The goal of opening innovative centers for educational technologies. Modern innovative technologies in education

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Introduction

The purpose of the course work is to identify the features of innovative educational technologies.

Coursework objectives:

Determining the features of innovative teaching technologies based on a theoretical analysis of philosophical and psychological-pedagogical literature;

Identification of the main reasons for the use of innovative technologies;

Determining the features of person-centered learning technology;

Identification of criteria for lesson effectiveness in the system of student-centered learning.

The object of the research is innovative teaching technologies.

The subject of the research is personality-oriented learning technology.

The research hypothesis is that the use of innovative teaching technologies in the general pedagogical process will increase its effectiveness, as well as the level of personal development of students.

The methodological basis of the study was the principles of activity (Yu.V. Gromyko, N.N. Leontyev, G.P. Shchedrovitsky, etc.), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, V. .V. Yudin and others), a personality-oriented approach (M.V. Klarin, I.S. Yakimanskaya and others), about the patterns of child development (L.S. Vygotsky).

The research methods are the study and analysis of the current state of the problem in theory and practice based on literary sources.

The concept of “change” is becoming largely synonymous with the word “innovation.” During this period, strategic approaches to modern innovations in teaching and learning begin to take shape. In 1962, Everett Rogers’s work “Diffusion of Innovations” was published, which went through multiple reprints and was analyzed by scientists around the world. And today his model of the diffusion of innovations is used as a basis for conducting research at various levels.

In the 90s, many works appeared devoted to the problem of innovative education. The reasons for this problem are described in sufficient detail by V. E. Shukshunov and his co-authors. One of them is that “the system of “supportive education” that developed in the past no longer contributes to the requirements of the emerging post-industrial civilization”

Novelty always has a specific historical character. Born at a specific time, progressively solving the problems of a certain stage, an innovation can quickly become the property of many, the norm, generally accepted mass practice, or become obsolete, obsolete, and become a brake on development at a later time. Therefore, the teacher needs to constantly monitor innovations in education and carry out innovative activities. The main functions of a teacher’s innovative activity include progressive (so-called defect-free) changes in the pedagogical process and its components: changes in goals (for example, a new goal is the development of the student’s individuality), changes in the content of education (new education standards), new teaching tools (computer learning ), new ideas of education (Yu.P. Azarov, D. Bayard, B. Spock), new ways and techniques of teaching (V.F. Shatalov), development (V.V. Davydov, L.V. Zankov), education junior schoolchildren (Sh.A. Amonashvili), etc.

The introduction of modern technologies depends on the readiness of the subjects of the educational process (primarily teachers) for innovation, the formation of innovative pedagogical thinking, and the restructuring of the mentality of training participants.

All pedagogical manuals emphasize the importance of two principles: taking into account the age characteristics of students and implementing education based on an individual approach. Psychological and pedagogical research in recent decades has shown that it is not so much the teacher’s knowledge of age and individual characteristics that is of paramount importance, but rather the consideration of the personal characteristics and capabilities of the pupils. The personal approach underlying the construction of educational content is understood as reliance on personal qualities. The latter express very important characteristics for education - the orientation of the individual, his value orientations, life plans, formed attitudes, dominant motives of activity and behavior. Neither age, taken separately, nor individual personality characteristics (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for a high-quality personality-oriented educational result. Value orientations, life plans, and personality orientation are certainly related to age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.

innovative learning personal

1. The concept of innovative teaching technologies

1.1 General concept of innovative educational technologies

The word “innovation” comes from the Latin inovatis (in - in, novus - new) and translated means “update, novelty, change.” Pedagogical innovation is changes aimed at improving the development, education and training of students.

Innovation is change within a system. Consequently, in the pedagogical interpretation, innovation is the introduction of something new, change, improvement and improvement of the existing pedagogical system.

Pedagogical innovative technology represents the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivating, stimulating and enhancing the educational and cognitive activity of students. In pedagogical technology, each element and stage of the educational process is conditioned and aimed at an objectively diagnosable result.

At the present stage of development of society, the need to introduce innovative technologies into the educational process, based on new achievements in economics, pedagogy and psychology, is sharply increasing.

In domestic pedagogy and psychology, the position has been established that the development of personality in the learning process depends on both external and internal conditions. External ones include:

§ pedagogical skill of the teacher;

§ rational construction of educational programs;

§ a set of optimal teaching methods.

However, external conditions are always refracted through the individual characteristics of a person, his relationships with other people, which constitute the internal conditions of learning. The latter are psychological factors determined by the personality of the student himself: the level of mental development, attitude to learning, characteristics of self-organization, and other individual characteristics.

The formation of a system of one’s own views and tastes, the determination of standards and assessments, attitudes towards people, etc. largely depend on psychological factors. Consequently, the same technology cannot be a recipe for all cases of pedagogical activity. These factors force us to look for new educational technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which ensures the effectiveness of learning outcomes.

1.2 Essence and content of the concept of innovative technology

Pedagogical technology is a complex, integrated process that includes people, ideas, tools and ways of organizing activities for analyzing problems and planning, providing, evaluating and managing problem solving, covering all aspects of knowledge acquisition. This understanding of modern pedagogical technology determines the directions of theoretical and practical searches for educational technologies.

1.2.1 Principles of development of innovative technologies

The results of ongoing research in the field of educational technologies show that their prospects are associated with the development of three models of educational technologies: semantic, structural and parametric. At the same time, by a model of pedagogical technology we understand purposefully developed and, in basic terms, reproducible components of the student learning process, which lead to an increase in the efficiency of the functioning of the entire pedagogical system. Modeling involves determining the purpose of learning (why and for what?), selecting and constructing the content of education (what?), organizing the educational process (how?), methods and methods (using what?), interaction between teachers and students (who?).

