Productive use of new educational technologies reference. Analytical reference of the teacher. Transformations in teaching practice

1.1. Positive dynamics of the level of education of students over the past three years.

Over the past three years, the overall performance of students in the Russian language and literature has remained unchanged and corresponds to 100% rate(Appendix 1, Appendix 2).

The main result of the work:

• growth of independence of those students who were passive;
• increased interest in the subject;
• there is a positive dynamics of educational achievements over the years.

100% level graduates who passed examinations in literature in the traditional form for the 2004-2005 academic year (Appendix 3).

1.2. Positive dynamics of the "quality of knowledge" of students over the past three years

Since the 2004–2005 academic year, there has been an increase in the quality of knowledge of individual students at the end of the academic year In Russian. The number of students rated "good" and "excellent" has increased. (Annex 4) .

Since the 2004-2005 academic year, there has been a tendency to increase the quality of knowledge at the end of the academic year in Russian language and literature by 10%(Appendix 5).

The results of the control cuts in the Russian language in 5A class conducted by the school administration (Appendix 6).

• 1 quarter "Phrase"
• 2 quarter "Letters Z and C at the end of prefixes"
• 3 quarter « Letters E-I in the roots with alternation "
• 4 quarter « Letters O-A in the roots -ROS-, -RAST-, -RASH-

The optimal level of learning shows that the quality of knowledge ranges from 59.9% to 63.5%.

Positive dynamics of the quality of knowledge Literature (20%) characterize the following data for the 2004-2005 academic year (Appendix 7) .

Positive results of the final certification show a high level of formation of vital communication skills among graduates, necessary for continuing education:

• extract information while listening and reading, adequately understand and interpret the text, arguing one's own point of view;
• interpret in writing the information extracted from the read text, choosing and organizing linguistic means in accordance with the topic, style and functional-semantic type of speech;
• to observe in the practice of writing the basic language norms (lexical, grammatical, spelling, punctuation, stylistic) (Appendix 8).

These guys turned out to be competitive, confirmed their knowledge gained at school, study at prestigious universities.

We are especially proud of MaksutovaAnastasia And ApkhalikovaFaith, received on Faculty of Philology.

1.3. An increase in the number of students (in percent) taking part in subject Olympiads at the school and municipal levels.

The number of students participating in Olympiads and achieving high results is growing.

Participated in Olympiads in Russian language and literature:

• at the school level(as a percentage of the total number of students) (Appendix 9) . Growth dynamics the number of participants was in the Russian language and literature 11%
• at the municipal level the number of participants has doubled (Appendix 10).
• at the regional level: 2006-2007 - 1 person (Pavlova N., 8th grade)

1.4. Increasing the quantity and improving the quality of creative works of students in the Russian language and literature (projects, research).

Educational and research activities- this is a process of joint activity of the student and the teacher to identify the essence of the studied phenomena and processes, to discover, systematize new knowledge.

My goal is to create conditions for the development of students' creativity, self-determination and self-realization.

To achieve this goal, I solve the following tasks:

• to form an interest in the knowledge of the world;
• to develop the skills necessary for conducting educational and research activities; ability to independent creative thinking; the ability to apply the acquired knowledge in practice.

The number of those wishing to engage in research activities is growing year by year (Appendix 11).

The topic of each study is relevant. Students try to qualitatively analyze the state of the problem, learn to use known results and facts, knowledge beyond the school curriculum. They study the special and scientific apparatus on this topic. They also substantiate their own conclusions and competently answer questions in the process of defending the results of the study. Abstracts, research papers, reports, presentations, poster reports recommended for presentation at the All-Russian Scientific and Practical Conference, defense at the exam.

Creative works of students, including those created in the form of multimedia presentations, are of high quality and are part of the educational and methodological complex of the Russian language classroom, serve as handouts in the classroom, and are productively used by me in order to educate and develop the personality of students in the classroom and in extracurricular activities .

1.5. Growth of motivation to study the subject (increase in the percentage of students in the class who are interested in studying this subject).

