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 field: to science, medicine, education. In Western European countries, 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, they do not teach students to learn and make discoveries. The system is still focused on "transferring" knowledge, rather than teaching them how to search.

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

Pedagogical innovation: essence and goals

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

Innovations and goals are closely related: the educational process changes over time, the labor market makes new demands on future employees, and training is transformed, adjusted to new goals, which require new pedagogical methods, techniques and methods.

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 cognitive activity of students;
• Improving the efficiency of the organization of educational and educational work;
• Modifications of educational material in terms of methodology and didactics.

New approaches that are actively introduced into the pedagogical process help to achieve the goals set. They are the basis for the development of new methods and techniques of work in educational institutions.

Innovative approaches in modern education

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

Requirement modern education is not to give students as much knowledge as possible, but to teach them to learn on their own, 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 the orientation of the educational process to the personality of each pupil/student. Modern pedagogy must 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 (lack of 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 importantly, his ability to respond to change, be flexible, manage emotions and be able to choose the right information. This innovation requires a radical 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 for transferring knowledge 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, to expand and deepen the acquired knowledge. Work on the project can take place individually, in pairs or in microgroups, it involves solving a problem, searching for optimal solutions.

Schools actively use the integration of disciplines in projects, for example, they offer 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

Playrooms perform several functions: entertaining, therapeutic, diagnostic, social. During the game, students are engaged in free developmental activities, enjoying and effecting not only the result, but also the process.

In the educational process, the game is used as an element of a wider technology, part of the lesson or extracurricular activities. The pedagogical game has a clearly formulated goal, which is presented in the form of a game task, all participants in the game obey pre-prepared and announced rules.

Distance learning

Distance learning- an innovation that is being actively implemented in European countries and the United States. Courses are created on specially designed sites, which include lecture cycles, assignments, 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 various courses in the public domain (“Universarium”, “Lectorium”, from foreign countries - “Coursera”). Schools and universities are developing their own information resources that help students and teachers interact and share experiences outside the walls of educational institutions.

Interactive technologies

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

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

Portfolio

Portfolio helps to evaluate the dynamics of learning outcomes. It can be used to visualize educational achievements and discoveries. This innovation is implemented through such ways of accumulating information: electronic portfolios, "achievement folders", "growth diaries". They record all developments, projects, collect materials that confirm participation in projects, discussions, results creative activity.

These technologies are used in a complex way, taking into account the main approaches. When choosing a 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 ( Dictionary). There are many definitions of the concept of "pedagogical technology". We will choose the following: this is a construction of the teacher's activity, in which all the actions included in it are presented in a certain sequence and integrity, and the implementation involves the achievement of the desired result and is predictable. Today there are more than a hundred educational technologies.

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

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

Awareness of the urgent need to replace the ineffective verbal

(verbal) way of transferring knowledge with a system-activity approach;

The possibility of designing the educational process, organizational forms interaction between teacher and student, providing guaranteed learning outcomes.

Why have no innovations of recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - the teacher's low innovative qualification, namely, the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovations methodically, others psychologically, and still others technologically. The school was and remains focused on learning scientific truths laid down in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the power of the teacher. The student remained a bonded subject of the learning process. IN last years teachers are trying to turn their faces to the student, introducing student-oriented, humane-personal and other learning. But the main trouble is that the very process of cognition loses 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 have any signs of curiosity, interest, surprise, desire - they do not ask questions at all.

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 characteristic of this technology.

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

Traditional technology.

Positive sides

Negative sides.

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

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

Even placing students in a classroom at 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 the child by reducing the share of reproductive activity (reproduction of what is left in the memory) in the educational process can be considered as a key condition for improving the quality of education, reducing the workload of students, and making more efficient use of study time.

Modern educational technologies include:

Developmental education;

Problem learning;

Multi-level training;

Collective learning system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

The technology of using gaming 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. Ensuring 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 to achieve 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. Thinking through the teacher of opportunities for self-manifestation of students. Giving them the opportunity to ask questions original ideas and hypotheses.

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

4. Using subjective experience and relying on the intuition of each student. Application difficult situations that arise in the course of the lesson, as areas of application of knowledge.

5. The desire to create a situation of success for each student.

TECHNOLOGIES OF PERSONALLY ORIENTED LEARNING.

1.Technology of multi-level education.

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

incapacitated; who are not able to achieve the predetermined level of knowledge and skills, even with large expenditures of study time;

Talented (about 5%), who are often able to do what everyone else cannot handle;

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

If each student is given the time he needs, corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed mastery of the basic core of the curriculum. For this, schools with level differentiation are needed, in which the student flow is divided into groups that are mobile in composition. Mastering the program material at a minimum ( state standard), basic, variable (creative) levels.

Variants of differentiation.

Completion of classes of homogeneous composition with initial stage learning.

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

The technology of collective mutual learning.

It has several names: “organized dialogue”, “work in pairs of shifts”.