When creating a semantic model of student learning technology, the subject of research is limited to the framework of pedagogical reality: what is the content of training, forms of organization of the educational process, results and their evaluation system. However, in certain conditions of equipment of the pedagogical process, depending on the level of pedagogical skills of teachers, the readiness of students to perceive and process educational information, the essence of the main technological acts changes. In this regard, semantic modeling examines changes and acceptable possibilities for replicating proprietary technologies in specific conditions of the pedagogical process.

The specification of the semantic model depends entirely on the purpose for which it is being developed. On this basis, we can identify several directions for detailing the general semantic model of pedagogical technology:

The model can serve to form a fundamentally new teaching technology, which involves the formation of innovative, scientific and pedagogical thinking;

The model can act as a means of defining norms and principles of innovative activity in pedagogy;

The model can be used in methodological work to serve innovators - specialists in design, programming and organization of innovative teaching technologies;

The model can serve as a learning tool for innovative teaching activities.

Creating a structural model of innovative teaching technologies includes identifying the most important characteristics, the entirety of which allows us to evaluate the place and role of a particular technology among other possible ones, and compare the advantages and disadvantages of its options.

Methods for identifying the structure of innovative teaching technology are: description of an individual pedagogical innovation taken as a unique phenomenon, comparative analysis of the data obtained and statistical generalization. Based on such a step-by-step analysis, we can identify the structure of the model of innovative technology as the following sequence of stages:

1) awareness of the problem, identification of contradictions based on fixing the discrepancy between what is and what should be;

2) decision-making process (defining goals, creating a theoretical model, searching for alternatives and choosing solutions, building a normative model);

3) creation and first development of the project (experiment, finalization of the normative model before the project, verification of the project at the level of pedagogical technology, preparation of the project for use);

4) development (development of forms of using the project, basic methods of replicating the project);

5) use (distribution of innovation among users, long-term use, modification of innovations).

The design stage of innovative technology involves taking into account the tension in the pedagogical system. The search for parameters that arise in the pedagogical environment of situational structures as a reaction to innovation is the primary task of scientific activity in the field of creating innovative teaching technologies.

During the examination, experts noted a high level of prospects for the development of structural learning technologies.

Consequently, the creation of innovative technology is a very complex and responsible process. How thoroughly it is worked out and meaningful depends on how effective the technology will be in the process of use, and how effective the entire pedagogical system will be. Currently, the creation of three models of pedagogical technologies is distinguished: semantic, structural and parametric. After the pedagogical technology goes through all these stages, it receives the right to be introduced into the pedagogical process. But since a large number of pedagogical technologies are being developed, it is necessary to classify them for better orientation of the teacher in them.

1.2.2 Classification of innovative technologies

The classification of innovative technologies can be based on certain criteria on the basis of which it will be carried out. The first criterion can be considered the method of emergence of the innovative process, the second - the breadth and depth of innovative activities, and the third - the basis on which innovations appear and arise.

Depending on the method of implementation of innovations, they can be divided into:

a) systematic, planned, pre-planned;

b) spontaneous, spontaneous, accidental.

Depending on the breadth and depth of innovative activities, we can talk about:

a) massive, large, global, strategic, systematic, radical, fundamental, significant, deep, etc.;

b) partial, small, minor, etc.

Depending on the basis on which innovations appear and arise, they are distinguished:

a) pedagogical technologies based on humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a strong humanistic orientation of the content.

This includes student-oriented technology, cooperation pedagogy, humane-personal technology (S.A. Amonashvili), the system of teaching literature as a subject that shapes a person (E.N. Ilyina), etc.;

b) pedagogical technologies based on the activation and intensification of students’ activities. Examples: gaming technologies, problem-based learning, learning technology using notes on reference signals by V.F. Shatalova, communicative training E.I. Passova and others;

c) pedagogical technologies based on the effectiveness of organizing and managing the learning process. Examples: programmed training, technologies of differentiated training (V.V. Firsov, N.P. Guzik), technologies of individualization of training (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), promising advanced training using reference schemes commented management (S.N. Lysenkova), group and collective methods of teaching (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.;

d) pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology “Dialogue of Cultures” V.S. Bibler and Sy. Kurganova, system “Ecology and dialectics” L.V. Tarasova, technology for implementing the theory of stage-by-stage formation of mental actions by M.B. Volovich and others;

e) nature-appropriate methods of folk pedagogy, based on the natural processes of child development: training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.;

f) alternative methods: Waldorf pedagogy by R. Steiner, free labor technology by S. Frenet, technology of probabilistic education by A.M. Lobka and others.

To reproduce a particular pedagogical technology, it is very important to have the most complete description of it.

The structure of the description of pedagogical technology may include:

identification of this pedagogical technology in accordance with the accepted systematization (classification system);

the name of the technology, reflecting the main qualities, the fundamental idea, the essence of the educational system used, and finally, the main direction of modernization of the educational process;

3) conceptual part (brief description of guiding ideas, hypotheses, principles of technology that contribute to the understanding and interpretation of its construction and operation):

target settings;

basic ideas and principles (the main development factor used, the scientific concept of assimilation);

the child’s position in the educational process;

4) listing the content of education:

focus on personal structures;

volume and nature of education content;

didactic structure of the curriculum, material, programs, presentation form;

5) procedural characteristics:

Features, application of teaching methods and tools;

Motivational characteristics;

Organizational forms of the educational process;

Management of the educational process (diagnosis, planning, regulations, projection);

6) software and methodological support:

curricula and programs;

educational and methodological manuals;

didactic materials;

visual and technical teaching aids;

diagnostic tools.

The description structure is also necessary in order to analyze its differences from traditional or existing technologies.

1.3 Conditions for the transition to new teaching technologies

Traditional pedagogical science developed in an authoritarian society based on a certain system of social values. In new circumstances, the previous pedagogical theory is not always suitable.