The following were carried out with the students of the school psychologist: methods questionnaire survey: "Teacher and Student", "My Learning Outcomes", "Introspection involvement, interest and emotional well-being in the classroom”, “My life and professional values.

Task: determine the motivation for learning in children, find out if they have an interest in learning, as well as for the purpose of career guidance and choosing a future profession.

Interpretation of received answers showed that students of these classes:

• purposefully prepare for passing the intermediate and final certification in the Russian language in the form of the Unified State Examination;
• teachers listen with interest;
• willingly engaged in research activities;
• pose problematic questions and independently find answers to them, using reference manuals and sources of information;
• 92% are preparing to enter universities.

Also, over the past three years, there has been positive growth dynamics level motivation to the study of the Russian language and literature. (Annex 12)

Testing "The nature of the interaction between the teacher and students in the lessons of the Russian language and literature" showed:

• the teacher treats all students with respect, takes into account real learning opportunities, educational needs;
• 89% students are satisfied with the knowledge acquired in the lesson;
• 11% - partially.

The teacher strives to ensure that her students learn the Russian language as deeply and firmly as possible, learn to use the Russian word, understand and feel its accuracy, accuracy, expressiveness. Everything that happens in the classroom arouses sincere interest in children, develops creative abilities.

Colleagues believe:

• “The guys, together with Marina Yuryevna, go to fairy tales, make unforgettable excursions into the past and exciting journeys into the future; compete in tournaments and brain-rings, hold knowledge auctions. Others also contribute to instilling interest in the lessons of the Russian language and literature. non-traditional forms lessons: lesson - conference, lesson - dispute, lesson of wisdom, lesson - revelation, lesson - presentation, lesson - panorama, lesson - trial, lesson - competition, lesson - business game, lessons in the form of various TV shows. Teacher of Russian language and literature: Putintseva E.A.
• “For Marina Yuryevna, each student - personality, so she strives to create in the lesson success situation. Success, the linguist believes, gives rise to an additional impetus to active work, contributes to the formation of the dignity of the student, this is the key to a positive attitude to learning, to school, to work; the situation of success becomes a factor in the development of the child's personality, because it is experienced by both a student of poor academic performance and a student of high productive activity. The atmosphere of goodwill, attention, interest in each student in the lesson, friendliness, real help in moving towards success, support in the process of doing work, creating an atmosphere of mutual understanding and cooperation contributes to high motivation of students' activities». Teacher of Russian language and literature: Baiburina L.F.

2. Positive results extracurricular activities on academic subjects.

2.1. Conducting circles, sections, electives in the last three years.

Improving the general language culture, deepening and expanding the knowledge gained in the classroom, developing the creative abilities of students, identifying gifted children - this is not a complete list of tasks that I solve in extracurricular activities. For optimal solution I lead a large extracurricular work.(Annex 13)

2.2. The results of extracurricular activities ( creative work students, participation in conferences, competitions, concerts) for the last three years. (App 14, App 15, App 16)

Joint work with students was not slow to bring positive results.

3. Positive results of the teacher's activity as class teacher.

My own hearts

“... only the heart is vigilant.
You can’t see the most important thing with your eyes.”
A. de Saint-Exupery

Every day I plunge into the wonderful world of childhood, reveal the secrets of human hearts I am learning to be kinder and wiser.

Five commandments: love, understand, accept, empathize And to help in my educational work they provide freedom of choice in decision-making, create a climate of mutual trust, kindness and harmony, and most importantly - accept the child for who he is.

My students are my comrades-in-arms, we equally share the responsibility in the process of education. I do not need to loudly prove my case, go for tricks, seek understanding, authority, since the main thing in our relationship is mutual respect.

I think it depends on me whether every child will succeed in learning. I have no right to doubt the achievement of a positive result. Boundless faith in the child helps me deal with problems. It is important for a child to always feel success.

Awaken the creativity inherent in every child, teach to work, find yourself for a joyful, happy and fulfilling life This is what we strive for with our students to the best of our ability and ability.

