Pedagogical potential of the technology of educational cycles of G.G. Levitas

the article is devoted to the assessment of the pedagogical potential of G.G. Levitas's educational cycle technology. Particular attention is paid to the study of its versatility and effectiveness for teaching not only mathematics but also other subjects. The objective of the study was to evaluate the impact of the technology on the strength of knowledge acquisition and overcoming academic failure in various subjects. Materials and methods of the study. During the longitudinal study (2022-2025) with the participation of 41 teachers and 1653 students, a combination of methods was used: a pedagogical experiment, testing, questionnaires, and content analysis. For statistical processing of the data, Student's t-test, variance analysis, and Pearson correlation analysis were used. A statistically significant increase in the strength of knowledge was found in all subjects (p<0.01), with the greatest effect in mathematics and the russian language. A strong negative correlation was found between the use of the TTC and the failure rate (r=-0.82), indicating a decrease in the proportion of failing students from 18.7% to 11.2%. The successful adaptation of the educational cycle technology tools to the content of various disciplines was demonstrated. G.G. Levitas's educational cycle technology possesses universal pedagogical potential and can be effectively adapted for teaching a wide range of subjects, ensuring improved quality of knowledge and a reduction in academic failure.

system-activity approach, technology of educational cycles, quality of education, strength of knowledge, academic failure, supporting notes, subject dictations, standardized independent work