In order to move to more advanced teaching technologies, it will take time and psychological restructuring of both teachers, students and parents. The requirement to adapt (adapt, make more convenient) the process of teaching and upbringing has its roots in the 14th century, when J.A. Kamensky proclaimed the principle of conformity to nature as one of the basic principles of teaching.

The conceptual basis of the new (innovative) pedagogy is the assertion that a person is a self-developing system, because everything that a person acquires from the outside, he passes through his consciousness and his soul. The need to move to a qualitatively new level of organization of the pedagogical process is determined by the fact that currently 70-80% of all information a student receives not from a teacher or at school, but on the street, from parents and observations of the surrounding life (including from means mass media).

The teacher’s value orientations must also change. When starting to work in a new education system, the teacher must imagine that before him are not just children who need to be raised, but bright, unique individuals whom he must deeply respect and appreciate, who still have little knowledge and little social experience, but who have an extraordinary advantage before him - youth and thirst for knowledge. The main task of the teacher is to help the student gain and master the experience of the older generation, enrich and develop them. Difficulties or more serious problems in the educational process cannot be grounds for belittling the student’s personality or showing disrespect for it. Pedagogical assistance, support and assistance to each student is the main function of a professional teacher.

The student’s involvement in the educational process with an adaptive learning system is considered as the resulting goal. Accordingly, the adapted educational process should be structured so that it is convenient for students of different age groups and takes into account the typological and individual characteristics of schoolchildren.

The principle of humanistic pedagogy: there must be two subjects of the same process, who act together, in parallel and together, who are partners, who form an alliance of the more experienced with the less experienced, but with the advantage of youth and receptivity. And neither of them should stand above the other: they should cooperate in the learning process.

1.3.1 The main ways to reform the traditional education system

The implementation of a person-centered approach to learning involves three main directions of reforming the traditional system: content, organizational and procedural.

1. New in the content of education.

As part of the first direction of reform - substantive - the education system should structurally consist of several interrelated components, providing for:

the introduction of two education standards: the standard of compulsory (general education) training, which every student must achieve, and the standard of additional (advanced) training, which an interested, capable student can choose for himself; to assess learning outcomes, it is advisable to use thematic tests designed for a particular standard;

creating conditions for the early identification of potentially gifted children and the development of their abilities;

development of the natural inclinations of all students in the subjects of aesthetics, fine arts, music, rhythm, singing, communication;

caring for the social and moral development of students, accelerating their adaptation in society by creating special lesson programs and “playing out” various life situations in extracurricular activities.

Particular attention should be paid to realizing the capabilities of potentially gifted and talented students. Finding appropriate forms of development for such students is the most important scientific and practical task of education.

2. Organizational changes in the educational process.

One of the most important tasks is to resolve the issue of the optimal duration of a training session, school day, school week.

For example, it is obvious that it is impossible to educate all children aged 6 to 17 years in a single mode without compromising their health. When solving this problem, the principle of avoiding overload should be laid down, providing for a reduction in time for compulsory academic work, primarily through strict selection of the content and volume of material, as well as the introduction of integrative courses, and in high school - through the choice of disciplines by students in accordance with their profile their intended professional activities.

Educational authorities pay special attention to finding adaptive options for teaching primary school children. This is associated with the emergence of completely new types of educational institutions for children 6-11 years old, such as a school-complex, the structure of which combines a kindergarten and a primary school. The main goal of such educational institutions is not only to ensure a smooth and natural transition of the child to school, but also to make maximum use of the preschool period for the development of children, to ensure continuity between preschool institutions and school.

Many giant schools are deciding on the territorial separation of primary classes from the general structure of the school and placing them in separate rooms with special equipment, rooms for games and recreation for children, which makes it possible to provide children of primary school age with the most convenient working hours throughout the working day.

In primary school children, the adaptation process is built along the “kindergarten - school” line; in teenage classes it should be built with maximum consideration of the age characteristics of students from 11 to 14 years old, and in high school, at the final stage of education, the student must adapt to learning in vocational secondary and higher educational institutions.

3. Procedural transformations in educational activities.

Currently, all innovations introduced at school relate mainly to changes in the content of academic disciplines, private forms and methods of teaching that do not go beyond the usual technologies.

Changes in the procedural block of the pedagogical system, ensuring its reorientation from external indicators to personal development, should provide for a significant transformation of the educational process through the use of more advanced teaching technologies, providing for other conditions for organizing the educational process, ensuring the most complete satisfaction of the cognitive needs of schoolchildren, comprehensive consideration of their interests , inclinations, abilities.

The implementation of new conceptual foundations will require solving a number of problems inherited by the educational system, among which the main ones are:

* reorientation of teachers from an educational and disciplinary model to a personal model of interaction with students;

* preparing teachers for the consistent elimination of coercion in teaching and the inclusion of internal stimulants of activity.

The challenge is the need to change teaching so that the majority of students learn at the level of increasing cognitive interests and only in relation to a minority of them, incentive measures are required.

At the psychological level, the exclusion of strict external requirements is achieved by ensuring freedom in the choice of means, forms and methods of teaching on both the part of the teacher and the children, as well as by creating an atmosphere of trust, cooperation, mutual assistance by changing the assessment activities of the teacher and students, and also monitoring the activities of educational institutions of higher organizations.

Solving the main problems associated with procedural internal changes in the educational process involves the following:

active inclusion of the student himself in search educational and cognitive activities, organized on the basis of internal motivation;

organization of joint activities, partnerships between teachers and students, inclusion of students in pedagogically appropriate educational relationships in the process of educational activities;

ensuring dialogic communication not only between the teacher and students, but also between students in the process of acquiring new knowledge.