It is not easy to educate, and it is not easy to be a person, and it is not easy to live either. But let there always be a school, September 1, a call. “What do you expect from me, my dear hearts?” I will answer this question all my life!

3.1 Favorable psychological climate in the classroom (atmosphere of camaraderie, mutual assistance, tolerance).

3.2. Constant interaction of the class teacher with the parents of students.

3.3. The absence of offenses among students (or a positive trend in this indicator).

3.4. The development of self-government in the classroom.

3.5. Active participation of students in the life of an educational institution.

In 2006-2007, I carefully studied these issues.

Developed a program for the development of the class team "Eternal Values" (Appendix 17).

The program "Eternal Values" at the regional level reached the final and received a positive assessment during the defense in full-time (Presentation).

3.6. Participation of students in solving problems of local society.

Took part in the competition of socially useful initiatives of schoolchildren "100 cool projects" (Appendix 18).

4. The use of modern educational technologies, including information and communication, in the process of teaching the subject and in educational work.

4.1. The use of ICT in the process of teaching the subject.

Use in the classroom information and communication technologies ensures the personal development of students by reducing the share of reproductive activity in the educational process, reduces the load, allows more efficient use of study time. I am proficient in working on a personal computer, which allows me to:

• to prepare well for lessons;
• timely update handout didactic material;
• expand the use of visibility;
• independently prepare slide films for lectures;
• use educational electronic aids in the work, in particular, "Tests on punctuation", "Tests on spelling", a teaching aid on the World artistic culture, an electronic educational tool "History of Art", art encyclopedias, educational films.

Under my guidance, the guys prepare creative works using information technology, presentations for reports, abstracts, research work, publish the school magazine "17 Moments".

Along with traditional methods of control, I planned test control in the computer version on almost all topics.

4.2. The use of design, research and other developing educational technologies in the process of teaching the subject and educational work.

I use elements of technology. (Annex 19)

Creating conditions that ensure the identification and development of gifted children and the realization of their potential is one of the priority social tasks modern society.

I successfully use an alternative technology for teaching children with signs of giftedness (Matyushkin A.M.).

I am guided by the following principles:

• the principle of developing and educating education;
• the principle of individualization and differentiation of education;
• the principle of taking into account age opportunities.

Goals:

• formation of knowledge, skills and abilities in the field of "philology";
• creation of conditions for the cognitive and personal development of students, taking into account talent.

In teaching gifted students, I use four main approaches to developing the content of curricula:

• acceleration,
• deepening;
• enrichment;
• problematization.

I consider the leading and main methods of a creative nature:

• problematic;
• search;
• heuristic;
• research;
• design

4.3. Development and use of a publicly recognized author's methodology, incl. new digital educational resources, methods of fixing and evaluating educational achievements, control and measuring materials.

Having creatively adapted alternative rhetoric programs (N.A. Kokhteva, T.L. Ladyzhenskaya, M.R. Lvova), compiled work programs for teaching rhetoric to students secondary school 5-9 grades. Currently tested in grades 5-7. Experience generalized at school and city ​​MO.

Setting the goals and objectives of the course "Rhetoric", I define a multi-level approach - the formation of eloquence skills (maximum program) and the development of public speaking skills, the ability to argue, debate, develop creative abilities, the formation of moral qualities of a growing person's personality (basic level).

The program defines the main forms, methods, techniques for teaching rhetoric: exercises for practicing speech techniques, solving communicative and situational problems, analyzing and correcting texts, both oral and written, reports, students' speeches.

4.4. The effectiveness of the use of modern educational technologies.

The use of the above technologies gives positive results. Over the past three years, there have been fairly stable levels of academic achievement - 100% and the quality of knowledge - at least 35%. Students show interest in the subject in extracurricular activities (circle "Fundamentals of Journalism"), are engaged in creative activity(design and research), constantly participate in Olympiads.

5. Generalization and dissemination of their own pedagogical experience (master classes, seminars, conferences, round tables).

I constantly summarize my own teaching experience. I am the head of the school MO of teachers of Russian language and literature, I advise on theoretical issues, a member of the city commission for the Unified State Examination, a member of city Olympiads, I act as a teacher-methodologist for trainees of a pedagogical college, institute. I conduct open lessons, extra-curricular activities.