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

static couple. In it, at will, two students are combined, changing the roles of "teacher" and "student"; two weak students, two strong ones, a strong one and a weak one, can do this under the condition of mutual psychological compatibility.

dynamic couple. Choose four students and offer them a task that has four parts; after preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, accents, tempo, etc., and therefore, include a mechanism for adapting to the individual characteristics of his comrades.

Variation couple. In it, each of the four members of the group receives their 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 one learns four portions of the educational content.

Advantages of the technology of collective mutual learning:

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

in the process of mutual communication, memory is turned on, the mobilization and actualization of previous experience and knowledge is underway;

Each student feels relaxed, works at an individual pace;

Responsibility is increasing 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-assessment of the individual, his capabilities and abilities, advantages and limitations is formed;

discussion of the same information with several interchangeable partners increases the number of associative links, and therefore provides a stronger assimilation

collaboration technology.

Involves learning in small groups. The main idea of ​​learning in cooperation is to learn together, and not just to help each other, to be aware of your successes and the successes of your comrades.

There are several options for organizing training in cooperation. The main ideas inherent in all options for organizing the work of small groups. – common goals 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 help) 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 "conserved" 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 assistance to each of them, change the forms of communication between the teacher and the student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control, which allows the student, together with the teacher, to manage learning. The module consists of cycles of lessons (two and four lessons). The location and number of cycles in the block can be anything. 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 activity of students; in some technologies, these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of perspective-advancing learning (S.N. Lysenkova), game, problem-based, programmed, individual, early intensive learning and improvement of general educational skills (A.A. Zaitsev).

The technology of perspective-advancing learning.

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, rather than working on already committed errors; differentiation, i.e. availability of tasks for everyone; mediated learning (through a knowledgeable person to teach an unknowing person).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions of the program, it is necessary to get 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 (subsequent after the studied) topic is given at each lesson in small doses (5-7 minutes). At the same time, the theme is revealed slowly, sequentially, with all the necessary logical transitions.

First, strong students are involved in the discussion of new material (a promising topic), then average students, and only then weak students. It turns out that all children gradually teach each other.

Another feature of this technology is commented control. It combines three actions of the student: I think, I speak, I write down. The third "whale" of the system S.N. Lysenkova - supporting schemes, or simply supports - 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 the student answers the teacher's question, using the 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 remembering or reproducing the given, but to the essence, reflection, awareness of cause-and-effect relationships.

Game technologies.

The game, along with work and learning, is one of the activities not only for a child, but also for an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-management of one's behavior is formed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As an independent technology;

As an element of pedagogical technology;

As a form of 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, their combination with conventional didactic exercises. The gaming activity includes games and exercises that form the ability to identify the main characteristic features of objects, compare, contrast them; games that develop the ability to distinguish real phenomena from unreal ones, educating the ability to control oneself, speed of 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 educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.

In imitation, the activity of any organization, enterprise or its division is imitated. Events, specific types of people's activities (business meeting, discussion of a plan, conversation, etc.) can be simulated.

Operating rooms help to practice the performance of specific specific operations, for example, the skill of public speaking, writing an essay, solving problems, conducting propaganda and agitation. C) the corresponding workflow is modeled in these games. They are carried out 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 situation scenario is developed, the roles of actors are distributed among the students.

Unlike games in general, a pedagogical game has an essential feature - a clearly defined goal of learning and a pedagogical result corresponding to it. The functions of the game in the educational process are to provide an emotionally elevated environment for the reproduction of knowledge, which facilitates 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 characters - in reading, history lessons. For example, when studying the topic “Clothes at different times”, children receive homework in history: dress paper dolls in clothes from different eras, cut out paper, color, come up with dialogues for conversation.

The technology of all business games consists of several stages.

1. Preparatory. Includes scenario development - a conditional display of the situation and the object. The scenario includes: the learning goal of the lesson, characteristics
problems, substantiation of the task, business game plan, description of the procedure, situations, characteristics of the actors.

2. Entering the game. The participants, the conditions of the game, the 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. Game process. With its beginning, no one has the right to interfere and change the course. Only the facilitator can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of the results of the game. Speeches of experts, exchange of opinions, protection by students 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-Based Learning Technologies

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

• awareness of the general problem situation;
• its analysis, the formulation of a specific problem;
• decision (promotion, substantiation of hypotheses, their consistent testing);
• 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 inhabitants 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. A task that is not difficult for the student (for example, to calculate the area of ​​a triangle, if he knows how to do this) is not a problem.

There are such rules for creating problem situations.

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

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

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

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

The same problematic situation can be caused various types assignments.

There are four levels of difficulty in learning.

1. The teacher himself sets the 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 an independent search 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-based 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 gained is converted into convictions; they experience a feeling of deep satisfaction, confidence in their abilities and strengths; self-acquired knowledge is more solid.

However, problem-based learning is always associated with difficulties for the student, it takes much more time to comprehend and find solutions than with traditional learning. The teacher requires high pedagogical skills. Apparently, it is precisely these circumstances that do not allow the widespread use of such training.