All these transformations are embedded in developmental learning technologies. Provided that the teacher is appropriately trained, a quick transition to this mode of work is possible only with children in the first grades who do not have any experience of interaction in the educational process. Teachers working with all other age groups of schoolchildren will need a certain period for children to adapt and extensive explanatory work with parents.

Appendix A. Comparative table of pedagogical systems that use and do not use innovative technologies.

1.3.2 Main reasons for using innovative technologies

Among the main motivating reasons for the emergence and practical use of new psychological and pedagogical technologies, the following can be identified:

the need for deeper consideration and use of the psychophysiological characteristics of students;

awareness of the urgent need to replace the ineffective verbal method of knowledge transfer with a systemic activity approach;

the ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results;

the need to reduce the negative consequences of working as an unqualified teacher.

The idea of educational technology as the implementation in practice of a pre-designed educational process presupposes, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, a free choice of technologies in accordance with the goals, capabilities and conditions of interrelated activities teacher and student.

At the same time, there are a number of obstacles on the way to implementing innovative original projects:

The conservatism of the pedagogical system, largely explained by the fact that teaching staff lack an effective information service that ensures the adaptation of scientific achievements to the conditions of the mass school;

Developmental systems of primary education do not always ensure its integration with subsequent stages of the child’s school life.

In recent years, a new area of knowledge - pedagogical innovation - has become increasingly important. This is a field of science that studies new technologies, school development processes, and new educational practices.

Diagnosis of the effectiveness of innovative technologies includes assessment of the following group of objects: a) the readiness of subjects of learning (teachers and students) for innovation, which is checked by a set of psychological tests; b) adaptability of innovative educational technologies, tested and passed valeological examination; c) humanistic orientation to ensure the individual’s right to education and comprehensive development; d) the novelty of the content of education as an object of an integral pedagogical process, its block-modular compliance with state education standards; e) variability and non-standardness of the procedural side, methods and forms of the educational and cognitive process, organization of effective dialogue of cultures in a multicultural and multi-ethnic educational environment; f) provision with modern technical means as attributes of innovative technologies; g) monitoring the results of the educational process using a set of diagnostic tools; h) efficiency (individual and social), measured, in particular, by reducing the time of training, mastering the program and developing skills, abilities and qualities that cannot be developed by other teaching methods.

The use of innovative technologies in the formation of concepts among students makes it possible to take into account not only the characteristics of the material, but also the individual characteristics of students. The concept goes from the perception of objects to the idea of them, and then to their complex designation in concepts.

Cognitive processes unfolding during educational activities are almost always accompanied by emotional experiences. Therefore, when learning, it is necessary to create only positive emotions. This is explained by the fact that emotional states and feelings have a regulatory influence on the processes of perception, memory, thinking, imagination, personal manifestations (interest, needs, motives). Positive emotions reinforce and emotionally color the most successful and effective actions.

One of the most difficult problems solved by innovative technologies is the formation of a self-regulation system in students, necessary to carry out educational activities. Its significance lies in bringing the student’s capabilities into line with the requirements of educational activity, that is, the student must be aware of his tasks as a subject of educational activity. It consists of such components as awareness of the purpose of the activity, models of significant conditions, action programs, evaluation of results and correction. The student, first of all, must understand and accept the purpose of the educational activity, that is, understand what the teacher requires of him. Next, in accordance with the understood goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model on the basis of which the student draws up a program of actions, means and methods for its implementation. In the process of performing educational activities, the student must be able to adapt to each other<модель условий>And<программу действий>. To evaluate the results of their activities, students must have data on how successful they are.

Thus, the use of innovative technologies contributes to the development of memory, thinking, imagination, scientific concepts, self-regulation in students, increases interest in the learning process, that is, the problems of modern education are solved.

2 Personally-oriented learning technology

2.1 The essence of person-centered technology

Currently, the model of student-centered education is becoming increasingly relevant. It belongs to the model of an innovative, developmental type.

A personality-oriented approach involves looking at the student as an individual - the harmony of body, soul and spirit. The leader is not just training, i.e. the transfer of knowledge, skills, abilities, but education, i.e. the formation of the personality as a whole based on the integration of the processes of training, education, and development. The main result is the development of universal cultural and historical abilities of the individual, and above all, thinking, communicative and creative.

The construction of a person-oriented technology is based on the following starting points:

1) the priority of individuality, self-worth, and originality of the child as an active bearer of subjective experience, which develops long before the influence of specially organized education at school (the student does not become, but is initially a subject of cognition);

2) education is the unity of two interrelated components: teaching and learning;

3) the design of the educational process should provide for the ability to reproduce learning as an individual activity to transform socially significant standards for mastering specified in training;

4) when designing and implementing the educational process, special work is required to identify the experience of each student, his socialization, control over the emerging methods of educational work, cooperation between student and teacher aimed at exchanging different contents of experience; special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a “meeting” of the socio-historical experience set by the training and the subjective experience of the student, realized by him in his studies;

6) the interaction of two types of experience should proceed through their constant coordination, the use of everything that has been accumulated by the student as a subject of knowledge in his own life;

7) the development of a student as an individual occurs not only through his mastery of normative activities, but also through constant enrichment and transformation of subjective experience as an important source of his own development;

8) the main result of the study should be the formation of cognitive abilities based on the mastery of relevant knowledge and skills.

Thus, student-oriented technology makes it possible to organize an effective educational process in which subject-subject relationships are carried out and which is aimed at the comprehensive development of the personality of each student.

2.2 Principles and principles of student-centered learning technology

The main principle of developing a person-centered education system is the recognition of the student’s individuality, the creation of necessary and sufficient conditions for his development.

Personally-oriented technology presupposes maximum reliance on the subjective experience of each student, its analysis, comparison, selection of the optimal (from the standpoint of scientific knowledge) content of this experience; translation into a system of concepts, i.e. a kind of “cultivation” of subjective experience. Students’ reasoning is considered not only from the position of “right or wrong”, but also from the point of view of originality, originality, individual approach, i.e., a different perspective on the problem under discussion.