At the school level:(Annex 20) 2004-2007 - workshops on succession, within the framework of school pedagogical councils

At the municipal level:

• 2004-2005 academic year – methodology of noospheric learning
• 2006-2007 academic year - seminar - workshop "Development of key competencies in the lessons of the Russian language"

At the regional level:

• 2006-2007 academic year – workshop "Development of key competencies in Russian language lessons"
• 29.11.2007 academic year - an alternative technology for teaching children with signs of giftedness (Matyushkin A.M.);
• December 2007 academic year - consultation for deputy. dir. on educational work in the framework of the contest "The coolest cool".

6. Participation in municipal, regional and all-Russian professional competitions.

At the city level: 2007 - competition "The best teachers of the city" (5th place)

At the regional level: 2006 - 2007 - competition "The coolest cool".

At the national level:

• 2006 - 2007 - All-Russian festival " Public lesson»
• 2007 - 2008 - All-Russian Festival "Open Lesson"

Nomination "Classroom Leadership"

7. Advanced training and professional retraining.

• 2001 - Tomsk Regional Institute for the Improvement of Teachers on the topic "Culturological approach to the study of Russian literature at school"
• 2005 - Kuzbass Regional Institute " Information Technology in education"
• 2005 - RANS (Moscow) “Theory and practice of noospheric education in the light of the laws of the world. Bioadequate technologies and health saving.
• 2005 – PC courses
• 2006 - Kuzbass Regional Institute "Theory and Practice of Humanitarian Education"
• 2007 – Exhibition consulting agency. Seminar-training "Effective stand attendant".

Appendices 16–18, 20 and the presentation can be obtained from the author of the article.

Analytical reference

Onoprienko Natalya Anatolyevna educational process guided by the ideas of developing and personality-oriented approach. One of the priorities of its activities is the creation of conditions for identifying pupils' motives for development cognitive activity. The teacher uses health-saving technologies, problem-based learning technologies, gaming technologies, project activities technologies, student-centered and information and communication technologies.

Name of technologies	Usage level
Health saving technologies.
Technologies of problem learning.
Game technologies.	During the whole day.
Technologies of project activity.	In daily activities, during the day.
Person-oriented technologies.	In daily activities, during the day.
Information and communication technologies.	IN educational activities.

Modern health technologies,used in the system preschool education, reflect two lines of health-improving and developing work: introducing children to physical culture, using developing forms of health-improving work. Natalya Anatolyevna uses the following health-saving pedagogical technologies:

~ dynamic pauses;

~ outdoor and sports games;

~ relaxation;

~ aesthetic technologies;

~ finger gymnastics;

~ gymnastics for the eyes;

~ breathing exercises;

~ invigorating gymnastics;

~ physical education.

essence problem learningV kindergarten is that the educator creates a cognitive task, a situation and provides children with the opportunity to find means of solving it, using previously acquired knowledge and skills. Problem-based learning activates the thought of children, gives it criticality, teaches them to be independent in the process of cognition. The formulation of the problematic task and the process of solving it takes place in the joint activity of the educator and children. The teacher engages students in a joint mental search, provides them with assistance in the form of instructions, explanations, questions. Cognitive activity is accompanied by heuristic conversation. The teacher poses questions that encourage children to compare, compare individual facts based on observations, previously acquired knowledge, and then come to conclusions through reasoning.

Gaming technologiesthe educator uses in direct-educational and everyday joint and independent activities. A game is a technique for organizing the activities of children in educational activities or a set of techniques built in logic, both studying a given program material and organizing an interested cognitive activity preschoolers.

Games or game exercises used by the teacher provide an interested perception of the material being studied by children and involve them in mastering new knowledge. They help to focus children's attention on learning task. The game allows you to make complex learning tasks more accessible and contributes to the formation of conscious cognitive motivation of preschoolers.

