Innovative pedagogical technologies in the learning process. Presentation on the topic: Innovative pedagogical technologies. Innovation Implementation Methods

The word innovation means "innovation", "innovation", "renewal". It is applicable to any area: science, medicine, education. In Western Europe, the concept of "pedagogical innovation" has been studied since the late 50s, in Russia the public began to show interest in them in the early 90s.

Modern education does not meet the needs of the information society. Schools do not develop basic competencies, do not teach students to learn and make discoveries. The system is still focused on "transferring" knowledge, rather than teaching it to seek.

This creates the need for the reformation of education, the transition to a new system, the active implementation of pedagogical innovations.

Pedagogical innovation: essence and goals

Pedagogical innovation is the process of developing, implementing, testing and evaluating innovations in the field of education that help to effectively achieve set goals.

Innovations and goals are closely related: the educational process changes over time, the labor market imposes new requirements on future employees, and training is being transformed, adapting to new goals, for the achievement of which new pedagogical methods, techniques and methods are needed.

The main criterion for innovation is its novelty and relevance.

Innovations in education help to achieve the following goals:

• Humanization, democratization of the educational process;
• Intensification of the cognitive activity of students;
• Increasing the efficiency of the organization of educational and educational work;
• Modifications of educational material in terms of methodology and didactics.

New approaches, which are actively introduced into the pedagogical process, help to realize the set goals. They are the basis for the development of new methods and techniques for working in educational institutions.

Innovative approaches in modern education

The teaching approach is a basic principle, a set of requirements and goals, which is the basis for new technologies.

The requirement of modern education is not to give students as much knowledge as possible, but to teach them to learn independently, not only to know, but also to be able to operate with the information received.

Pedagogical innovation is based on two key approaches:

• A student-centered approach implies orienting the educational process to the personality of each student / student. Modern pedagogy should take into account the unique experience and character of each student, develop his individuality and talents. The implementation of this approach includes reliance on the principles of choice (students can choose the areas they want to pursue), trust (no authoritarian pressure from teachers), creativity and success, subjectivity, individuality;
• The competence-based approach is new for the Russian school. He focuses on the result of learning, while the result is not a body of knowledge, but a set of skills, the student's ability to solve problems, conflicts, and act in different situations.

It doesn't matter how much the student knows. More important is his ability to react to changes, be flexible, manage emotions and be able to select the right information. This innovation requires a fundamental revision of the education system, reforming the principles of assessment and organization of education.

Based on these approaches, teachers and methodologists develop innovative pedagogical technologies - a set of techniques, methods and methods of knowledge transfer and assessment, which are being introduced into educational institutions.

New pedagogical technologies in the education system

Modern pedagogy offers such innovative pedagogical technologies.

Project work

Project work is a type of activity that helps to develop the creative abilities of students, to form in them the skills of working in a team. The purpose of the projects is to update and use in practice, expand and deepen the knowledge gained. Work on a project can take place individually, in pairs or in micro groups, it involves solving a problem, searching optimal solutions.

Schools actively use the integration of disciplines in projects, for example, they invite students to explore the interdisciplinary connections of language and literature, mathematics and chemistry, history and biology.

This innovation forms and develops complex thinking, the ability to analyze, establish connections and create new ideas, to see a holistic picture of the world.

Gaming technology

Games play several functions: entertainment, therapeutic, diagnostic, social. During the game, students are engaged in free developmental activities, receiving pleasure and effect not only from the result, but also from the process.

In the educational process, play is used as an element of a wider technology, as part of a lesson or extracurricular activity. A pedagogical game has a clearly formulated goal, which is presented in the form of a game problem, all participants in the game obey the previously prepared and voiced rules.

Distance learning

Distance learning is an innovation that is being actively implemented in European countries and the United States. On specially designed sites, courses are created, which include lecture cycles, assignments, and a schedule of face-to-face consultations with teaching. Students organize their own time and discipline themselves for self-study.

There are several sites where schools and universities offer different courses in free access (Universarium, Lectorium, from foreign ones - Coursera). Schools and universities are developing their own resources to help students and teachers interact and share experiences outside the walls of educational institutions.

Interactive technologies

Interactive technologies are techniques that help teachers and students switch places. By interacting in groups, working on information, students discover new opportunities for self-study. This is a whole complex of methods and techniques of work aimed at creating an activity in the process of which students interact with each other, work on solving a common problem.

Interactive technologies are implemented through the holding of seminars, debates, problem lectures, discussions in schools, where students can present their thoughts, learn to argue their opinion.

Portfolio

Portfolio helps to assess the dynamics of learning outcomes. It can be used to visualize learning achievements and discoveries. This innovation is realized through the following methods of information accumulation: electronic portfolios, “achievement folders”, “growth diaries”. They record all the developments, projects, collect materials that confirm participation in projects, discussions, the results of creative activity.

The listed technologies are used in an integrated manner, taking into account the main approaches. Choosing the technology, method and method of work, teachers take into account the personal characteristics of students, their inclinations and needs.

Modern pedagogical technologies.

At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, art (explanatory dictionary). There are many definitions of the concept of "educational technology". We will choose the following: this is such a structure of the teacher's activity, in which all the actions included in him are presented in a certain sequence and integrity, and the implementation presupposes the achievement of the required result and has a predictable character. Today there are over a hundred educational technologies.

Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:

The need for deeper accounting and use of psychophysiological and personal characteristics of trainees;

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systemic activity approach;

Ability to design the educational process, organizational forms interaction between teacher and student, providing guaranteed learning outcomes.

Why no innovations of recent years have given the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of a teacher, namely, the inability to choose the right book and technology, conduct an innovative experiment, and diagnose changes. Some teachers are not ready for innovation methodically, others - psychologically, and still others - technologically. The school was and remains focused on the assimilation of scientific truths embedded in programs, textbooks and teaching aids. Everything is backed by the dominance of the teacher's authority. The student remained a bondage subject of the learning process. In recent years, teachers have been trying to turn their faces to the student, introducing personality-oriented, humane-personal and other training. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. The positive motivation for learning has decreased, the children no longer show signs of curiosity, interest, surprise, desire - they do not ask questions at all.

One and the same technology can be carried out by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value typical for the given technology.

Sometimes the teacher-master uses elements of several technologies in his work, applies original methodological techniques. In this case, we should talk about the “author's” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowing. Creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the cognitive process in its developing state will always be the main reference point.

Traditional technology.

Positive sides

Negative sides.

The systematic nature of training. Orderly, logically correct presentation of educational material. Organizational clarity. The constant emotional impact of the teacher's personality. Optimal resource consumption for mass training.

Template construction. Irrational distribution of time in the lesson. In the lesson, only an initial orientation in the material is provided, and the achievement of high levels is shifted to homework. Students are isolated from communication with each other. Lack of independence. Passivity or visibility of student activity. Weak speech activity (average speaking time for a student is 2 minutes per day). Weak feedback. Lack of individual training.

Even the placement of students in the classroom at the desks in a traditional school does not contribute to the educational process - children are forced to see only the back of each other's heads all day. But all the time to contemplate the teacher.

At present, the use of modern educational technologies that ensure the personal development of a child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process can be considered as a key condition for improving the quality of education, reducing the workload of students, and more efficient use of class time.

Modern educational technologies include:

Developmental training;

Problem learning;

Multilevel training;

Collective training system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project teaching methods;

The technology of using game methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALLY - ORIENTED LEARNING.

Personally - oriented technologies put the student's personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, the realization of its natural potentials. A student in this technology is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personality-oriented lesson.

1. Designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the lesson.

2. The teacher's thought of opportunities for self-expression of students. Giving them the opportunity to ask questions, express original ideas and hypotheses.

3. Organization of the exchange of thoughts, opinions, assessments. Encouraging students to complement and analyze the answers of their peers.

4. Using subjective experience and reliance on the intuition of each student. Application difficult situationsarising in the course of the lesson as a field of application of knowledge.

5. Desire to create a situation of success for each student.

TECHNOLOGIES OF PERSONAL - ORIENTED LEARNING.

1. Technology of multilevel training.

The students' abilities were studied in a situation where the time for studying the material was not limited, and the following categories were identified:

Invalid; who are not able to achieve the pre-planned level of knowledge and skills even with a large expenditure of study time;

Talented (about 5%), who are often able to do something that everyone else cannot cope with;

About 90% of students whose ability to acquire knowledge and skills depends on the cost of study time.

If each student is given the time necessary for him, corresponding to his personal abilities and capabilities, then it is possible to ensure the guaranteed mastering of the basic core of the curriculum. This requires schools with level differentiation, in which the student flow is divided into mobile groups. Mastering the program material at the minimum (state standard), basic, variable (creative) levels.