DEVELOPMENTAL TRAINING

The method of developing education is a fundamentally different construction of educational "activity, which has nothing to do with reproductive education based on coaching and memorization. The essence of its concepts is to create conditions when the development of the child becomes the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused on the comprehensive development of the child.

With such training, children not only acquire knowledge, skills and abilities, but first of all learn how to independently comprehend them, they develop a creative attitude to activity, develop thinking, imagination, attention, memory, will.

The core idea of ​​developmental education is the advanced development of thinking, which ensures the readiness of the child to independently use his creative potential.

Thinking can be productive and reproductive, creative and primitive. characteristic feature productive thinking in comparison with reproductive is the possibility of self-discovery of knowledge. Creative thinking characterizes the highest level of human development. It is aimed at obtaining a result that no one has 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.

Possession of methods of mastering knowledge lays the foundation for human activity and awareness of himself as a cognizing subject. Emphasis should be placed on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, remember how he achieved the learning result, what mental operations and in what sequence he performed for this. At first, the student only tells, verbally reproduces his actions, their sequence, and gradually brings up in himself a kind of reflection of the process. learning activities.

A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out with the help of clear criteria received from the teacher. The self-assessment of the student precedes the assessment of the teacher, with a large discrepancy, it is consistent with him.

Having mastered the methodology of self-assessment, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes the test work specifically includes material that has not yet been studied in the lesson, or tasks that are solved in a way unknown to the child. This allows you to assess the formed skills to learn, to determine the ability of children to assess what they know and what they do not 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. At the heart of learning is actually a dialogue communication both between the teacher and students, and between them.

Interaction of the parties of the educational process

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

1. Traditional for modern school the variant of didactic communication “teacher-student” is used only to pose a problem.

1. Work in a pair of "student-student". She is especially important
   in the area of ​​self-control and self-assessment.
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 generalization, derivation of general patterns, formulation of fundamental provisions necessary for the next stage of work.
4. Discussion of a particular task by a student at home with parents, and in the next lesson a story in class about this, the students' point of view on the problem.
5. Individual work of the student, including mastering the methods of independent search for knowledge, solving creative problems.

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

Functions of a teacher in developmental 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. Accompanying 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 of the student
cov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results, etc.

As you can see, the focus of the teacher is not the explanation of new material, but the search for methods of effective organization of educational and cognitive activity of schoolchildren in order to obtain it. For the teacher, it is not the result itself that is of great value (does the student know or does not know?), 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 system of developing education is the educational cycle, i.e. lesson block. The training cycle is a system of tasks that guide the activities of students, ranging from goal setting to modeling theoretical generalizations and their application in solving particular practical issues.

A typical scheme of the training cycle consists of orienting-motivational, search-research, practical (application of the results of activities at previous stages) and reflective-evaluative acts.

The orienting-motivational act includes a joint production with children learning task motivating students for future activities. At this stage, it is necessary to achieve in children a sense of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.

In the search and research act, the teacher leads 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 methods of mental actions or knowledge at his disposal.

TECHNOLOGIES OF DEVELOPING LEARNING.

The most famous and popular system of developmental education L.V. Zankov, D.B. Elko-nina-V.V. Davydov, technologies for the development of the creative qualities of the individual, etc.

The application 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 children, but also at different initial levels of their development.

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

The system of developing education L.V. Zankov

Its main principles are the following:

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

System L.V. Zankova assumes the formation of cognitive interest among schoolchildren, the 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, elucidation of patterns, etc. in a communication situation.

The central place is occupied by the work on a clear distinction between the various features of the objects and phenomena being studied. Each element is assimilated in connection with the other and within a certain whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, differentiate their properties, sides, relationships. Then allocate different aspects and properties of phenomena.

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

1. The organization of knowledge - "from the students", i.e. what they know or don't know.
2. The transformative nature of the student's activity: they compare observations, 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 orienting-research reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search, directed by the teacher, which is provided with questions that awaken the independent thought of students, preliminary homework.
5. Creation of pedagogical situations of communication in the classroom, 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 identified general goals and means of organizing a lesson in the technology of developing education are specified by the teacher, depending on the purpose of the lesson, its thematic content.

Elkonin-Davydov technology

It focuses on the formation of theoretical thinking of schoolchildren. They learn and get used to understand the origin of things and phenomena.of the real world, abstract concepts reflecting their relationship, 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. The student in the educational process takes the position of a researcher, a creator capable of reflective consideration of the grounds for his own actions. The teacher at each lesson organizes collective mental activity - dialogues, discussions, business communication of children.

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

Features of the content of training are reflected in a special construction subject, modeling the content and methods of the scientific field, organizing the child's knowledge of the theoretically essential properties and relations of objects, the conditions for their origin and transformation. Meaningful generalizations form the basis of the system of theoretical knowledge. It can be:

• most general concepts sciences expressing causal 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 by mental operations with abstract objects.