Technologies of project activityfocused on the joint activities of participants in the educational process: educator-child, children-parents, educator-parents. These technologies are diverse: they can be entertainment, develop into learning, into creativity. Also, one of the advantages of design technologies is that each child is provided with recognition of the importance and necessity in the team. The specific result of work for children can be a drawing, an album, a concert, etc. During the implementation of the project, children develop activity, responsibility, independence, a sense of trust in each other, and an interest in learning.

Natalya Anatolyevna carried out the following projects:

~ "This is Victory Day!" (short);

~ "Road Safety" (short-term);

~ "Healthy baby" (short-term);

~ "In the world of toys" (long-term).

Learner-Centered Technologyincludes the humanistic direction of the content of the activities of the teacher and children. Provides comfortable, conflict-free and safe conditions for the development of the child's personality, realizes his natural potentials. The emphasis is on the priority of personal relationships, individual approach to children.

Self-education of a teacher in 2012-2013 was conducted on the topic "Personally-oriented approach in the education of preschoolers."

Information and communication technologies(ICT) are used by the teacher to improve the efficiency of the educational process.

Natalya Anatolyevna uses the above technologies in accordance with the age characteristics of children. In the process of introducing these technologies into the pedagogical process, the teacher conducted a diagnostic examination in each age group. After analyzing the results of pedagogical diagnostics for the period from 2010 to 2013, it can be noted that there is a dynamics in the assimilation of program material in all sections of educational areas.

Thus, it can be concluded that the use of modern technologies and methods, helps to increase the level of development of children, helps to make the material more interesting for perception, to diversify the information that is used in working with parents.

Results of diagnosing the effectiveness of the use of modern educational technologies and methods

Dynamics of the effectiveness of the use of modern educational technologies and methods in the educational process

Based on the diagnosis of the effectiveness of the use of modern technologies and methods, the following results of the level of development of children were identified:

2010-2011 academic year.

Middle group.

Beginning of the year:

high level of development - 46%;

average level of development - 17%;

low level of development - 37%.

The end of the year:

high level of development - 60%;

low level of development - 20%.

2011-2012 academic year year.

Preparatory group.

Beginning of the year:

high level of development - 61%;

average level of development - 22%;

low level of development - 17%.

The end of the year:

high level of development - 69%;

average level of development - 20%;

low level of development - 11%.

Valeria Fadeeva
Materials for certification. Analytical information about the possession of modern educational technologies and methods

Analytical information about the possession of modern educational technologies and methods.

Throughout pedagogical activity Valeria Alexandrovna tries to keep up with the times, studies and applies in the system of educational - educational works both traditional and new. Usage modern educational technologies in the practice of educational educational work is prerequisite intellectual, creative and moral development of children. Therefore, the teacher effectively uses in joint activities with children, as well as in interaction with the families of pupils, various modern educational pedagogical technologies corresponding to the main directions of educational - educational work while observing principles: non-intervention, maintaining interest, order, freedom of choice, creativity, success. So way, Fadeeva Valeria Alexandrovna educational activities applies the following technologies:

-Technologies developmental education,

Problem learning.

TRIZ (creative solution visual tasks, with the help of which children learn to find positive solutions to emerging problems, develop thinking and creativity, imagination and speech

Health saving technologies,

-Technology student-centered learning.

The teacher successfully uses game technologies aimed at developing the communicative and social competence of children, creative abilities and individual self-expression.

The effectiveness of data application technologies can be seen in the form of a positive dynamics of educational achievements of her pupils.

Fadeeva Valeria Alexandrovna actively uses in educational - educational process following electronic materials:

educational - methodological kits"Lessons from Aunt Owl": "Lessons of Caution"- Basics of life safety for kids; program "Seasons"- educational CD with fairy-tale characters will quickly and easily teach children to distinguish between the seasons; complexes: "Sparrows", "Winter", "Journey to the Forest", "Watch", "Circus" and others from the series "Game gymnastics" by Sergey and Ekaterina Zheleznova, "Get on the charger!" clown plop.

Children's electronic presentations from the site http://viki.rdf.ru/

Multimedia presentations in Power Point for efficiency educational activities with children.