Differentiation options.

Acquisition of classes of homogeneous composition with initial stage learning.

Intra-class differentiation in the middle level, carried out through the selection of groups for separate learning at different levels.

Collective peer learning technology.

Has several names: "organized dialogue", "work in pairs of a shift composition".

When working with this technology, three types of pairs are used: static, dynamic and variation. Let's consider them.

Static pair. In it, at will, two students are combined, changing the roles of "teacher" and "student"; two weak students, two strong, strong and weak, can do this on condition of mutual psychological compatibility.

Dynamic pair. Four students are selected and given an assignment in four parts; after preparing his part of the assignment and self-control, the student discusses the assignment three times, i.e. with each partner, and each time he needs to change the logic of presentation, accents, pace, etc., and therefore, to include the adaptation mechanism to the individual characteristics of his comrades.

Variation pair. In it, each of the four members of the group receives his task, performs it, analyzes it together with the teacher, conducts mutual learning according to the scheme with the other three comrades, as a result, each learns four portions of educational content.

Benefits of peer learning technology:

as a result of regularly repeated exercises, the skills of logical thinking and are improved. understanding;

in the process of mutual communication, memory is switched on, there is a mobilization and actualization of previous experience and knowledge;

Each student feels relaxed, works at an individual pace;

The responsibility increases not only for one's own successes, but also for the results of collective work;

There is no need to restrain the pace of classes, which has a positive effect on the microclimate in the team;

an adequate self-esteem of the individual, their capabilities and abilities, merits and limitations is formed;

discussion of one information with several replaceable partners increases the number of associative links, and therefore, provides a more solid assimilation

Cooperation technology.

Assumes teaching in small groups. The main idea of \u200b\u200blearning in cooperation is to study together, and not just help each other, be aware of their successes and the successes of their comrades.

There are several options for organizing training in collaboration. The basic ideas inherent in all options for organizing the work of small groups. - common purpose and objectives, individual responsibility and equal opportunities for success.

4. Modular learning technology

Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.

A module is a target functional unit that combines educational content and technology for mastering it. The content of training is "preserved" in complete independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose help for each of them, change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complicated didactic tasks, providing input and intermediate control, which allows the student, together with the teacher, to manage the teaching. The module consists of a series of lessons (two and four lessons). The location and number of cycles in the block can be any. Each cycle in this technology is a kind of mini-block and has a rigidly defined structure.

INNOVATIVE TECHNOLOGIES

Any pedagogical technology has means that activate and intensify the activities of students; in some technologies, these means constitute the main idea and the basis for the effectiveness of results. These include the technology of promising - advanced learning (S.N. Lysenkova), game, problem, programmed, individual, early intensive training and improvement of general educational skills (A.A.Zaitsev).

Advanced learning technology.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for the development of children in learning; error prevention, not work on already committed mistakes; differentiation, i.e. availability of tasks for everyone; indirect learning (through a knowledgeable person to teach the ignorant).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions of the program, one must be ahead of their introduction into the educational process. Thus, a difficult topic can be touched upon in advance in some connection with the material being studied at the moment. A promising (following after the studied) topic is given at each lesson in small doses (5-7 minutes). At the same time, the topic is revealed slowly, consistently, with all the necessary logical transitions.

The discussion of the new material (promising topic) involves first strong, then average, and only then weak students. It turns out that all children teach each other a little bit.

Another feature of this technology is commented management. It unites three actions of a student: thinking, speaking, writing. The third "whale" of the S.N. Lysenkova - supporting schemes, or simply supports, are conclusions that are born before the eyes of students in the process of explanation and design in the form of tables, cards, drawings, drawings. When a student answers a teacher's question using support (reads the answer), stiffness and fear of mistakes are removed. The scheme becomes an algorithm of reasoning and proof, and all attention is directed not to memorizing or reproducing what is given, but to the essence, thinking, and awareness of cause-and-effect relationships.

Game technologies.

Play, along with work and learning, is one of the activities not only of a child, but also of an adult. In the game, the conditions of situations, some kind of activity, social experience are recreated, and as a result, self-management of their behavior is formed and improved. In a modern school, which relies on the activation and intensification of the educational process, play activity is used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular work.

The place and role of game technology, its elements in the educational process largely depend on the teacher's understanding of the function of the game. The effectiveness of didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Play activities include games and exercises that form the ability to highlight the main characteristic features of objects, compare, contrast them; games that develop the ability to distinguish real from unreal phenomena, educate the ability to control oneself, quick reaction, ear for music, ingenuity, etc.

Business games came to school from the life of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and forming general educational skills. The game allows students to understand and study the teaching material from different perspectives. Such games are subdivided into simulation, operational, role-playing, etc.

In imitations, the activities of any organization, enterprise or its subdivision are imitated. Events, specific activities of people (business meeting, discussion of a plan, conducting a conversation, etc.) can be imitated.

Operating rooms help to practice the implementation of specific specific operations, for example, the skill of public speaking, writing an essay, solving problems, conducting propaganda and agitation. C) Quiet games simulate the corresponding workflow. They are conducted in conditions that mimic real ones.

In role-playing, tactics of behavior, actions, performance of functions and duties of a particular person are worked out. For such games, a scenario of the situation is developed, the roles of the characters are distributed among the students.

Unlike games in general, pedagogical play has an essential feature - a clearly defined goal of teaching and a corresponding pedagogical result. Functions of the game in the educational process are to provide an emotionally uplifted environment for the reproduction of knowledge, facilitating the assimilation of the material. In the learning process, the game simulates life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of the characters - in reading lessons, history. For example, when studying the topic "Clothes at different times", children receive homework on history: dress paper dolls in clothes of different eras, cut out of paper, paint, come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory. Includes scenario development - conditional display of a situation and an object. The script includes: educational purpose of the lesson, characteristics
problems, justification of the task, business game plan, description of the procedure, situations, characteristics of the characters.

2. Putting into the game. The participants, the conditions of the game, experts, the main goal are announced, the statement of the problem and the choice of the situation are justified. Packages of materials, instructions, rules, installations are issued.

3. The process of the game. With its beginning, no one has the right to interfere and change the course. Only the leader can correct the actions of the participants if they go away from the main goal of the game.

4. Analysis and evaluation of the results of the game. Speeches by experts, exchange of views, students' defense of their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, formulates the final result of the lesson.

Problem learning technologies

Such training is based on students gaining new knowledge while solving theoretical and practical problems in the problem situations that arise for this. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, the independent derivation of the law of physics, spelling rules, mathematical formula, method of proving a geometric theorem, etc. Problem-based learning includes the following stages:

• awareness of the general problem situation;
• its analysis, the formulation of a specific problem;
• decision (putting forward, justifying hypotheses, consistently testing them)
• checking the correctness of the solution.
  The "unit" of the educational process is the problem -

hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which the student does not know the answer creates a genuine problem situation. Questions like: "What is the number of residents in Moscow?" or "When was the Battle of Poltava?" are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book, an encyclopedia without any thought process. An easy task for the student is not a problem (for example, calculating the area of \u200b\u200ba triangle if he knows how to do it).

There are such rules for creating problem situations.

1. Students are given a practical or theoretical task, the implementation of which will require the discovery of knowledge and mastering new skills.

2. The task must correspond to the intellectual abilities of the student.

3. The problematic task is given before the explanation of the new material.

4. Such tasks can be: assimilation, question formulation, practical actions.

The same problematic situation can be caused different types assignments.

There are four levels of problematic learning.

1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).

2. The teacher poses a problem, students independently or under his guidance find a solution; he also directs independent searches for solutions (partial search method).

3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem (research method).

4. The student himself poses the problem and solves it himself (research method).

In problem learning, the main thing is the research method - such an organization of educational work in which students get acquainted with scientific methods of obtaining knowledge, master the elements of scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern for themselves.

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they have acquired turns into beliefs; they feel a sense of deep satisfaction, confidence in their capabilities and strengths; self-acquired knowledge is more solid.

However, problem learning is always associated with difficulties for the student; it takes much more time to comprehend and search for solutions than with traditional teaching. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.

DEVELOPMENTAL TRAINING

The developmental teaching methodology is a fundamentally different construction of educational "activity, which has nothing in common with reproductive learning based on training and memorization. The essence of its concepts is to create conditions when the development of a child turns into the main task for both the teacher and the student himself. The way of organization, content, methods and forms of developmental education are focused on the all-round development of the child.

With such training, children not only master knowledge, skills and abilities, but first of all learn the ways of their independent comprehension, they develop a creative attitude to activity, develop thinking, imagination, attention, memory, will.