Designing work to use the student’s subjective experience in the educational process involves the development of didactic material that provides:

1) identifying the student’s individual selectivity to the type, type, form of material;

2) providing the student with the freedom to choose this material when mastering knowledge;

3) identifying various ways to study educational material and constantly use them when solving various cognitive problems.

Personally-oriented technology should provide analysis and assessment, first of all, of the procedural side of the student’s work, along with the result.

The technology of student-centered learning has the following principles that contribute to its effective implementation:

1) principle of algorithmization;

2) the principle of structuring;

3) activation principle;

4) the principle of creativity;

5) the principle of activity orientation.

The principle of algorithmization. The principle of algorithmization is:

Formation of content based on categorical settings in the context of a multi-level modular complex;

Determination of the main components of the content;

Construction of meaningful components according to the logic of subject-object relations;

Implementation of content taking into account the dynamics of student development.

In the principle of algorithmization, the main didactic factors that organize the entire content of the educational process are the principles of scientificity, systematicity and consistency. Two basic rules of Ya. A. Kamensky - from simple to complex, from close to distant - work effectively in student-centered learning.

The principle of structuring. Determines the invariant structure, procedural conditions for the development of the student in the learning process. This principle works based on the substantive guidelines defined by the programming principle in order to create an atmosphere of live communication as an activity.

The activation principle is a pedagogical unit that defines the technology of student-centered learning as a process that promotes the development of individual creativity.

The principle of creativity. This is a pedagogical unit that defines the technology in question as a mechanism that creates conditions for the creative activity of the subject of student-centered learning. Two categories - “creativity” and “activity” - are presented as fundamental for consideration in the context of the principle of creative activity, from the perspective of the content of technology, subject-object relations, and the dynamics of self-development of the creative activity of its subject.

The principle of activity-oriented technology of student-centered learning. This is a pedagogical unit that defines technology as a process applied to practice.

Practice from the standpoint of personality-oriented learning is considered as a stage of self-movement in creative activity. Moreover, the practical stage of self-movement completes the formation of qualitative certainty of the relationship. The subject of training strives for the practical implementation of his life plans. It is impossible to complete the movement of a certain quality of the subject without raising it to the level of practical implementation.

Patterns of technology of student-centered learning:

1. The pattern of goal-setting dynamics, which is understood as a mechanism for anticipating reflection of a qualitatively defined process of nurturing the spirituality of the team and the individual.

2. The pattern of epistemological movement.

The essence of the pattern lies in the algorithm for mastering culture, which is a movement from contemplation mediated by understanding, then ascending to action, which is an idea of the required attitude to the world of culture (image - analysis - action).

3. The pattern of correspondence of technology methods to the stages of self-movement of the spiritual consciousness of the subject of learning.

The essence of the pattern is that each stage of the subject’s self-movement has its own method of technology that contributes to the actualization of a certain spiritual state.

4. The pattern of the dynamics of means in accordance with the modular triad (image - analysis - action).

The essence of the pattern is that the teaching aids act in a mandatory trinity (word, action, creativity), dominating at each stage of the module one of the means.

5. The pattern of movement of the educational process towards creative action.

The essence of the pattern is that any procedural act of the modular technology of a multi-level complex will not be completed if it has not reached an effective situation - a dialogue in which experience is born. Experience is the substrate of action. Thus, technology assumes a chain of patterns that embody the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of student-centered learning

When using student-centered learning technology, it is important to correctly select teaching methods and adequate forms of their implementation. The method in this case is an invariant structure with the help of which the interpenetration of goals and means of technology occurs.

Based on this definition, we can distinguish four main methods that must be understood as universal technological constructs that perform their tasks at all levels of the technology of student-centered learning: the method of creating an image, the method of personification (method of the symbolic center), the search method, the event method.

As a result, we present a system of technology methods in the context of four factors:

1. Organization of content and means using invariant structures of methods.

2. Movement of subject-object relations (teacher-student).

3. Internal self-movement of the subject of personality-oriented technology.

4. Internal self-motion of the main manifestations of the subject of technology.

The technology of student-centered learning assumes six personally significant multi-level complexes, i.e. its main forms.

1. Personally significant complex of motivation.

2. Personally significant complex of creating an image of the “profession-personality” relationship.

3. Personally significant complex of personalized modeling.

4. Personally significant complex of semantic modeling.

5. Personally significant complex of practical modeling.

6. Personally significant complex of real relationships (practice).

2.4 Internal classification of student-centered learning technology

The following classification of technology for student-centered learning is distinguished:

Full assimilation of knowledge

Multi-level training

Collective “mutual learning”

Modular training

These pedagogical technologies make it possible to adapt the educational process to the individual characteristics of students and different levels of complexity of learning content.

2.4.1 Technology for complete knowledge assimilation

The authors of the technology, as a working hypothesis, accepted the assumption that a student’s abilities are determined not under average, but optimally selected conditions for a given child, which requires an adaptive learning system that allows all students to fully master the program material.

J. Carroll drew attention to the fact that in the traditional educational process the learning conditions are always fixed (the same study time for everyone, the method of presenting information, etc.). The only thing that remains unfixed is the learning result. Carroll proposed to make the learning outcome a constant parameter, and the learning conditions to be variables, adjusted to the achievement of a given result by each student.

This approach was supported and developed by B. Bloom, who proposed the student’s ability to determine the pace of learning not under average, but under optimally selected conditions for a given student. B. Bloom studied the abilities of students in a situation where time for studying the material is not limited. He identified the following categories of trainees:

Low-ability people who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

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

Students make up the majority (about 90%), whose ability to acquire knowledge and skills depends on the expenditure of study time.