Ways of mental actions, thinking are divided into rational (empirical, based on visual images) and reasonable, 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 movement in a spiral from the center to the periphery. In the center is an abstract general idea of ​​the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.

Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the 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 the word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.

Performing various educational activities to analyze and transform phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling tasks.

The features of the methodology in this system are based on the organization of purposeful educational activities. Purposeful educational activity (TSUD) 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. CUD is a special form of a child's 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, as far as possible, leads them along the path of discovery, makes them follow the dialectical movement of thought towards the truth, makes them accomplices in scientific search.

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 of the educational problem consists in finding a general method of action, the principle of solving a whole class of similar problems.

With developmental education, as already noted, the quality and volume of the work performed by the student is evaluated not from the point of view of its compliance with the subjective idea of ​​the teacher about the feasibility, availability of knowledge to the student, but from the point of view of the subjective capabilities of the student. The assessment should reflect his personal development, the perfection of educational activities. Therefore, if a student works to the limit of his abilities, he certainly deserves the highest mark, even if from the point of view of the abilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the task of the teacher is not to bring everyone to a certain, given level of knowledge, skills, and abilities, but to bring the personality of each student into a 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 "innovation" or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; the second is that innovation and production, the creation of innovations (innovations) are also one and the same, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be monosubjective.

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

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

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

● project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, under 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 the 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 that creates conditions for the full development of all its participants; hence the main thesis; innovative education is developing and developing education.

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

1. Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the development competencies, adequate to modern business practice. This content should be well structured and presented in the form of multimedia learning materials that are delivered via modern means communications.
2. Modern teaching methods are active methods of developing competencies based on the interaction of students and their involvement in the learning process, and not just on passive perception of the material.
3. A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits 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 most characteristic innovative technologies can be distinguished.

1. Information and communication technologies (ICT) in subject education The 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 students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). It is essential to realize the emerging trend in the process of informatization of the school: from the development by schoolchildren of initial information about computer science to the use of computer software in the study of general subjects, and then to the saturation of the structure and content of education with elements of computer science, 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 prepared to master new information technologies in their future work. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying informatics and ICT. Application experience has shown: a) the information environment of an open school, which includes various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially with the use of project method; b) informatization of education is attractive for the student in that the psychological stress of school communication is removed by moving from the subjective relationship "teacher-student" to the most objective relationship "student-computer-teacher", the effectiveness of student work increases, the proportion creative works, expanding the possibility of obtaining additional education in the subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized;

c) the informatization of teaching is attractive to the teacher in that it allows to increase the productivity of his work, increases the general information culture of the teacher.

At present, it is possible to speak quite definitely about several types of design.

First of all, this 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 the development of the norms of the hostel in different types of community of people.

Next 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- how to build a developing educational practice, educational programs and technologies, ways and means pedagogical activity.

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

So, in developmental psychology, it is necessary to design age standards (as a certain set of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.

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

In educational practice, this is the design of child-adult communities in their cultural and activity specificity, that is, the design of such 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: a psychological study 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 educational goals and means of solving problems development.

Examples design work, which is being conducted in modern domestic education, can probably number in the hundreds. Let's name just a few types of such work:

● at the level of an individual teacher - this is the design of educational programs, including 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 the 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 available 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 the subject

Person-Centered 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 personality of the child in this technology is not only the subject, but also the subject priority; she happens to be purpose educational system, and not a means to some abstract end. It manifests itself in the development by students of individual educational programs in accordance with their capabilities and needs.

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

the quality of schoolchildren's education

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

4 . Monitoring of intellectual development

Analysis and diagnostics of the quality of education of each student by testing and plotting progress dynamics.

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

It is an essential 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 on national traditions, theater, centers for children's creativity, etc.

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

Here, both already known and proven techniques, as well as new ones, can be implemented. These are independent work with the help of a textbook, a game, design and defense of projects, learning 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 supposed. Their analysis at 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 are introduced new direction of appraisal activity - Evaluation of personal achievements. It has to do with the implementation 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 the 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, and responsibility.

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

The optimal way to organize a cumulative assessment system is portfolio . This is the way fixing, accumulating and evaluating work, a student's results, indicating his efforts, progress and achievements in various areas over a certain period of time. In other words, it is a form of fixation of 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 cannot do to what he knows and can do. A significant characteristic of the portfolio is its integrativity, 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 be added:

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

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

For the student portfolio is the organizer of his educational activities, for the teacher - remedy feedback and an evaluation tool.

Several portfolio types . The following are the most popular:

● 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 leading one)

Choice Portfolio type depends on the purpose of its creation.

Distinctive feature portfolio is its student-centered nature:

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

● student collects material;

● results assessment is based on self-assessment and mutual assessment

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and method of self-certification and self-report. Reflection- the process of cognition based on self-observation of one's own inner world. /Ananiev B.G. Man as an object of knowledge. - L. - 1969./ "a 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.