The core idea of \u200b\u200bdeveloping learning is the anticipatory development of thinking, which ensures the child's readiness to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. A characteristic feature of productive thinking in comparison with reproductive thinking is the ability to independently discover knowledge. Creative thinking characterizes the highest level of human development. It is aimed at achieving a result that no one has ever achieved before; the ability to act in different ways in a situation where it is not known which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

Mastering the methods of assimilating knowledge lays the foundation for the activity of a person and his awareness of himself as a cognizing subject. The emphasis should be on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the learning result, what mental operations and in what sequence he performed for this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection of the process of educational activity.

A distinctive feature of developmental education is the absence of traditional school marks. The teacher evaluates the work of students according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced using clear criteria received from the teacher. The student's self-assessment precedes the teacher's assessment; if there is a large discrepancy, it is consistent with him.

Having mastered the self-assessment methodology, the student himself determines whether the result of his educational actions corresponds to the final goal. Sometimes the test work specifically includes material that has not yet been studied in the lesson, or problems that are solved in a way not known to the child. This makes it possible to evaluate the formed learning skills, to determine the ability of children to evaluate what they know and what they don’t know, to follow the development of their intellectual abilities.

Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of teaching is actually based on dialogue communication both between the teacher and students, and between them.

Interaction of the parties to the educational process

The following recommendations can be made on the methods of interaction between the participants of the educational process in the mode of developmental education.

1. The traditional for modern school version of didactic communication "teacher-student" is used only for posing a problem.

1. Work in pairs "student-student". She is especially important
   on in the field of self-control and self-esteem.
2. Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
3. Intergroup interaction, organized by communication, the derivation of general patterns, the formulation of fundamental provisions necessary for the next stage of work.
4. Discussion of a particular problem by the student with his parents, and in the next lesson, a story in the class about this, the students' point of view on the problem.
5. Individual student work, including mastering the techniques of independent search for knowledge, solving problematic creative tasks.

The teacher's actions in the educational process of a traditional school resemble a guide through an unfamiliar area. In a developing school, the emphasis is shifted to the actual educational activities of students, and the main task of the teacher becomes a kind of "service" teaching of schoolchildren.

Functions of the teacher in developing education

1. The function of ensuring individual goal-setting, i.e. ensuring that the student understands why it is necessary to do this, what expected result to focus on. The goal of the teacher's activity should be consistent with the goal of the student's activity.

1. Follow-up function. In order to direct the teaching of schoolchildren from within, the teacher must become a direct participant in the general educational search action.

The function of providing reflexive actions to students
kov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, to anticipate the results obtained, etc.

As you can see, the focus of the teacher is not on the explanation of the new material, but on the search for methods for the effective organization of educational and cognitive activity of schoolchildren to obtain it. For a teacher, not the result itself is of great value (does the student know or does not?), But the student's attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve the desired.

The basis of the structure of the educational process in the developmental education system is the educational cycle block of classes. The educational cycle is a system of tasks that guide the activities of students, from setting goals to modeling theoretical generalizations and their application in solving particular practical issues.

The typical scheme of the educational cycle consists of orientation-motivational, search and research, practical (application of the results of activities in the previous stages) and reflective-evaluative acts.

The indicative motivational act includes the joint setting of the educational task with the children, the motivation of students for the upcoming activity. At this stage, it is necessary to achieve the emergence in children of a feeling of conflict between knowledge and ignorance. This conflict is understood as the next educational task or problem.

In the search and research act, the teacher leads the students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and fix them in a model form that is convenient for memorization.

The reflexive-evaluative act involves the creation of conditions when the student himself makes demands on himself. The result of reflection is the student's awareness of the insufficiency of the available methods of mental actions or knowledge.

TECHNOLOGIES OF DEVELOPING TRAINING.

The most famous and popular is the system of developmental education of L.V. Zankov, technology by D.B. Elko-nina-V.V. Davydov, technologies for the development of creative personality traits, etc.

The use of these technologies requires special training of a teacher who is ready to work in a constant experiment, since each of them has to be constantly adapted not only to different ages of children, but also to different initial levels of their development.

Let us consider the ways of implementing these technologies in the educational process.

The system of developing education L.V. Zankova

Its main principles are as follows:

• training must be conducted at a high level of difficulty;
• theoretical knowledge should play a leading role in teaching;
• progress in the study of the material is provided at a rapid pace;
• students themselves should be aware of the course of mental actions;
• to seek the inclusion of the emotional sphere in the learning process;
• the teacher must pay attention to the development of each student.

L.V. system Zankova assumes the formation of a cognitive interest in schoolchildren, a flexible structure of the lesson, building the learning process "from the student", intensive independent activity of students, collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.

The central place is occupied by work on a clear delineation of the different features of the objects and phenomena under study. Each element is assimilated in connection with another and within a certain whole. The dominant principle in this system is the inductive path. By means of a well-organized comparison, they establish in what things and phenomena are similar and in what they are different, differentiate their properties, sides, relations. Then different sides and properties of phenomena are distinguished.

The methodological goal of any lesson is to create conditions for the manifestation of students' cognitive activity. The features of the lesson are:

1. The organization of cognition is "from the students", ie what they know or don't know.
2. The transformative nature of the student's activity: they compare, group, classify, draw conclusions, find out patterns.
3. Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of unexpectedness of the task, the inclusion of an orientation-research reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search, guided by a teacher, which is provided with questions that awaken the independent thought of students, preliminary homework.
5. Creation of pedagogical situations of communication in the lesson, allowing each student to show initiative, independence, selectivity in ways of working; creating an environment for natural self-expression of the student.
6. Flexible structure. The highlighted general goals and means of organizing a lesson in the technology of developing education are concretized by the teacher depending on the purpose of the lesson, its thematic content.

Elkonin-Davydov technology

It focuses on the formation of theoretical thinking in schoolchildren. They learn and get used to understand the origin of things and phenomena of matereal world, abstract concepts reflecting their interconnection, verbally formulate their vision of various processes, including theoretical thinking itself.

The educational process is aimed at obtaining internal results, characterized by the achievement of an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator capable of reflective consideration of the grounds for his own actions. At each lesson, the teacher organizes collective thinking activities - dialogues, discussions, business communication of children.

At the first stage of training, the main is the method of learning tasks, at the second - problem learning. The quality and volume of work is assessed in terms of the subjective capabilities of students. The assessment reflects the personal development of the student, the perfection of his educational activities.

The peculiarities of the content of education are reflected in a special structure of the academic subject that simulates the content and methods of the scientific field, organizing the child's cognition of theoretically essential properties and relations of objects, the conditions of their origin and transformation. The system of theoretical knowledge is based on meaningful generalizations. It can be:

• the most general concepts of science, expressing cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
• concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
• theoretical images obtained through mental operations with abstract objects.

Ways of mental actions, thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (associated with the study of the nature of the concepts themselves).

The formation of the basic concepts of the subject in students is built as a spiral movement from the center to the periphery. In the center there is an abstract-general idea of \u200b\u200bthe concept being formed, and at the periphery this idea is concretized, enriched and finally turns into a formulated scientific-theoretical one.

Let's look at an example. The teaching of the Russian language is based on the phonemic principle. The letter is regarded as a sign of a phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interrelated meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered the sound analysis of a word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

Performing various educational activities for the analysis and transformation of phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.

The peculiarities of the methodology in this system are based on the organization of purposeful educational activity. Purposeful educational activity (MCC) differs from other types of educational activity primarily in that it is aimed at obtaining not external, but internal results, at achieving a theoretical level of thinking. MCC is a special form of child activity aimed at changing himself as a subject of learning.

The teaching methodology is based on problematization. The teacher not only informs the children of the conclusions of science, but, whenever possible, leads them along the path of discovery, makes them follow the dialectical movement of thought to the truth, makes them accomplices in scientific research.

The educational task in the technology of developmental education is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to an educational problem consists in finding a common mode of action, a principle for solving a whole class of similar problems.

In developing teaching, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher's subjective idea of \u200b\u200bthe student's feasibility, accessibility of knowledge to the student, but from the point of view of the student's subjective capabilities. The assessment should reflect his personal development, the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the teacher's task is not to bring everyone to a certain predetermined level of knowledge, abilities, skills, but to bring the personality of each student into the development mode.

Bibliography.

Salnikova T.P. Pedagogical technologies: Tutorial / M.: TC Sphere, 2005.

Selevko G.K. Modern educational technologies. M., 1998.

Let's start our analysis by fixing a number of peculiar myths of “innovativeness” or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; second, that innovation and production, the creation of innovations (innovations) are also one and the same, then it is TRIZ (theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be mono-subject.