It also uses the Internet to search additional information to work on the following sites:

http://dob.1september.ru/ ; compilation materials from the Festival of Pedagogical Ideas http://festival.1September.ru/; Social network of workers education nsportal.ru, http://nsportal.ru/; and etc.

The educator created in the Social network of workers education, for communication with colleagues, exchange of experience, placement of own developments, personal website http://www.site. The teacher's website contains a digital portfolio ( http://www.site/users/FV1980)

The use of ICT contributes to the activation of the cognitive activity of pupils, stimulates and develops mental processes, develops thinking, perception, memory, creative abilities of children, forms an active life position V modern society.

Help on the results of the thematic review on the topic: “Using
modern educational technologies in mathematics lessons, as one of the
conditions for improving the quality of students' knowledge "
In accordance with the work plan of the school and intra-school control on
2015-2016 academic year as Deputy Director Moiseeva T.V. and Petrova L.P.
lessons were attended in 24 classes in order to study the use of teachers
modern technologies in mathematics lessons
When attending lessons, parameters such as organization were monitored
educational work of students, individual approach to students, methods and means
activation of educational and cognitive activity.
at
Analysis of the lessons attended
Belozerskaya L.L., Murzaeva G.I.,
Fedorishina T.M., Isaeva S.V., Kosmonene V.V., showed that teachers are proficient
subject at the program level, but it is not always possible to find ways
and means to enhance the attention of students in the classroom. Student activity
low, the same students work. Most of the lesson says
teacher. Homework often teachers give after the call, from which you can
to conclude that the lesson plan was not thought out, not everything was taken into account when preparing the lesson. At
students are poorly developed independence in the acquisition of knowledge. teachers
Giving independent work children, help them, give advice. explanations
for each question. Work in the classroom is mostly frontal. Visited
lessons were not observed personally
oriented individual and
differentiated approach, which affects the quality of students' knowledge.
The lessons of Arsentieva T.B., Agibalova V.V., Ivanova T.G., are built on
basis of the Federal State Educational Standard. Teachers actively use the technology of systemic activity
pedagogy, problem-based learning and student-centered learning. IN
as a result of which they skillfully plan their activities and the activities of students
in accordance with the requirements modern education. student activity,
parity in answers, competent mathematical speech in parsing and solving
tasks, the ability to find a way out when performing a task, differentiation
the learning process is fundamental when working in the classroom, which
contributes to improving the quality of students' knowledge. Teachers practice work
in groups, pairs, problematic dialogue. ICT is actively used in the lessons.
Ivanova T.G. uses methods of comparison, analysis,
comparisons, problem-based learning methods. Forms of organization of activities
students: frontal, individual. The purpose of the lesson is determined in conjunction with
children. The material of the lesson was varied and reflected the main tasks of development and
teaching younger students on the topic under study. Structure
lesson
fit the type and purpose of the lesson. The mental count was carried out using
ICT, which contributed to the mood for further work. The students decided
logical mathematical expressions. It should be noted that the teacher is
high-quality work on the formation of the ability to solve problems. Students in the lesson
showed that they can analyze problems, make a short note, solve
on one's own. There are strong students in the class for whom the
individual card work. All work carried out by Tatyana
Gennadievna contributes to improving the quality of knowledge.
Lessons from Tsetsurenko S.V. always clearly organized, discipline in the lesson
good. To keep students interested in the lesson