Student gotta learn :

● select and evaluate information

● define exactly the goals he would like to achieve

● plan your activities

● give evaluation and self-assessment

● track your own mistakes and fix them

In this context, we consider the portfolio as one of the methods most relevant 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-educate.

The best way to get acquainted with portfolio technology is its practical implementation.

A fundamental distinction must be made between the concepts "innovation" And "innovation". The basis for such a distinction should be the specific forms, content and scale of transformational activity. 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 a given system or its fundamental transformation, we are dealing with innovation. It is possible to introduce a number of more specific criteria for distinguishing between these two concepts.

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

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

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

● activity (technology) for the implementation of innovation (training, implementation, translation);

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

● new type or new form of social practice.

We present just one example deploying a full cycle of innovative transformations- from the history of national education:

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

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

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

● innovation process - opening of laboratories and experimental schools in different regions countries on 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 prospects for transition to the mode of innovative development and self-development? And if so, under what conditions is this 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 bases for the implementation of the main directions of design and research activities; First of all, these are the humanitarian and anthropological foundations for the formation and development of a person in the space of education. Only in this case meaningful methodology for designing and researching innovative education is possible; a general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of multi-scale innovative educational projects.

In the system of vocational education and professional development:

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

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

● it is mastering the norms and culture of managing the development of education, the activities of professional teaching staff.

In the field of educational policy:

● this is a 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, skills, ways of working, competencies

3. By area of ​​pedagogical application

● in the educational process

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

● in collective learning (personally oriented)

In individual, frontal, group form

● in family education

5. By functionality

● innovations-products (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 scale (volume) of innovation

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

9. By socio-pedagogical significance

● in educational institutions of any type

10. On the basis of innovative potential

● combinatorial

● innovations

11. In relation to his predecessor

● substitute

● opening

Innovative potential of an educational institution

is determined in the analysis of an educational institution according to the following positions:

1. The focus of innovation on changing the educational needs addressed to the 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 quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity

● Solving important pedagogical tasks:

Create an emotionally comfortable educational environment

Maintain high learning motivation of students

Encourage their activity and independence

Expand opportunities for learning and self-learning

To develop the skills of reflective and evaluative activity of students

To 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 various options choosing an educational route

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

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

● Form of continuous assessment in the process of continuing education

● Teacher's portfolio - 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 learning 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 an educational institution

● Systematic work to improve the qualifications of teachers

● Experience in creating an electronic portfolio

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

● Methodological support of the course

Work folder

Official portfolio forms (supplement to the 9th grade certificate)

Diagnostic materials

Tables and diagrams for maintaining the "Working Folder"

Reminders and instructions for students

Examples of activities with students

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

● A promising form of presenting the individual orientation of the educational achievements of a particular student, meeting 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 points of growth

● The educational institution 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 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 intrusive labels such as “weak C” or “strong good”

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

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

● Teaching time problem: Takes more time to implement than the traditional grading system

● A real assessment of the possibilities and readiness of students, teachers, parents in providing materials to fix the dynamics of their individual progress

Shifting pedagogical focus from assessment to self-assessment

Students have poorly developed achievement motivation, there are difficulties in goal-setting, independent planning and organization of their own educational activities, the ability to systematize and analyze their own collected material and experience

Unpreparedness of parents to realize the importance and significance of the portfolio as a document confirming the level of knowledge of students and make right choice further training profile

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

Bibliography:

1. Amonashvili Sh.A. Educational and educational functions of assessing the teaching of schoolchildren. M.: Enlightenment. – 1984
2. Voynilenko N.V. Improving control and evaluation processes as a factor in managing the quality of primary general education. // World of science, culture, education. - No. 4 (23) - 2010. - p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. St. Petersburg: Alliance "Delta". - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom. M.: Enlightenment. - 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 elementary school. // Public education. - No. 5. - 2010. - p.185-191
7. Mettus E.V. Live assessment: 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. St. Petersburg: KARO. – 2008
9. Federal state educational standards for primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. – M.: Enlightenment. – 2009

Hamidullina Dinara Ildarovna, State Budgetary Educational Institution 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 built on a competency-based approach. Difficulties also arise due to the fact that in the basic curriculum the number of hours for studying individual subjects is reduced. All these circumstances require new pedagogical research in the field of methods of teaching subjects, the search for innovative means, forms and methods of training and education related to the development and implementation of innovative educational technologies in the educational process.

For the skilled and conscious choice From the existing bank of pedagogical technologies, precisely those that will allow achieving optimal results in training and education, 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, we can identify the criteria that make up the essence of pedagogical technology:

definition of learning objectives (why and for what);

content selection and structure (What);

optimal organization of the educational process (How);

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

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

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

Thus,“Pedagogical technology” is such a construction of the teacher’s activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

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

Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the 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 developing competencies based on the interaction of students and their involvement in the learning process, and not just on passive perception of the material.