In fact, innovation (in-nove) appears in the Latin language somewhere in the middle of the 17th century and means the entry of the new into a certain sphere, implantation into it and the generation of a number of changes in this area. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to rotate innovation into a certain social practice, and not an object at all.

Innovation activity in its most complete development presupposes a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:

● research activities aimed at gaining new knowledge about how something can be ("discovery"), and how something can be done ("invention");

● project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, in given conditions, it is necessary to act in order to get what can or should be (“innovative project”);

● educational activities, aimed at the professional development of subjects of a certain practice, at the formation of each personal knowledge (experience) about what and how they should do so that the innovative project is embodied in practice ("implementation").

What is it today " innovative education"? - This is an education that is capable of self-development and which creates conditions for the full development of all its participants; hence the main thesis; innovative education is a developing and developing education.

What is “innovative educational technology”? It is a complex of three interrelated components:

1. The modern content that is transmitted to students involves not so much the development of subject knowledge as development competenciesadequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods of forming competencies based on the interaction of students and their involvement in the educational process, and not only on passive perception of the material.
3. Modern training infrastructure, which includes information, technological, organizational and communication components, allowing you to effectively use the advantages of distance learning.

At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. Nevertheless, the following are the most characteristic innovative technologies.

1. Information and communication technologies (ICT) in subject learningThe introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to the informatization of the consciousness of students and their understanding of informatization processes in modern society (in its professional aspect). Awareness of the emerging tendency in the process of school informatization is of great importance: from the development of basic information about computer science by schoolchildren to the use of computer software in the study of general education subjects, and then to the saturation of the structure and content of education with informatics elements, the implementation of a radical restructuring of the entire educational process based on the use of information technologies. As a result, new information technologies appear in the school methodological system, and school graduates are trained to master new information technologies in their future work. This direction is implemented through the inclusion of new subjects in the curriculum aimed at studying computer science and ICT. Application experience has shown: a) the information environment of an open school, including various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially using method of projects; b) the informatization of education is attractive for the student in that the psychological stress of school communication is removed by the transition from subjective relations "teacher-student" to the most objective relations "student-computer-teacher", the efficiency of student work increases, the share of creative works, the possibility of obtaining additional education on the subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized;

c) informatization of teaching is attractive for the teacher in that it allows increasing the productivity of his labor, increases the general information culture of the teacher.

Currently, we can quite definitely talk about several types of design.

First of all, it is psychological and pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as mastering the norms of community in different types of community of people.

Further is socio-pedagogical design educational institutions and developing educational environments adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and development prospects of a particular region of Russia.

And finally, actually pedagogical design - as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

It is here that a special task of design and research activities arises to ensure the transition from traditional education (traditional school, traditional management systems, traditional training and education) to innovative education that implements the general principle of human development.

So, in developmental psychology, special design of age standards (as a certain complex of the child's individual abilities in a specific age interval) and development criteria at different stages of ontogenesis is necessary.

In developmental pedagogy, it is the design of developing educational programs that are adequate to age norms, translated into the language of educational technologies, i.e., through WHAT? And How? this development will continue.

In educational practice, this is the design of child-adult communities in their cultural-activity specificity, that is, the design of an educational space where this development can be carried out.

In other words, the design of a system of developing and developing education is possible if simultaneously carried out: psychological research of age-normative models of personality development, pedagogical design of educational programs and technologies for implementing these models, co-organization of all participants in the educational process, design of conditions for achieving new goals of education and means of solving problems development.

There are probably hundreds of examples of design work that is being carried out in modern domestic education. Let's designate just a few types of such work:

● at the level of an individual teacher - this is the design of educational programs that include educational, educational, pedagogical subprograms;

● at the level of the head of the educational structure - this is the design of the type of education provided by a system of specific educational programs;

● at the level of management in education - this is the design of programs for the development of educational structures of various types, the set of which is adequate to the existing contingent of children, pupils, students;

● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.

2. Personally - oriented technologies in teaching a subject

Personality-oriented technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The child's personality in this technology is not only a subject, but also a subject priority;she happens to be aimeducational system, and not a means to achieve any abstract goal. It manifests itself in the development of individual educational programs by students in accordance with their capabilities and needs.

3. Information and analytical support of the educational process and management

quality of student education

The use of such an innovative technology as an information-analytical methodology for managing the quality of education allows you to objectively, impartially trace the development in time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool in preparing classroom - generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of a single teacher.

4 . Intellectual development monitoring

Analysis and diagnostics of the quality of learning of each student using testing and graphing the dynamics of progress.

5 . Educational technologies as a leading mechanism for the formation of a modern student

It is an integral factor in today's learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events according to national traditions, theater, centers of children's creativity, etc.

6. Didactic technologies as a condition for the development of educational process of educational institutions

Here, both already known and proven techniques can be implemented, as well as new ones. These are independent work with the help of a textbook, play, design and defense of projects, training with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice ...

7. Psychological and pedagogical support for the introduction of innovative technologies

in the educational process of the school

A scientific and pedagogical substantiation of the use of certain innovations is assumed. Their analysis on methodological councils, seminars, consultations with leading experts in this field.

Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in educational institution, the ability of the teaching staff to perceive these innovations, the material and technical base of the institution.

New educational standards introduce new direction of valuation - assessment of personal achievements. This is implementation related humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of an assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, responsibility.

Therefore, in the standards, the final grade of the student is included and cumulative assessment characterizing the dynamics of individual educational achievements throughout the years of schooling.

The optimal way to organize the cumulative assessment system is portfolio ... This is the way recording, accumulation and evaluation of works, the student's results, indicating his efforts, progress and achievements in various areas over a period of time. In other words, it is a form of fixing self-expression and self-realization. The portfolio provides a transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and does not know how to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, including quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of the assessment replenishment.

Technology portfolio implements the following functions in the educational process:

● diagnostic (changes and growth (dynamics) of indicators for a certain period of time are recorded);

● goal setting (supports educational goals formulated by the standard);

● motivational (encourages students, teachers and parents to interact and achieve positive results);

● developing (ensures the continuity of the process of development, training and education from class to class);

should still add:

● training (creates conditions for the formation of the foundations of qualimetric competence);

● corrective (stimulates development within the framework conventionally set by the standard and society).

For the student the portfolio is the organizer of his educational activities, for teacher - a feedback tool and a tool for evaluating activities.

Several portfolio types ... The most popular are the following:

● portfolio of achievements

● portfolio - report

● portfolio - self-assessment

● portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)

Choicethe type of portfolio depends on the purpose of its creation.

Distinctive feature portfolio is its personality-oriented nature:

● the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;

● the student collects material;

● the evaluation of results is based on self-assessment and mutual assessment

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and way of self-assessment and self-report. Reflection- the process of cognition based on self-observation of one's own inner peace. /Ananiev B.G. Man as a subject of knowledge. - L. - 1969./ "psychological mirror of oneself".

In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.

Pupil must learn :

● select and evaluate information

● accurately determine the goals that he would like to achieve

● plan your activities

● give assessments and self-assessments

● track your own mistakes and correct them

In this context, we consider the portfolio as one of the techniques that most correspond to the tasks of the technology for the development of critical thinking. It is he who combines the capabilities of the most important strategy of technology for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-education.

The best way to become familiar with portfolio technology is through practical implementation.

A fundamental distinction must be made between the concepts "Novation"and "innovation". The basis for such a distinction should be the specific forms, content and scale of transformative activities. So, if the activity is short-term, does not have a holistic and systemic character, sets as its task the renewal (change) of only individual elements of a certain system, then we are dealing with an innovation. If an activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of this system or its fundamental transformation, we are dealing with innovation. You can introduce a number of more specific criteria for distinguishing between these two concepts.

Additional differences in the conceptual apparatus of innovation can be realized if we build a scheme for the full cycle of the emergence and implementation of any innovation in a particular social practice:

● a source of innovation (science, politics, production, economics, etc.);

● innovative proposal (innovation, invention, discovery, rationalization);

● activities (technology) for the implementation of the innovation (training, implementation, broadcast);

● innovation process (forms and ways of rooting innovation in practice);

● a new type or new form of social practice.

Here is just one example deploying a full cycle of innovative transformations - from the history of Russian education:

● source of innovation - the level of development of educational and developmental psychology in the USSR in the 50s;

● an innovative proposal - the research team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking in younger students;

● implementation technology - fundamentally new learning programs in basic subjects in primary school;

● innovation process - the opening of laboratories and experimental schools in different regions of the country for the formation of educational activities in primary school age;

● a new form of practice - the "system of developmental education" as a new type of educational practice.

In conclusion, let us ask ourselves - does Russian education have any prospects for transition to the mode of innovative development and self-development? And if so, under what conditions is it possible? Let us note three types of such conditions in three spheres of providing innovative education.