to mobilize the attention of the whole class, a poem was read. The purpose of the lesson
determined with the children. The lesson material was varied and reflected
the main tasks of the development and education of younger students.
The structure of the lesson corresponded to the type and objectives of the lesson. The teacher fixed in the lesson
computing skills. This was facilitated by the tasks offered by the teacher,
especially mental counting at the beginning of the lesson. The verbal account was carried out in the form
mathematical dictation. The studied material is understandable, feasible, interesting
children, has a practical orientation. Rationally and efficiently
class time is used. Students have a good command of terminology
subject, active, proactive. After analyzing the lesson of Svetlana Vasilievna
it should be noted that all
techniques used in the lesson, technologies
contribute to improving the quality of knowledge of students.
student activity,
At the lessons of Bondareva L.T. on the topic "Division by a two-digit number" follows
note the low
insufficiently literate
mathematical speech in the analysis and solution of tasks. Organization of the assimilation of new
methods need to be improved. The material studied is understandable, feasible,
interesting for children, has a practical orientation. self time
student work is more than 50% of the lesson time. Preparing for
the perception of new material took place with the help of oral counting. Students clearly
formulated the purpose of the lesson. Acquaintance with the division algorithm took place under
the guidance of a teacher who, using dialogue technology, teaches students
ask and address questions. Style, tone of relationships, set in the lesson, create
atmosphere of cooperation, co-creation, psychological comfort. Teacher
systematically teaches children to carry out reflexive actions. But along with
However, it should be noted that the teacher does not use differentiated teaching,
ICT technologies, which affects the quality of students' knowledge.
Conclusion: the lessons attended showed that not all teachers are proficient in the methodology
construction of modern classes (Belozerskaya L.L., Murzaeva G.I., Fedorishina
T.M., Barbasheva I.A.). When forming tasks, the following words are not heard:
symbolize, generalize, choose a solution or method of solution, explore,
evaluate, change. (Isaeva S.V., Belozerskaya L.L.). And this is important for the organization.
cognitive activity and the formation of UUD.
Recommendations:
1. Consider at the methodological meeting "Methodological techniques
organization of an activity approach in teaching"
2. Murzaeva G.I., Isaeva S.V., Fedorishina T.M., Belozerskaya L.L.,
Kosmonene V.V., Barbasheva I.A., Fedorishina T.M., more effective
implement person-centered technologies.
3. Considering the age characteristics of students, use more
various forms of work in the classroom (individual, group).
Deputy Director L.P. Petrova

The productive use of new educational technologies and methods qualitatively changes the nature and goals of learning, the relationship between the participants in the process. Innovative techniques contribute to the activation of reflection and self-development. The use of new ones helps to increase the intensity of the learning process. It is accompanied by ever more complicated actions of children. Through them, students learn discipline, improve individual qualities. Such training is very productive.

The use of new educational technologies: rationale for the choice

Within the national curriculum the teacher is presented as a person who thinks creatively. He must have modern methods of education, methods, means of independent modeling of the process in the conditions of practical activity. Equally important is the ability to predict results. The productive use of new educational technologies, on the one hand, shows the level of preparedness for the professional activities of a teacher. On the other hand, the results obtained show how much the individual characteristics of children, their priorities and interests are taken into account.

Specificity

The main principle on which the productive use of new educational technologies is based is the systematic use. To unlock the potential of each child, the teacher shifts the focus to the active forms of the process. In particular, they are cooperation, interaction between the teacher and children. The productive use of new educational technologies by the educator and teacher involves the formation of certain stages:

interactive board

Productive use of new and upper grades has a close relationship with the level of equipment educational institution. Application modern means presentation of information is impossible in the absence of appropriate equipment. For example, an electronic board allows you to introduce interactive learning elements not only directly in the classroom, but also at conferences, as part of extracurricular activities. With this tool, the teacher and the children themselves can demonstrate various student products. Information appearing on the surface of the board can be broadcast on screens installed in the classrooms. Data transfer can be carried out online.

Building Research Competence

The productive use of new educational technologies makes it possible to form one of the key abilities of the child. It is expressed in the presence of interrelated skills, knowledge, skills that are required for effective activity in the field of education (including independent), self-development. Technologies aimed at the formation of research competence are used in the implementation of practical and laboratory work in exact sciences (astronomy, physics), preparation for regional, all-Russian scientific and practical conferences.

Assessment of the quality of the pedagogical process and the achievements of children

The level of knowledge, skills and abilities of students is shown by the final certification. The productive use of new educational technologies is aimed at the formation of criteria for self-assessment of the creative, cognitive work of the child. Creating a portfolio is one of the modern methods of evaluating and recording the achievements of children. This, in turn, allows you to increase the level of preparedness for the final exams in subjects, improve skills and knowledge, and focus on the most priority areas. individual development. This embodies quality new culture learning.

