context of their pedagogical efficiency. Materials and research methods. However, the review of scientific sources allowed to establish that the concept of " pedagogical efficiency" can be considered in a narrow sense as the achievement of goals in the learning process; and in a more extended sense - it is an indicator of the ratio of results and costs of changes in the educational system. The authors found it expedient to reveal the essence of both interpretations. In revealing the pedagogical efficiency in the narrow sense, the authors turn to the conceptual, scientific, pedagogical and methodological foundations of modern educational technologies using the results of theoretical research of the problem and the study of the practical side. The analysis of the category through the decomposition of the educational process into components is carried out - a list of factors affecting the success of training is given, mainly personal-oriented educational technologies are affected. When working on the study, the authors used General scientific methods (synthesis, analysis, induction, deduction), as well as methods of scientific and pedagogical research (the method of expert assessments, the method of observation based on pedagogical experience). Results. So, the result of the study was a three-level system of division of the effectiveness indicator in the field of pedagogy. We propose to rank the indicator of pedagogical efficiency depending on the scale in which the degree of achievement of the planned goals is measured, that is, the value is determined.