In science, these prospects are associated with more ambitious than today, the grounds for the implementation of the main directions of design and research activities; first of all, these are the humanitarian and anthropological foundations of the formation and development of a person in the educational space. Only in this case, meaningful methodology for designing and researching innovative education is possible; general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of various-scale innovative educational projects.

In the vocational education system and professional development:

● this is a consistent introduction to the content of education, the culture of designing innovative educational practices;

● it is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work;

● this is the development of the norms and culture of managing the development of education, the activities of professional pedagogical teams.

In the field of educational policy:

● it is responsible state and public support for scientific projects and programs related to the design of innovative developing and developing education in Russia.

Classification of innovative technology PORTFOLIO

1. In relation to the structural elements of educational systems

● in control, in the evaluation of results

2. In relation to the personal formation of subjects of education

● in the development of certain abilities of students and teachers,

● in the development of their knowledge, abilities, skills, methods of activity, competencies

3.In the field of pedagogical application

● in the educational process

4. By types of interaction of participants in the pedagogical process

● in collective learning (student-centered)

Individual, frontal, group form

● in family education

5. By functionality

● product innovations (pedagogical tools, projects, technologies, etc.)

6. By methods of implementation

● systematic

7. By the scale of distribution

● internationally

● at school

● at the federal level

8. Highlighting the sign of the scale (volume) of the innovation

● systemic, covering the entire school or the entire university as an educational system

9. According to social and pedagogical significance

● in educational institutions of any type

10. Based on innovation potential

● combinatorial

● innovations

11. In relation to its predecessor

● substitute

● opening

The innovative potential of an educational institution

is determined when analyzing an educational institution in the following positions:

1. The focus of innovation on changing educational needs addressed to an educational institution, social order

● Aimed at changing the goals, content, organization technology, approaches to assessing the educational results of students

● Integration of teaching, learning and assessment; combining the quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity

● Solving important pedagogical problems:

Create an emotionally comfortable educational environment

Maintain high academic motivation of schoolchildren

Encourage their activity and independence

Expand learning and self-study opportunities

Develop students' reflective and evaluative skills

Form the ability to learn - set goals, plan and organize your own learning activities

Develop communication skills and abilities

Inform students and their parents about the various options for choosing an educational route

1. Orientation of innovation to solving the problems of an educational institution

● Changing the way of teaching, searching for new forms of organizing the learning process, changing requirements for performance, and in general - for the quality of education

● Form of continuous assessment in the process of continuing education

● Portfolio of a teacher - as an alternative form of assessing his professionalism and performance during the examination for compliance with the declared qualification category

● Active involvement of parents in the process of learning and teaching of the child (more adequate assessment of both the strengths and weaknesses of their child and more active cooperation with the school)

1. Resource opportunities of the educational institution

● Systematic work to improve the qualifications of teachers

● Experience in creating an electronic portfolio

● Networked computer equipment of classrooms (3 computer labs, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the course

Work folder

Official Portfolio Forms (Appendix to Grade 9 Certificate)

Diagnostic materials

Tables and diagrams for maintaining the "Working folder"

Student Aids and Instructions

Sample options for classes with students

1. The relationship between innovation and the achievements and competitive advantages of an educational institution for the period preceding the current innovation cycle of development

● A promising form of presentation of the individual orientation of the educational achievements of a particular student, which meets the tasks of pre-profile training and in the future - profile training

● Optimization of mechanisms for the formation of 10 profile classes

1. assessment of the innovative environment in an educational institution, the innovative potential of the team, potential growth points

● OU has long been looking for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment

(used in practice-oriented education and provides for the assessment of the formation of the skills and abilities of students in the conditions of placing them in a situation as close as possible to real life)

● Many methodological findings have been accumulated, pedagogical technologies have already been developed to get rid of obsessive labels such as "weak C grade" or "strong good"

1. initial forecast of perception of possible innovations in the community of an educational institution, possible resistance to changes

● Implementation requires both the teacher and the student of new organizational and cognitive skills

● Study time issue: takes longer to implement than traditional grading systems

● Real assessment of the capabilities and readiness of students, teachers, parents in providing materials to record the dynamics of his individual progress

Shifting the teaching focus from assessment to self-assessment

Students have poorly developed motivation for achievement, there are difficulties in setting goals, self-planning and organizing their own educational activities, the ability to systematize and analyze their own collected material and experience

Lack of preparation of parents to understand the importance and significance of the portfolio as a document confirming the level of students' knowledge and do right choice further training profile

For all positions, the article provides an analysis of a specific educational institution (GOU gymnasium No. 116 of the Primorsky district of St. Petersburg)

Bibliography:

1. Amonashvili Sh.A. The upbringing and educational functions of assessing the teaching of schoolchildren. M .: Education. - 1984
2. Voinilenko N.V. Improvement of control and evaluation processes as a factor in quality management of initial general education... // The world of science, culture, education. - No. 4 (23) - 2010. - p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb .: Alliance "Delta". - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M .: Education. - 2010
5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb .: SPb GUPM. - 2002, 2003
6. Kotova S.A., Prokopenya G.V. Portfolio system for a new primary school. // Public education. - No. 5. - 2010. - p.185-191
7. E.V. Mettus Live evaluation: The program "Portfolio at school" M .: Globus, 2009. - 272p.
8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the system of teacher training. SPb .: KARO. - 2008
9. Federal state educational standards of primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. - M .: Education. - 2009

Khamidullina Dinara Ildarovna, SBEI NPO PL No. 3, Sterlitamak RB, teacher of mathematics

Modern innovative educational technologies

Currently, the teaching methodology is going through a difficult period associated with a change in the goals of education, the development of Federal state educational standards based on a competence-based approach. Difficulties also arise due to the fact that the basic curriculum reduces the number of hours for the study of individual subjects. All these circumstances require new pedagogical research in the field of teaching methods of subjects, the search for innovative means, forms and methods of teaching and upbringing associated with the development and implementation of innovative educational technologies in the educational process.

For a skillful and conscious choice from the existing bank of pedagogical technologies exactly those that will achieve optimal results in teaching and upbringing, it is necessary to understand the essential characteristics of the modern interpretation of the concept of "pedagogical technology".

Pedagogical technology answers the question "How to teach effectively?"

Analyzing the existing definitions, one can single out the criteria that constitute the essence of pedagogical technology:

defining learning objectives (why and for what);

selection and structure of content (what);

optimal organization of the educational process (as);

methods, techniques and teaching aids (With using what);

as well as taking into account the required real level of qualification of the teacher (Who);

and objective methods for assessing learning outcomes (Is it so).

Thus,“Pedagogical technology” is such a structure of the teacher's activity in which the actions included in it are presented in a certain sequence and presuppose the achievement of the predicted result.

What is “innovative educational technology”? It is a complex of three interrelated components:

The modern content that is transmitted to students involves not so much the development of subject knowledge as developmentcompetencies adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.

Modern teaching methods are active methods of forming competencies based on the interaction of students and their involvement in the educational process, and not only on passive perception of the material.

Modern training infrastructure, which includes information, technological, organizational and communication components, allowing you to effectively use the advantages of distance learning.

Today, there is no generally accepted classification of educational technologies in Russian and foreign pedagogy. Different authors approach the solution of this topical scientific and practical problem in their own way.

Innovative directions or modern educational technologies in the Priority National Project "Education" include: developing education; problem learning; multilevel training; collective learning system; problem solving technology; research teaching methods; project teaching methods; modular learning technologies; lecture-seminar-credit training system; use of gaming technologies in teaching (role-playing, business and other types of educational games); learning in collaboration (team, group work); information and communication technologies; health-saving technologies.

Other sources highlight:

Traditional technologies : referring to traditional technologies various types of training sessions, where any system of means can be implemented that ensure the activity of each student on the basis of a multi-level approach to the content, methods, forms of organizing educational and cognitive activities, to the level of cognitive independence, transferring the relationship of the teacher and the student to parity and much more.

Classroom teaching technology - ensuring the systematic assimilation of educational material and the accumulation of knowledge, skills and abilities.

Interactive technologies or rgroup learning technologies (work in pairs, teams of permanent and replacement staff, frontal work in a circle). Formation of personality, sociable, tolerant, possessing organizational skills and able to work in a group; increasing the efficiency of assimilation of program material.

Game technology (didactic game). Mastering new knowledge based on the application of knowledge, skills and abilities in practice, in cooperation.

(educational dialogue as a specific type of technology, technology of problem (heuristic) learning. The acquisition of knowledge, skills and abilities by students, the development of methods of independent activity, the development of cognitive and creative abilities.