A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

A generally accepted classification of educational technologies in Russian and foreign pedagogy does not exist today. Various authors approach the solution of this topical scientific and practical problem in their own way.

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

Other sources distinguish:

Traditional technologies : referring to traditional technologies various types of training sessions, where any system of means can be implemented that ensures the activity of each student based on a multi-level approach to the content, methods, forms of organization of educational and cognitive activities, to the level of cognitive independence, the transfer of relations between the teacher and the student to parity and much more.

Class-lesson learning technology - ensuring the systematic assimilation of educational material and the accumulation of knowledge, skills and abilities.

Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and shift staff, frontal work in a circle). Formation of a sociable, tolerant personality, 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, problem-based (heuristic) learning technology. The acquisition by students of knowledge, skills and abilities, the development of methods of independent activity, the development of cognitive and creative abilities.

Technology of prospective-anticipatory learning. Achievement by students of the mandatory minimum content of education. Learning how to solve problems, how to consider opportunities, and how to use knowledge in specific situations. Providing opportunities for each student to independently determine the ways, methods, means of finding the truth (result). Contribute to the formation of methodological competence. Formation of abilities to independently solve problems, to search for the necessary information. Learning how to solve problems.

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

research technology (method of projects, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activities (statement of an educational problem, formulation of a topic, choice of research methods, promotion and testing of a hypothesis, use of various sources of information in the work, presentation of the work performed).

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

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

Technology of conducting collective creative affairs. Creation of conditions for self-realization of students in creativity, research activities, a team of students. Involving students in the discussion and analysis of the problems that concern them most, self-assessment of various negative life situations. Formation of organizational abilities 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 independent, proactive and creative development of educational material in the process of cognitive activity

Communication technologies

portfolio technology

Development of critical thinking

Modular learning

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Each teacher needs to be guided in a wide range of modern innovative technologies, ideas of schools, trends, not to 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, it is reflected in job descriptions, in certification materials. The use of innovative educational technologies is one of the criteria for evaluating the professional activities of a master of p / o and a teacher.

Therefore, we need a 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 the elements of technology are quite accessible.

Most of the technologies have been 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 learning process. These are group work, educational discussion, game simulation, business game, brainstorming, etc.

These forms of learning are important for students because they allow everyone to get involved 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 education is psychologically attractive for students, it helps to develop the skills of cooperation, collective creativity. Students are not observers, but solve difficult questions themselves. Each group finds interesting arguments in defense of its point of view.

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

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 student needs not so much a strong one as a patient and friendly interlocutor. You can place students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: an observer, a sage, a keeper of knowledge, etc., while each of the students can play one role or another.

Through work in permanent and temporary microgroups, the distance between students decreases. They find approaches to each other, in some cases they discover tolerance in themselves and see its usefulness 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 lesson plan is drawn up periodically. It contains:

the issue the group is working on;

list of participants;

self-assessment 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 there is no significant disagreement. The guys willingly join in the assessment of the oral and written answers of their classmates, i.e. take on the role of an expert.

Those. the use of interactive learning technology affectsfformation of a sociable, tolerant personality, possessing 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 the Latincase- a confused unusual case; as well as 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.

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

Case-based learning is a purposeful process built on a comprehensive analysis of the situations presented, - discussions during open discussions of the problems identified in the cases - the development of decision-making skills. Distinctive feature 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 restore them. Practical skills. Use in practice of academic theory, methods and principles. Creative skills. One logic, as a rule, 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 complex practical tasks - projects.

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

The goal of any project is the formation of various key competencies. Reflective skills; Search (research) skills; Ability and skills to work collaboratively; Managerial skills and abilities; Communication skills; Presentation skills and abilities.

The use of project 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 creative abilities, activate cognitive activity students.

Classification of projects according to 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 the structure resembles a genuine scientific study. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained.

Information project is aimed at collecting information about some object, phenomenon for the purpose of its analysis, generalization and presentation for a wide audience.

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

role project is the most difficult to develop and implement. By participating in it, the designers take on the roles of literary or historical characters, fictional characters. 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, having which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in various situations, work in various 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 a new way of transferring knowledge that corresponds to a qualitatively new content of learning and development of the student. This method allows students to learn with interest, find sources of information, cultivate independence and responsibility in obtaining new knowledge, and develop the discipline of intellectual activity. Information technology makes it possible to 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 a variety of means that contribute to a deeper and more conscious assimilation of the material being studied, saves lesson time, saturates it with information. Therefore, it is quite natural to introduce these tools 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 methodical office.

Technology for the development of critical thinking

New educational standards are introducednew direction of appraisal activity - Evaluation of personal achievements. It has to do with implementationhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: the student, the teacher, the family. The introduction of the 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, and responsibility.

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

The optimal way to organize a cumulative assessment system isportfolio . This is the wayfixing, accumulating and evaluating work , the results of the student, indicating his efforts, progress and achievements in various areas over a certain period of time. In other words, it is a form of fixation of 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 cannot do to what he knows and can do. A significant characteristic of the portfolio is its integrativity, 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 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 conditionally set by the standard and society).