These data formed the basis for the assumption that with proper organization of training, especially when strict time frames are removed, about 95% of students will be able to fully master the entire content of the training course. If the learning conditions are the same for everyone, then the majority achieves only “average” results.

Implementing this approach, J. Block and L. Anderson developed a teaching methodology based on the complete assimilation of knowledge. The starting point of the methodology is the general attitude that a teacher working according to this system must be imbued with: all students are able to fully assimilate the necessary educational material with a rational organization of the educational process.

Next, the teacher must determine what complete assimilation consists of and what results should be achieved by everyone. Accurate determination of the criterion for complete assimilation for the entire course is the most important point in working with this system.

This standard is set in a unified form using a hierarchy of pedagogical goals developed for the thinking (cognitive), feeling (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations that the student must perform in order to confirm the achievement of the standard. Categories of goals of cognitive activity:

Knowledge: the student remembers and reproduces a specific educational unit (term, fact, concept, principle, procedure) - “remembered, reproduced, learned”;

Understanding: the student transforms educational material from one form of expression to another (interprets, explains, briefly states, predicts the further development of phenomena, events) - “explained, illustrated, interpreted, translated from one language to another”;

Application: the student demonstrates the application of the studied material in specific conditions and in a new situation (following a model in a similar or modified situation);

Analysis: the student isolates parts of the whole, identifies the relationships between them, realizes the principles of constructing the whole - “isolated parts from the whole”;

Synthesis: the student demonstrates the ability to combine elements to obtain a whole that has novelty (writes a creative essay, proposes a plan for an experiment, solution to a problem) - “formed a new whole”;

Evaluation: The student evaluates the value of the learning material for a given specific purpose -- "determined the value and significance of the object of study."

The presented taxonomy of B. Bloom's goals has become widespread abroad. It is used in textbooks and teaching aids as a scale for measuring learning outcomes.

To implement this technology, a significant reorganization of the traditional classroom-lesson system is required, which sets the same educational time, content, and working conditions for all students, but has ambiguous results. This system was adapted to the conditions of the classroom-lesson system, receiving the name “Technology of multi-level teaching.”

2.4.2 Technology of multi-level training

The theoretical justification for this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability come down primarily to the time required for the student to master the educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed mastery of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova, etc.).

A school with level differentiation operates by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative).

The following were chosen as the basic principles of pedagogical technology:

1) universal talent - there are no untalented people, but only those who are busy with something other than their own;

2) mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;

3) the inevitability of change - no judgment about a person can be considered final.

This technology was later called “basis learning technology without lagging behind.” The selection of the child’s individual characteristics that are significant in learning to monitor the effectiveness of the technology is carried out based on the category “personality structure”, which reflects in a generalized form all aspects of the personality.

In the system of multi-level education, the personality structure proposed by K.K. was chosen as the base one. Platonov. This structure includes the following subsystems:

1) individual typological characteristics, manifested in temperament, character, abilities, etc.;

psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.;

experience, including knowledge, skills, habits;

the orientation of the individual, expressing his needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in education was formed, taking into account the following elements:

good manners;

cognitive interest;

general educational skills;

fund of actionable knowledge (by levels);

thinking;

anxiety;

temperament.

The school's organizational model includes three options for differentiation of learning:

1) staffing classes with a homogeneous composition from the initial stage of schooling on the basis of diagnostics of the dynamic characteristics of the individual and the level of mastery of general educational skills;

intraclass differentiation at the secondary level, carried out through the selection of groups for separate training at different levels (basic and variative) in mathematics and the Russian language (enrollment in groups is made on a voluntary basis according to the levels of cognitive interest of students); if there is sustained interest, homogeneous groups become classes with in-depth study of individual subjects;

specialized training in primary school and high school, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations of teachers and parents, and self-determination of schoolchildren.

This approach attracts teaching staff who have matured the idea of introducing a new teaching technology with a guaranteed result of mastering basic knowledge by all students and, at the same time, with opportunities for each student to realize their inclinations and abilities at an advanced level.

2.4.3 Technology of collective mutual learning

Popular student-oriented learning technologies include the technology of collective mutual learning by A.G. Rivin and his students. Methods of A.G. Rivina have different names: “organized dialogue”, “combinative dialogue”, “collective mutual learning”, “collective mode of learning (CSR)”, “work of students in pairs of shifts”.

“Working in shift pairs” according to certain rules allows students to fruitfully develop independence and communication skills.

The following main advantages of CSR can be identified:

As a result of regularly repeated exercises, logical thinking and understanding skills are improved;

In the process of speaking, mental activity skills are developed, memory is activated, and previous experience and knowledge are mobilized and updated;

everyone feels relaxed and works at their own pace;

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

The importance of innovation in education

Innovative technologies in education make it possible to regulate learning and direct it in the right direction. People have always been frightened by everything unknown and new; they have a negative attitude towards any changes. Stereotypes that exist in the mass consciousness, affecting the usual way of life, lead to painful phenomena and interfere with the renewal of all types of education. The reason for people’s reluctance to accept innovations in modern education lies in the blocking of life’s needs for comfort, security, and self-affirmation. Not everyone is ready for the fact that they will have to re-study theory, take exams, change their consciousness, and spend personal time and money on it. Once the update process starts, it can only be stopped using special techniques.

Methods of introducing innovations

The most common ways to check the effectiveness of reforms launched in education are:

Method of specifying documents. In order to evaluate innovations in the education system, the possibility of extensive introduction of innovations into the educational process is suppressed. A separate school, university, or educational institution is selected, and an experiment is conducted on their basis.
Piecewise embedding method. It involves the introduction of a separate new innovative element.
“Eternal experiment” involves evaluating the results obtained over a long period of time.

Parallel implementation presupposes the coexistence of the old and new educational processes and an analysis of the effectiveness of such a synthesis.