Advanced learning technology. Achievement by students of the compulsory minimum of educational content. Learning how to solve problems, the skills of considering opportunities and using knowledge in specific situations. Providing opportunities for each student to independently determine the ways, methods, means of finding the truth (result). Promote the formation of methodological competence. Formation of the ability to independently solve problems, search for the necessary information. Learning how to solve problems.

Workshop technology. Creation of conditions conducive to understanding by students of the goals of their lives, awareness of themselves and their place in the world around them, self-realization in joint (collective) search, creativity, research activities.

Research technology (project method, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activities (setting an educational problem, formulating a topic, choosing research methods, proposing and testing a hypothesis, using various sources of information in the work, presentation of work performed).

ESM (electronic educational resources,including ICT - technologies ). Training to work with different sources of information, readiness for self-education and possible change in the educational route.

Pedagogy of cooperation. Implementation of a humane and personal approach to a child and creation of conditions for a conscious choice by students of an educational route.

The technology of carrying out collective creative affairs. Creation of conditions for self-realization of students in creativity, research activities, a team of students. Involvement of students in the discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation of organizational skills of students.

Methods active learning (MAO) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independently, proactively and creatively master the educational material in the process of cognitive activity

Communication technologies

Portfolio technology

Developing critical thinking

Modular training

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Each teacher needs to navigate a wide range of modern innovative technologies, school ideas, directions, not waste time discovering what is already known. Today, it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. Moreover, this was reflected in job descriptions, in certification materials. The use of innovative educational technologies is one of the criteria for assessing the professional activity of a master of a p / o and teacher.

Therefore, we need more intensive implementation of technologies for our conditions. Of course, we do not have enough time, funds or even knowledge to apply some of them, since modern technologies use the latest achievements of science, technology, psychology, etc. But elements of technology are readily available.

Most of the technologies were considered repeatedly at previous pedagogical councils, training seminars (Appendix 2). Therefore, we will consider technologies less known to us.

Interactive learning technology

or group learning technology

Interactive technologies or group learning technologies are learning based on interactive forms of the cognition process. These are group work, educational discussion, game modeling, business game, "brainstorming", etc.

These forms of learning are important for learners, as they allow everyone to participate in the discussion and solution of the problem, to listen to other points of view. The development of communicative skills and abilities of students occurs both in the communication of microgroups and in the dialogue between groups.

This form of training is psychologically attractive for students, it helps to develop the skills of cooperation, collective creativity. The trainees are not observers, but solve difficult problems themselves. Each group finds interesting arguments to defend their point of view.

The organization of group interactions in educational activities can be different, but it includes the following stages:

individual work;

work in pairs;

making group decisions.

Groups are organized at the discretion of the teacher or "at will". It is taken into account that a weak learner needs not so much a strong one as a patient and benevolent interlocutor. You can place learners with opposing views to make the discussion of the problem lively and interesting. There are also "positions" in groups: observer, sage, keeper of knowledge, etc., while each of the students can visit one or another role.

Through work in permanent and temporary micro-groups, the distance between students is reduced. They find approaches to each other, in some cases they discover tolerance in themselves and see its benefits for the cause in which the group is engaged.

Only a non-standard formulation of the problem forces us to seek help from each other, to exchange points of view.

A working lesson map is periodically drawn up. It contains:

the question the group is working on;

list of participants;

self-esteem of each participant from the point of view of the group.

For self-assessment and assessment, precise criteria are given in the map so that no significant disagreements arise. Children willingly join in the assessment of the oral and written answers of classmates, i.e. take on the role of an expert.

Those. the use of interactive learning technology affectsfthe formation of a sociable, tolerant personality with organizational skills and able to work in a group; increasing the efficiency of assimilation of program material.

Case method

In the context of interactive learning, a technology has been developed that has received the name CASE STUDY or CASE METHOD.

The name of the technology comes from Latincasus - confusing unusual case; and also from Englishcase- briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive a package of documents (case) from the teacher, with the help of which they either identify the problem and ways to solve it, or develop options for getting out of a difficult situation when the problem is identified.

The analysis of cases can be both individual and group. The results of the work can be presented both in writing and orally. Recently, multimedia presentation of results has become more and more popular. Acquaintance with cases can take place both directly in the lesson and in advance (in the form of homework). The teacher can use both ready-made cases and create their own designs. Sources of case studies on subjects can be very diverse: works of art, films, scientific information, museum expositions, students' experience.

Learning based on the case method is a purposeful process built on a comprehensive analysis of the presented situations - discussion during open discussions of the problems identified in the cases - the development of decision-making skills. A distinctive feature of the method is the creation of a problem situation from real life.

When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to recover them. Practical skills. Putting academic theory, methods and principles into practice. Creative skills. One logic, as a rule, is a case - the situation cannot be solved. Creative skills are very important in generating alternative solutions that cannot be found in a logical way.

The advantage of case technologies is their flexibility, variability, which contributes to the development of creativity in the teacher and students.

Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, the capabilities of students. The greatest effect can be achieved with a reasonable combination of traditional and interactive learning technologies, when they are interconnected and complement each other.

Research technology

Project method

The project method is a learning system in which students acquire knowledge and skills in the process of planning and performing gradually more complicated practical tasks - projects.

The method, with its own aspirations and capabilities, to master the necessary knowledge and projects, allows each student to find and choose a business to their liking, in accordance with skills, contributing to the emergence of interest in subsequent activities.

The goal of any project is to form various key competencies. Reflexive skills; Search (research) skills; Skills and skills of working in cooperation; Management skills and abilities; Communication skills; Presentation skills and abilities.

The use of design technologies in teaching makes it possible to build the educational process on the educational dialogue between the student and the teacher, take into account individual abilities, form mental and independent practical actions, develop creativity, activate cognitive activity students.

Classification of projects by the dominant activity of students : Practice-oriented project is aimed at the social interests of the project participants themselves or an external customer. The product is predetermined and can be used in the life of a group, lyceum, city.

Research project its structure resembles a truly scientific study. It includes substantiation of the relevance of the chosen topic, designation of research objectives, the obligatory advancement of a hypothesis with its subsequent verification, and discussion of the results obtained.

Information project is aimed at collecting information about some object, phenomenon in order to analyze it, generalize and present it to a wide audience.

Creative project assumes the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative arts, video films, etc.

Role project is the most difficult to design and implement. By participating in it, the designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end.

The method of projects in its didactic essence is aimed at the formation of abilities, possessing which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in various situations, work in different teams, because project activity is a cultural form of activity in which it is possible formation of the ability to make responsible choices.

Todaymodern information technologiescan be considered as that new way of transferring knowledge that corresponds to a qualitatively new content of training and development of the student. This method allows students to study with interest, find sources of information, fosters independence and responsibility in obtaining new knowledge, develops the discipline of intellectual activity. Information technology can replace almost all traditional technical teaching aids. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine various means that contribute to a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is quite natural to introduce these means into the modern educational process.

The question of the use of information and communication technologies in the educational process has already been considered at the pedagogical council. Materials on this issue are in the methodological office.

Critical thinking development technology

New educational standards introducenew direction of valuation - assessment of personal achievements. This is due to the realizationhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of an assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, responsibility.

Therefore, in the standards, the final assessment of students includes andcumulative assessment characterizing the dynamics of individual educational achievements throughout the years of study.

The optimal way to organize the cumulative assessment system isportfolio ... This is the wayrecording, accumulation and evaluation of works , the results of the student, indicating his efforts, progress and achievements in various fields over a certain period of time. In other words, it is a form of fixing self-expression and self-realization. The portfolio provides the transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativity, which includes quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of the assessment replenishment.

Technology portfolio implements the followingfunctions in the educational process:

diagnostic (changes and growth (dynamics) of indicators for a certain period of time are recorded);

goal setting (supports educational goals formulated by the standard);

motivational (encourages students, teachers and parents to interact and achieve positive results);

meaningful (maximally reveals the entire range of achievements and work performed);

developing (ensures the continuity of the process of development, training and education);

training (creates conditions for the formation of the foundations of qualimetric competence);

corrective (stimulates development within the framework conventionally set by the standard and society).

For the student the portfolio is the organizer of his educational activities,for the teacher - a feedback tool and a tool for evaluating activities.

Severalportfolio types ... The most popular are the following:

portfolio of achievements

portfolio - report

portfolio - self-assessment

portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)

Choice the type of portfolio depends on the purpose of its creation.

Distinctive feature portfolio is its personality-oriented nature:

the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;

the student collects material;

self-assessment and mutual assessment are at the heart of the evaluation of results.

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and way of self-assessment and self-report.Reflection - the process of cognition based on self-observation of one's inner world. /Ananiev B.G. Man as a subject of knowledge. - L. - 1969 ./ "psychological mirror of oneself".