Transformations in teaching practice

The productive use of new educational technologies is expressed in rethinking and changing the teacher's existing approaches to quality update learning content. This, in turn, changes the role and tasks of the teacher. Today, the main goal of the educational institution is to teach children to be educated throughout their later life.

Universal skills and abilities

The productive use of new educational technologies involves the formation in children of:

Individually oriented models

They contribute to the purposeful development of children. Their introduction is accompanied by the formation in each child of the ability to manage an individual learning process, the transformation of the student's independent activity into self-development. The productive use of new educational technologies at school is expressed in the transition from external (on the part of the teacher) control and evaluation to the individual internal self-analysis of the child. This, in turn, changes the motivation of children. They begin to form a need for knowledge, stimulated interest in studying the material in the disciplines. The productive use of new educational technologies at school also implies giving children a certain freedom to choose the timing in which certain planned results should be obtained and presented. Students become more accountable for their own actions individual plan learning.

Portfolio

This is one of the most productive educational technologies. It contributes to the improvement of the child in the learning process. In addition, the teacher himself develops, increasing his professionalism. The dissemination of knowledge and the inclusion of children in independent work begins with the developed portfolio modules. Educational equipment is selected in such a way as to reduce the dependence of children on the teacher. They should try to independently master the topics, be included in research activities. The acquired method of independent management of the educational process, in which the portfolio acts as a tool, has a long-lasting and positive effect on the child. To implement the tasks set, the teacher must be ready to use the technical resources available to the school.

Student activities

The development of the portfolio structure can be carried out in group lessons. This allows you to include children in the process of self-assessment and self-government in the course of studying disciplines, planning their achievements. Each child experiencing difficulties has the opportunity to receive clarifications or advice not only from the teacher, but also from classmates. Work on self-assessment of one's own achievements should be organized within a strict time frame. This interval is given to children for solving problems, analyzing their actions and results. Evaluation is carried out according to jointly developed criteria. Children are free to choose various projects for participation in olympiads, conferences, individualization of their training programs.

Portfolio Tasks

Technology formats allow:

Opportunities for the teacher

The implementation of the portfolio model allows the teacher to:

1. Correctly place emphasis on improving critical thinking and learning ability, increase children's motivation, expand the scope pedagogical process.
2. To form in students the ability to set goals, model, organize individual work.
3. To develop the ability of children to independently control the process and evaluate their own level of knowledge, determine the dynamics of assimilation of material on the subject.

Benefits for the child

New educational technologies in general allow the student to:

1. To form the ability to independently learn throughout life, to improve in the chosen professional activity.
2. To increase one's own motivation and responsibility for the results of work, to develop a conscious attitude towards education.
3. To assimilate not only a certain amount of information, but also to develop creative and cognitive abilities.
4. Confirm the correctness of the chosen field of study.
5. Become competitive in modern market labor.
6. Choose the areas of vocational training and specialization that suit your skills.
7. Adapt to constantly changing conditions.
8. Develop key personal qualities.

Analytical reference

Productive use of new educational technologies is one of the key tasks modern teacher. Introducing certain approaches, techniques, the teacher must ensure:

Control over the activities of the teacher himself is carried out by the methodologist or director of the educational institution. Based on the results of the assessment, an analytical report is compiled. The productive use of new educational technologies can be presented additionally in the diagram. Of no small importance in achieving the goals set is the teacher's self-analysis, his own assessment of the effectiveness of the work. Based on the performance indicators, the teacher carries out advanced planning. Using educational technologies, the teacher must proceed from the fact that each student must work according to each method throughout the entire educational period. In this case, it is necessary to take into account:

1. Age features of children.
2. Continuity of technologies and methods.
3. Singularities of groups in parallel classes.
4. Increasing the degree of independence of children.

The teacher must constantly engage in self-education. Each teacher should take individually-oriented educational technologies as a basis. Only in this way can the goal of methodological improvement be achieved.