Problems of innovation implementation

Innovative technologies in education are “slowed down” for various reasons.

Barrier to creativity. Teachers, accustomed to working according to old programs, do not want to change anything, learn, or develop. They are hostile to all innovations in the educational system.
Conformism. Due to opportunism, reluctance to develop, fear of looking like a black sheep in the eyes of others, or appearing ridiculous, teachers refuse to make unusual pedagogical decisions.
Personal anxiety. Due to lack of self-confidence, abilities, strengths, low self-esteem, and fear of expressing their opinions openly, many teachers resist any changes in the educational institution until the last possible opportunity.
Rigidity of thinking. Teachers of the old school consider their opinion to be the only, final, and not subject to revision. They do not strive to acquire new knowledge and skills, and have a negative attitude towards new trends in modern educational institutions.

How to embrace innovation

Innovative behavior does not imply adaptation; it implies the formation of one’s own individuality and self-development. The teacher must understand that innovative education is a way to educate a harmonious personality. “Ready-made templates” are not suitable for him; it is important to constantly improve your own intellectual level. A teacher who has gotten rid of “complexes” and psychological barriers is ready to become a full-fledged participant in innovative transformations.

Education technology

It is a guide for the implementation of the goals set by the educational institution. This is a systemic category that is focused on the didactic use of scientific knowledge, the organization of the educational process using empirical innovations of teachers, and increasing the motivation of schoolchildren and students. Depending on the type of educational institution, different approaches to education are used.

Innovation in universities

Innovation in higher education involves a system consisting of several components:

learning objectives;
content of education;
motivation and teaching tools;
process participants (students, teachers);
performance results.

The technology refers to two components related to each other:

Organization of activities of the trainee (student).
Control of the educational process.

When analyzing learning technologies, it is important to highlight the use of modern electronic media (ICT). Traditional education involves overloading academic disciplines with redundant information. In innovative education, the management of the educational process is organized in such a way that the teacher plays the role of a tutor (mentor). In addition to the classic option, a student can choose distance learning, saving time and money. The position of students regarding the option of studying is changing; they are increasingly choosing non-traditional types of acquiring knowledge. The priority task of innovative education is the development of analytical thinking, self-development, and self-improvement. To assess the effectiveness of innovation at the top level, the following blocks are taken into account: educational and methodological, organizational and technical. Experts are involved in the work - specialists who can evaluate innovative programs.

Among the factors hindering the introduction of innovations into the educational process, the leading positions are occupied by:

insufficient equipment of educational institutions with computer equipment and electronic means (some universities do not have a stable Internet, there are not enough electronic manuals, methodological recommendations for performing practical and laboratory work);
insufficient qualifications in the field of ICT of teaching staff;
inattention of the management of the educational institution to the use of innovative technologies in the educational process.

To solve such problems, retraining of teachers, seminars, video conferences, webinars, creation of multimedia classrooms, and educational work among students on the use of modern computer technologies should be carried out. The optimal option for introducing innovations into the higher education system is distance learning through the use of global and local world networks. In the Russian Federation, this method of teaching is in its “embryonic” state; in European countries it has long been used everywhere. For many residents of villages and villages remote from large cities, this is the only way to obtain a diploma of specialized secondary or higher education. In addition to taking entrance exams remotely, you can communicate with teachers, listen to lectures, and participate in seminars via Skype.

Innovations in education, examples of which we have given, not only “bring science to the masses,” but also reduce the material costs of getting an education, which is quite important given the global economic crisis.

Innovations in preschool education

Innovations in preschool education are based on the modernization of old educational standards and the introduction of the second generation Federal State Educational Standards. A modern teacher constantly tries to educate himself, develop, and look for options for the education and development of children. A teacher must have an active civic position and instill love for the homeland in his students. There are several reasons why innovation has become necessary for early childhood education. First of all, they help to fully satisfy the needs of parents. Without innovation, it is difficult for preschool institutions to compete with other similar institutions.

To determine the leader among kindergartens, a special competition for innovations in education has been developed. The holder of the high title “Best Kindergarten” receives a well-deserved reward - a huge competition for admission to a preschool institution, respect and love of parents and children. In addition to the introduction of new educational programs, innovation can occur in other areas: working with parents, with personnel, and in management activities. When used correctly, a preschool institution functions without failures and ensures the development of a harmonious personality in children. Among the technologies that represent innovation in education, examples include the following:

project activities;
student-centered learning;
health-saving technologies;
research activities;
information and communication training;
gaming technique.

Features of health-saving technologies

They are aimed at developing preschoolers’ ideas about a healthy lifestyle and strengthening the physical condition of children. Considering the significant deterioration of the environmental situation, the introduction of this innovative technology into preschool education is relevant. The implementation of the methodology depends on the goals set by the preschool institution.

The main task is to preserve the physical health of children. This includes health monitoring, nutrition analysis, and the creation of a health-preserving environment in the educational institution.
Improving the health of preschool children through the introduction of breathing, orthopedic, finger gymnastics, stretching, hardening, and hatha yoga.

In addition to working with ordinary children, the development of children with developmental disabilities is also ensured by modern innovations in education. Examples of projects for special children: “Accessible environment”, “Inclusive education”. Increasingly, in classes with children, educators use color, fairy tale, and art therapy, ensuring the full development of children.

Project activities

According to the new educational standards, both educators and teachers are required to participate in project activities together with students. For preschool institutions, such activities are carried out together with the teacher. Its goal is to solve a specific problem, to find answers to questions posed at the initial stage of work. There are several types of projects:

individual, frontal, group, pair (depending on the number of participants);
gaming, creative, informational, research (according to the method of conduct);
long-term, short-term (by duration);
including cultural values, society, family, nature (depending on the topic).

During the project work, the children educate themselves and gain teamwork skills.