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

Severalportfolio types . The following are the most popular:

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 leading one)

Choice Portfolio type depends on the purpose of its creation.

Distinctive feature portfolio is its student-centered 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 method of self-certification and self-report.Reflection - the process of cognition based on self-observation of one's inner world. /Ananiev B.G. Man as an object of knowledge. - L. - 1969 ./ "a 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.

studentgotta learn :

select and evaluate information

specify the goals that he would like to achieve

plan your activities

evaluate and self-evaluate

track your own mistakes and fix them

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

Annex 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Modern Traditional Learning (TO)

II. Pedagogical technologies based on the personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-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. Gaming technology
2. Problem based learning
3. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov).

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

6. Programmed learning technology
7. A 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 reconstruction of the material.
1. "Ecology and dialectics" (L.V. Tarasov).
2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov).
3. Enlargement of didactic units - UDE (P.M. Erdniev)
4. Implementation of the theory of gradual formation of mental actions (M.B. Volovich).

V. Particular pedagogical technologies.
1. Technology of early and intensive literacy education (N.A. Zaitsev)..

2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)

3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. The system of phased teaching of physics (N.N. Paltyshev)

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

2. Technology of free labor (S. Frenet)
3. Technology of probabilistic education (AM Lobok).

4. Workshop technology.

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

2 Technology of self-development (M. Montessori)

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

3. Technology of developing education D. B. Elkonina-V. V. Davydov.

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

6. Technology of self-developing education (G.K. Selevko)

IX. Pedagogical technologies of author's schools.
1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broide).

2. Model "Russian school".

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-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 native studies material. Priority place in the curriculum is given to such subjects as native language, Russian history, Russian literature, geography of Russia, Russian art.

school park

Organizationally, the school-park is a set, or a park, open multi-age studios . The studio is understood as a free association of students around a teacher-master for joint learning. At the same time, 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 getting ahead" of 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 aids (primarily for the development of children's imagination). Much attention is paid to the spiritual development of all participants in the educational process. The educational material is given in blocks (epochs), but the day at all stages of education (from nursery to seminaries) is divided into three parts: spiritual (where active thinking prevails), sincere (teaching music and dance),creative and practical (here children learn primarily creative tasks: sculpt, draw, carve wood, sew, and so on).

Appendix 2

Problem learning technology

problematic education – didactic combination system different methods and methodological teaching methods, using which the teacher, systematically creating and using problem situations, ensures a strong 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 carry it out with the help of his knowledge and methods of activity.

In problem-based learning, there is always the formulation and solution of a problem - a cognitive task put forward in the form of a question, task, 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 accepts 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-based learning and heuristic conversation 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 by students of new educational material.

The cognitive task is compiled taking into account the fact that the problem should be based on the knowledge and skills that the student owns. 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 of 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 abilities.

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

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

    each problem is allocated one unknown element;

    into the material communicated by the teacher and assimilated by the students on their own, must be differentiated.

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

Gaming Technology

The use of didactic games

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

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

Learning activities are subject to the rules of the game;

Educational 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 is associated with the game result.

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

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

business games

Business (role-playing, managerial) 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 between participants of roles or role functions. The presence of interactions between players that repeat (imitate) real connections and relationships.

The multi-link and logic of the 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 the conditions of information activity. The plausibility of a simulated situation or situations taken from reality.

The presence of a system for evaluating the results of gaming activities, competitiveness or competitiveness of the players.

Cooperation Pedagogy

"Pedagogy of cooperation" is a humanistic idea of ​​joint developmental activities of students and teachers, based on the awareness of common 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 comrade, and students receive sufficient independence both in acquiring knowledge and experience, and in forming 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 inhumane and not giving a positive result means in the educational process; replacing coercion with desire;

Respectful attitude of the teacher to the personality of the student; recognition of his right to make a mistake;

The 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 Doctor of Pedagogical Sciences V.E. It is the multidimensional didactic technology, and with the help of didactic multidimensional tools, that allows presenting knowledge in a collapsed and expanded form and managing the activities of students in their assimilation, processing and use.

The main idea of ​​MDT - and the idea of ​​the multidimensionality of the surrounding world, a person, an educational institution, an educational process, and 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 activity in the assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development thinking, memory and effective ways intellectual activity.

The MDT is based on a number of principles:

1. The principle of multidimensionality (multi-aspect), 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 activity 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 combination in system images - models.

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

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

Channel interactions "teacher - student" - on information and communication channels;

Channel design - on the direct channel of constructing training models and the reverse channel of comparative-evaluative activities 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 interplanar dialogue.

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

triad "objects of the world": nature, society, man;

· the triad of "spheres of mastering the world": science, art, morality;

triad "basic activities": cognition, experience, evaluation;

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

6. The principle of universality, i.e., all-subjectivity of tools, suitability for use in lessons of different types, in different subjects, in professional, creative and managerial activities.