In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.

Learnermust learn :

select and evaluate information

pinpoint the goals that he would like to achieve

plan your activities

give assessments and self-assessments

track your own mistakes and correct them

The introduction of modern educational technologies does not mean that they will completely replace the traditional teaching methodology, but will be an integral part of it.

Attachment 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Contemporary Traditional Education (TO)

II. Pedagogical technologies based on the personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. The humane and personal technology of Sh.A. Amonashvili
3. The system of E. N. Ilyin: teaching literature as a subject that forms a person

III. Pedagogical technologies based on the activation and intensification of students' activities.
1. Game technologies
2. Problem learning
3. Technology of intensification of learning based on schematic and symbolic models of educational material (VF Shatalov).

4 Technologies of level differentiation
5. Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D.Shadrikov).

6. Technology of programmed learning
7. Collective way of teaching CSR (A.G. Rivin, V.K.Dyachenko)

8. Group technologies.
9. Computer (new information) learning technologies.

IV. Pedagogical technologies based on didactic improvement and material reconstruction.
1. "Ecology and Dialectics" (LV Tarasov).
2. "Dialogue of Cultures" (V.S.Bibler, S.Yu. Kurganov).
3. Consolidation of didactic units - UDE (P.M. Erdniev)
4. Implementation of the theory of the stage-by-stage formation of mental actions (MB Volovich).

V. Private subject pedagogical technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsev)..

2. Technology for improving general educational skills in primary school (VN Zaitsev)

3. Technology of teaching mathematics based on problem solving (RG Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. The system of step-by-step teaching of physics (NN Paltyshev)

Vi. Alternative technologies.
1. Waldorf pedagogy (R. Steiner).

2. Technology of free labor (S. Frene)
3. Technology of probabilistic education (A.M. Lobok).

4. Workshop technology.

VII .. Nature-friendly technologies.
1 Nature-oriented education of literacy (A.M. Kushnir).

2 Technology of self-development (M. Montessori)

VIII Technologies of developing education.
1. General foundations of developmental education technologies.
2. The system of developing education L.V. Zankova.

3. Technology of developing education DB Elkonin-VV Davydov.

4. Systems of developing education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov).
5 Personality-oriented developmental learning (I.S. Yakimanskaya)..

6. Technology of self-development learning (GK Selevko)

IX. Pedagogical technologies of copyright schools.
1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broyde).

2. The "Russian school" model.

4. School-park (M.A. Balaban).

5. Agricultural school A.A. Katolikov.
6. School of Tomorrow (D. Howard).

Model "Russian school"

Supporters of the cultural and educational approach try to saturate the content of education with Russian ethnographic and historical material as much as possible. They widely use Russian folk songs and music, choral singing, epics, legends, as well as homeland studies material. The priority place in the curriculum is given to such subjects as the native language, Russian history, Russian literature, geography of Russia, Russian art.

School Park

Organizationally, a school-park is a set, or a park, open studios of different ages ... A studio is understood as a free association of students around a master teacher for joint learning. In this case, the composition of the studios is determined, on the one hand, by the composition of the existing teachers, their real knowledge and skills, and on the other hand, by the educational needs of the students. Thus, the composition of the studios is not constant, it changes, obeying the law of supply and demand in the educational services market.

Waldorf schools

Waldorf schools work on the principle of "not anticipating" the development of the child, but providing all the opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and manuals (primarily for the development of children's imagination). Much attention is paid to the spiritual development of all participants in the educational process. The teaching material is presented in blocks (eras), but the day at all stages of training (from creches to seminaries) is divided into three parts: spiritual (where active thinking prevails), soulful (teaching music and dance),creative and practical (here children learn primarily creative tasks: sculpt, draw, carve from wood, sew, and so on).

Appendix 2

Problem learning technology

Problematic training - didactic combination system different methods and methodological methods of teaching, applying which the teacher, systematically creating and using problem situations, ensures a lasting and conscious assimilation of knowledge and skills by students.

Problem situation characterizes a certain mental state of the student, which arises as a result of his awareness of the contradiction between the need to complete the task and the inability to complete it with the help of his knowledge and methods of activity.

In problem learning, there is always a formulation and solution of a problem - a cognitive task put forward in the form of a question, assignment, task.

The problem to be solved exists objectively, regardless of whether the situation has become problematic for the student, whether he has realized this contradiction. When the student realizes and perceives the contradiction, the situation will become problematic for him.

Problem-based learning is carried out using almost all teaching methods and, above all, in the process of heuristic conversation. Problem learning and heuristic discourse are related as a whole and a part.

Requirements for problem situations and problems

The creation of a problem situation should, as a rule, precede the explanation or independent study of the new, educational material by the students.

The cognitive task is compiled taking into account that the problem should be based on the knowledge and skills that the student possesses. It should be sufficient to understand the essence of the issue or task, the ultimate goal and solutions.

The problem should be interesting for students, stimulate the motivation of their active cognitive activity.

The solution to the problem should cause a certain cognitive difficulty that requires active mental activity of students.

The content of the problem in terms of difficulty and complexity should be accessible to students, correspond to their cognitive capabilities.

To assimilate a complex system of knowledge and actions, problem situations and corresponding problems must be applied in a specific system:

• • a complex problematic task is divided into smaller and more specific ones;

    one unknown element is allocated to each problem;

    into the material communicated by the teacher and assimilated by the learners independently, should be differentiated.

Problem-based learning is used most often as a lesson fragment.

Game technology

Using didactic games

The increase in the load in the lessons makes you think about how to maintain students' interest in the material being studied, their activity throughout the lesson. An important role here is assigned to didactic games in the lesson, which have educational, developmental and upbringing functions that act in an organic unity. Didactic games can be used as a means of teaching, education and development. The game form of classes is created in the classroom using game techniques and situations. The implementation of game techniques and situations occurs in the following areas:

A didactic goal is set for students in the form of a game task;

Learning activities are subject to the rules of the game;

The teaching material is used as a means of play;

An element of competition is introduced into the educational activity, which transforms the didactic task into a game one, the success of the didactic task fulfillment is associated with the game result.

The student's play activity is usually emotional, accompanied by a feeling of satisfaction. While playing, students reflect, experience situations, and against this background, the ways to achieve the result are easier and more firmly remembered by them. The game form of classes can be used at various stages of the lesson, when studying a new topic, when consolidating, in generalizing lessons.

Thus, the inclusion of didactic games and game moments in the lesson makes the learning process interesting, entertaining, facilitates overcoming difficulties in mastering the educational material.

Business games

Business (role-playing, management) games - imitation of decision-making and performance of actions in various artificially created or directly practical situations by playing the appropriate roles (individual or group) according to the rules set or developed by the participants themselves.

Signs of business games and requirements for them:

The presence of a problem and a task proposed for solution. Distribution of roles or role functions among participants. The presence of interactions between the players, repeating (imitating) real connections and relationships.

The multi-tier and consistency of a chain of decisions arising from one another in the course of the game.

The presence of conflict situations due to differences in the interests of participants or conditions of information activities. The likelihood of a simulated situation or situations taken from reality.

The presence of a system for assessing the results of playing activity, competition or competitiveness of the players.

Collaboration pedagogy

"Pedagogy of cooperation" is a humanistic idea of \u200b\u200bjoint developmental activities of students and teachers, based on the awareness of the commonality of goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher-mentor, a senior friend, and the students receive sufficient independence as the acquisition of knowledge and experience, as well as in the formation of their own life position.

Fundamentals of "pedagogy of cooperation"

Stimulation and direction "" by the teacher of the cognitive and vital interests of students;

The exclusion of coercion as an inhuman and not giving a positive result means in the educational process; replacement of compulsion with desire;

Respectful attitude of the teacher to the personality of the student; recognition of his right to error;

High responsibility of the teacher for their judgments, assessments, recommendations, requirements, actions;

High responsibility of students for their academic work, behavior, relationships in the team.

Multidimensional technology V.E. Steinberg

The use of multidimensional didactic technology (MDT) or the technology of didactic multidimensional tools (DMI), developed, used and described by V.E. Shteinberg, Doctor of Pedagogy (Russia), can help in a significant strengthening of the technological and instrumental equipment of the teacher's activity and the process of assimilating the knowledge of students. It is the multidimensional didactic technology, and with the help of multidimensional didactic tools, that makes it possible to present knowledge in a reduced and expanded form and to manage the activities of students in their assimilation, processing and use.

The main idea of \u200b\u200bMDT - and the idea of \u200b\u200bthe multidimensionality of the surrounding world, man, educational institution, educational process, cognitive activity. It is the multidimensional didactic technology that makes it possible to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, diagrams, etc.) and to include students in active cognitive activities for the assimilation and processing of knowledge both for understanding and memorizing educational information, and for developing thinking, memory and effective ways of intellectual activity.