7. The principle of programmability and repeatability of basic operations performed 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-dialogicality, realizing in dialogues of various types: an internal interhemispheric dialogue of mutual reflection of information from a figurative into a verbal form, an external dialogue between a mental image and its reflection in the external plane.

9. The principle of supporting thinking - reliance on models of a reference or generalized nature in relation to the designed object, reliance on models when performing various kinds activities (preparatory, educational, cognitive, search), etc.

10. The principle of compatibility of the properties of the image and the model tools, in accordance with which the holistic, figurative and 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 , according to which, in the process of cognitive activity, the languages ​​of both hemispheres of the brain are combined, due to which the degree of efficiency of operating information and its assimilation increases.

12. The principle of quasi-fractality deployment of multidimensional models for representing values ​​on repetition of a limited number of operations.

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

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

Logical - 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 frame and forming a connected system. In this case, one part of the keywords is located at the nodes on the coordinates and represents the connections and relationships between the elements of the same object. In general, each element of a meaningfully related system of keywords receives precise addressing in the form of a "coordinate-node" index.

The development and construction of the LSM makes it easier for the teacher to prepare for the lesson, enhances the visibility of the material being studied, allows algorithmization of the educational and cognitive activity of students, and makes prompt feedback.

The ability to present large arrays of educational material in the form of a visual and compact logical and 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 of students, and secondly, the constant use of LSM in the learning process forms a logical understanding of the studied topic, section or course as a whole among students.

When using MDT, there is a transition from traditional education to a student-centered one, the design and technological competence of both the teacher and students develops, a qualitatively different level of the teaching process and the assimilation of knowledge is achieved.

anonymous
Innovative pedagogical technologies for the development of preschoolers

Innovative pedagogical technologies for the development of preschoolers

MBDOU « Kindergarten Kalininsk, Saratov Region"

teacher Shunyaeva O.N.

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

Innovative technologies is a system of methods, ways, methods of teaching, educational means aimed at achieving a positive result due to dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve. Innovative technologies combine progressive, creative technologies and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity.

The following reasons can be identified innovations in preschool education:

Scientific research;

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

Conceptuality implies 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, variation by means and methods in order to correct the results.

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

Reproducibility refers to the possibility of using (repeat, play) pedagogical technology in other educational institutions of the same type, by other subjects.

to be today pedagogically a competent specialist is impossible without studying an extensive arsenal of educational technologies.

concept "gaming pedagogical technologies» includes a fairly large group of methods and techniques of organization pedagogical process in the form of various educational games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined goal of learning and corresponding to it pedagogical result, which can be substantiated, highlighted explicitly and characterized by a cognitive orientation.

game form pedagogical activities is created by game motivation, which acts as a means of inducing, stimulating children to learning activities.

Gaming technologies widely used in preschool age , since the game is the leading activity during this period. By the third year of life, the child masters the role-playing game, 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 develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, an orientation in own feelings and the skills of their cultural expression are formed, which allows the child to be included in collective activities and communication.

TRIZ technology.

TRIZ - the theory of inventive problem solving. The founder is G. S. Altshuller. Its main idea technology is, What technical systems emerge and do not develop"whatever" 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 just develop children's imagination, but to teach to think systematically, with an understanding of the ongoing processes.

TRIZ program for preschoolers- these are collective games and activities with detailed guidelines for educators. All classes 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. teacher he should not give ready-made knowledge to children, reveal the truth to them, he should teach them to find it. Developing technologies learning are presented in the main provisions Maria Montessori Pedagogy. The central point in the ideas of Montessori is the maximum possible individualization of educational activities, the use of a clearly thought out and skillfully instrumented program. development of each child.

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

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

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

Under alternative technologies it is customary to consider those that oppose the traditional system of education by any of its sides, whether it be goals, content, forms, methods, attitudes, positions of participants pedagogical process.

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

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

Main directions pedagogical activities include the organization of gaming activities, assistance to 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: "repayment of needs", "leading offer", "switching to redemptions", "emotional envelopment"

informational technologies in pedagogy learning is called everything technologies using special technical information tools (computer, audio, video).

The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", the formation of research skills, the ability to make optimal decisions.

Alternative technologies imply a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, content and methodological principles, and replacing them with other, alternative ones.

Technology of educational games B. P. Nikitina is a game activity, it consists of a set educational games, which, for all their diversity, come from a common idea and have characteristic features.

Each game is a set of tasks that a child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B.P. Nikitin offers educational games with cubes, patterns, Montessori frames and inserts, unicubus, plans and maps, constructors. subject developing games are at the heart of construction and labor and technical games and are directly related to intelligence. IN developing games manage to combine one of the basic principles of learning - from simple to complex - with a very important principle of creative activity independently according to abilities, when the child can rise to the limit of his abilities.

Educational games can be very diverse in content, like any game, they do not tolerate coercion and create an atmosphere of free and joyful creativity.