CLM is based on a number of principles:

1. The principle of multidimensionality (multidimensionality), integrity and consistency of the structural organization of the surrounding world.

2. Splitting principle - combining elements into a system, including:

· Splitting the educational space into external and internal plans of educational activities and their integration into a system;

· Splitting the multidimensional space of knowledge into semantic groups and their integration into a system;

· Splitting information into conceptual and figurative components and their unification in system images - models.

3. The principle of bi-channel activity, on the basis of which one-channel thinking is overcome, due to the fact that:

Channel feed - perception information is divided into verbal and visual channels;

Channel interactions “Teacher - student” - to information and communication channels;

Channel designing - to the direct channel for constructing educational models and the reverse channel of comparative and evaluative activity using technological models.

4. The principle of coordination and polydialogue of external and internal plans:

· Coordination of the content and form of interaction between external and internal plans of activity;

· Coordination of interhemispheric verbal - figurative dialogue in the internal plan and coordination of interplanetary dialogue.

5. The principle of the triadic representation (functional completeness) of semantic groups:

· Triad "objects of the world": nature, society, man;

· The triad of "the sphere of the development of the world": science, art, morality;

· Triad "basic types of activity": cognition, experience, assessment;

· Triad "description": structure, functioning, development.

6. The principle of universality, that is, the all-subject nature of the tools, suitability for use in different types of lessons, in different subjects, in professional, creative and managerial activities.

7. The principle of programmability and repeatability of basic operations carried out in the multidimensional representation and analysis of knowledge: the formation of semantic groups and the "granulation" of knowledge, coordination and ranking, semantic linking, reformulation.

8. The principle of self-dialogue, realizing in dialogues of various types: internal interhemispheric dialogue of mutual re-reflection of information from figurative to verbal form, external dialogue between the mental image and its reflection in the external plane.

9. The principle of supporting thinking - support on the model of a reference or generalized nature in relation to the designed object, support on the model when performing different types activities (preparatory, educational, cognitive, search), etc.

10. The principle of compatibility of properties of the image and model tools, in accordance with which the holistic, figurative-symbolic nature of certain knowledge is realized, which makes it possible to combine the multidimensional representation of knowledge and the orientation of activity.

11. The principle of compatibility of figurative and conceptual reflection , in accordance with which, in the process of cognitive activity, the languages \u200b\u200bof both hemispheres of the brain are combined, thereby increasing the degree of efficiency of information handling and assimilation.

12. The principle of quasi-fractality deploying multidimensional value representation models on a repetition of a limited number of operations.

The main goal of the introduction of MDT - to reduce labor intensity and increase the efficiency of the teacher's activity and the student's activity through the use of multidimensional didactic tools.

The most effective and promising tool for multidimensional didactic technology for use in the educational process arelogical-semantic models (LSM) knowledge (topics, phenomena, events, etc.) in the form of coordinate - matrix frames of the support - nodal type for a visual, logical and consistent presentation and assimilation of educational information.

Logic - semantic model is a tool for representing knowledge in natural language in the form of an image - a model.

The semantic component of knowledge is represented by keywords placed on the framework and forming a connected system. In this case, one part of the keywords is located at nodes on coordinates and represents links and relationships between elements of the same object. In general, each element of a meaningfully related system of keywords is accurately addressed in the form of a "coordinate-node" index.

The development and construction of LSM makes it easier for the teacher to prepare for the lesson, enhances the clarity of the material being studied, allow to algorithmize the educational and cognitive activity of students, and make operational feedback.

The ability to present large arrays of educational material in the form of a visual and compact logical-semantic model, where the logical structure is determined by the content and order of arrangement of coordinates and nodes, gives a double result: firstly, time is freed up for practicing the skills and abilities of students, and secondly, the constant use of LSM in the learning process forms a logical idea of \u200b\u200bthe studied topic, section or course as a whole among students.

When using MDT, there is a transition from traditional education to a personality-oriented one, the project-technological competence of both the teacher and the students develops, a qualitatively new level of the teaching and learning process is achieved.

anonymous
Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU "Kindergarten in Kalininsk, Saratov region"

educator Shunyaeva O. N.

At the present stage development Russia is undergoing changes in educational processes: the content of education becomes more complex, focusing on preschool teachers to develop creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; the traditional methods are being replaced by active methods of teaching and upbringing, aimed at enhancing cognitive child development... In these changing conditions preschool teacher education needs to be able to navigate in a variety of integrative approaches to child development, in a wide range of modern technologies.

Innovative technologies is a system of methods, methods, techniques of teaching, educational means aimed at achieving a positive result due to dynamic changes in personal development child in modern socio-cultural conditions. Pedagogical innovation can either change the processes of education and training, or improve. Innovative technologies combine progressive, creative technologies and stereotyped elements of education that have proven their effectiveness in the process teaching activities.

The following reasons for the appearance innovations in preschool education:

Scientific research;

Sociocultural environment - a need preschool educational institutions in new educational systems; creative variability educators; parents' interest in achieving positive dynamics in child development.

Conceptuality presupposes reliance on a certain scientific concept, including philosophical, psychological, didactic and social pedagogical rationale for achieving educational goals.

Consistency includes the presence of all signs systems: the logic of the process, the relationship of all its parts, integrity.

Controllability enables diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results.

Efficiency sees cost optimality, a guarantee of achieving a certain training standard.

Reproducibility implies applicability (repeat, play) pedagogical technology in other educational institutions of the same type, by other subjects.

Be today pedagogically a competent specialist cannot be without studying an extensive arsenal of educational technologies.

Concept "Gaming pedagogical technologies» includes a fairly extensive group of methods and techniques of organization pedagogical process in the form of various pedagogical games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result, which can be justified, highlighted in an explicit form and are characterized by a cognitive orientation.

Game form pedagogical activities are created by game motivation, which acts as a means of motivation, stimulation of children to learning activities.

Gaming technologies widely used in preschool age , since play is the leading activity during this period. The child masters the role-playing game by the third year of life, gets acquainted with human relations, begins to distinguish between the external and internal sides of phenomena, discovers the presence of experiences in himself and begins to orient himself in them.

The child's imagination and the symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, an orientation in his own feelings arises and the skills of their cultural expression are formed, which allows the child to engage in collective activity and communication.

tRIZ technology.

TRIZ is the theory of inventive problem solving. The founder is G. S. Altshuller. The main idea of \u200b\u200bit technology is, what technical systems arise and do not develop"Anyhow", but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.

The goal of TRIZ is not easy develop children's imagination, but to teach to think systematically, with an understanding of the ongoing processes.

TRIZ program for preschoolers are collective games and activities with detailed guidelines for educators. All activities and games involve the child's independent choice of topic, material and type of activity. They teach children to identify the contradictory properties of objects, phenomena and resolve these contradictions. Conflict resolution is the key to creative thinking.

The main means of working with children is pedagogical search. Educator should not give children ready-made knowledge, reveal the truth to them, he should teach how to find it. Development technologies training is presented in basic provisions pedagogy of Maria Montessori... The central point in the ideas of Montessori is the maximum possible individualization of teaching and educational activities, the use of a well-thought-out and skillfully instrumented program development of every child.

As components pedagogical process M... Montessori highlighted the need for anthropometric measurements, the organization of the environment, classroom furniture, the education of independence, the abolition of competitions between children, the absence of awards and punishments, proper nutrition child, gymnastics, education of feelings, strength development.

Didactic materials of Montessori and work with them attract great attention. Games, classes, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, sound recognition, definition of space and time, contribute to mathematical development and development of speech.

The deep humanism of the upbringing and educational system of M. Montessori is due to the need for training, education and child developmentable to function successfully in society.

Under alternative technologies it is customary to consider those that oppose the traditional system of teaching in any of their aspects, be it goals, content, forms, methods, attitudes, positions of participants pedagogical process.

As an example, consider vitagenic technology(life) education with a holographic approach. This innovative direction of study and preschool development presented in the works of A. S. Belkin.

According to the author, this technology should help unleash the creative potential of not only children, but also adults. The essence pedagogical interaction, the author believes, primarily in spiritual exchange, in the mutual enrichment of teachers and students.

Main directions pedagogical activities include the organization of play activities, helping the family in organizing full-fledged communication, the formation of reasonable material needs. A.S.Belkin offers the following specific methods of forming the necessary needs: "Satisfaction of needs", Forward offer, "Switch to redemptions", "Emotional enveloping"

Information technologies in pedagogy learning is called by all technologiesusing special technical media (Computer, audio, video).

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