Research activities

When analyzing innovations in education, examples can be found in research. With their help, the child learns to identify the relevance of a problem, determine ways to solve it, choose methods for an experiment, conduct experiments, draw logical conclusions, and determine the prospects for further research in this area. Among the main methods and techniques necessary for research: experiments, conversations, modeling situations, didactic games. Currently, for beginning researchers, with the support of scientists, leading higher educational institutions of the Russian Federation hold competitions and conferences: “First steps into science”, “I am a researcher”. The kids get their first experience of publicly defending their experiments and conducting a scientific discussion.

ICT

Such innovations in professional education in the age of scientific progress have become especially relevant and in demand. The computer has become a common sight in preschool institutions, schools, and colleges. A variety of exciting programs help children develop an interest in mathematics and reading, develop logic and memory, and introduce them to the world of “magic and transformations.” Those animated pictures that flash on the monitor intrigue the baby and concentrate his attention. Modern computer programs allow the teacher, together with the children, to simulate different life situations and look for ways to solve them. Taking into account the individual abilities of the child, you can tailor the program to a specific child and monitor his personal growth. Among the problems associated with the use of ICT technologies, the leading position is occupied by the excessive use of computers in classrooms.

Methodology of personality-oriented development

This innovative technology involves creating conditions for the formation of the individuality of a preschooler. To implement this approach, corners for activities and games and sensory rooms are created. There are special programs according to which preschool institutions operate: “Rainbow”, “Childhood”, “From childhood to adolescence”.

Game techniques in remote control

They are the real foundation of modern preschool education. Taking into account the Federal State Educational Standard, the child’s personality comes to the fore. During the game, children get acquainted with various life situations. There are many functions performed by games: educational, cognitive, developmental. The following are considered innovative gaming exercises:

games that help preschoolers identify certain characteristics of objects and compare them with each other;
generalization of objects according to familiar characteristics;
exercises during which kids learn to distinguish reality from fiction

Inclusive education

Thanks to innovations introduced in recent years into the educational process, children with serious health problems have received a chance for full-fledged education. The Ministry of Education of the Russian Federation has developed and tested a national project, which indicates all the nuances of inclusive education. The state has taken care of equipping not only the children, but also their mentors with modern computer equipment. Using Skype, the teacher conducts distance lessons and checks homework. This type of training is important from a psychological point of view. The kid understands that he is needed not only by his parents, but also by his teachers. Children with problems with the musculoskeletal and speech apparatus, who cannot attend regular educational institutions, are trained with tutors according to individual programs.

Conclusion

Pedagogical innovations introduced in educational institutions of modern Russia help to implement the social order: to cultivate in schoolchildren and students a sense of patriotism, civic responsibility, love for their native land, and respect for folk traditions. Information and communication technologies have become commonplace in kindergartens, schools, academies, and universities. Among the latest innovations affecting educational institutions: conducting a unified state exam online, sending exam papers by preliminary scanning. Of course, Russian education still has many unresolved problems, which innovation will help eliminate.

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

Modern innovative educational technologies

Currently, teaching methods are going through a difficult period associated with changing educational goals and the development of Federal State Educational Standards based on a competency-based approach. Difficulties also arise due to the fact that the basic curriculum reduces the number of hours for studying individual subjects. All these circumstances require new pedagogical research in the field of methods of teaching subjects, the search for innovative means, forms and methods of teaching and upbringing related to the development and implementation of innovative educational technologies in the educational process.

In order to skillfully and consciously select from the available bank of pedagogical technologies exactly those that will allow achieving optimal results in teaching and upbringing, it is necessary to understand the essential characteristics of the modern interpretation of the concept of “pedagogical technology”.

Pedagogical technology answers the question “How to teach effectively?”

Analyzing existing definitions, we can identify the criteria that constitute the essence of pedagogical technology:

definition of learning objectives (why and for what);

selection and structure of content (What);

optimal organization of the educational process (How);

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

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

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

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

What is “innovative educational technology”? This is a complex of three interconnected components:

Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather 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 educational process, and not just on passive perception of the material.

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

There is no generally accepted classification of educational technologies in Russian and foreign pedagogy today. Various authors approach the solution to this pressing scientific and practical problem in their own way.

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

Other sources highlight:

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

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

Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and rotating members, frontal work in a circle). Formation of a person who is sociable, tolerant, has organizational skills and knows how 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. Acquisition of knowledge, skills and abilities by students, mastering methods of independent activity, development of cognitive and creative abilities.

Technology of advanced advanced learning. Achievement by students of the mandatory minimum educational content. Learning how to solve problems, consider possibilities, and apply knowledge to specific situations. Providing opportunities for each student to independently determine the paths, methods, and means of searching for the truth (result). Contribute to the formation of methodological competence. Forming the ability to independently solve problems and search for necessary information. Learning how to solve problems.

Workshop technology. Creating conditions that promote students’ understanding of the goals of their lives, awareness of themselves and their place in the world around them, self-realization in joint (collective) search, creativity, and research activities.

Research technology (project method, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activity (posing an educational problem, formulating a topic, choosing research methods, putting forward and testing a hypothesis, using various sources of information in their work, presenting completed work).

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

Pedagogy of cooperation. Implementation of a humane and personal approach to the child and creation of conditions for students to consciously choose an educational route.

Technology for carrying out collective creative activities. Creating conditions for students’ self-realization in creativity, research, and student teams. Involving students in discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation of organizational abilities of students.

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

Communication technologies

Portfolio technology

Development of critical thinking

Modular training

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Every teacher needs to navigate a wide range of modern innovative technologies, school ideas, trends, and not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. Moreover, this is reflected in job descriptions and certification materials. The use of innovative educational technologies is one of the criteria for assessing the professional activities of teaching assistants and teachers.

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

Most of the technologies were discussed several times at previous pedagogical councils and training seminars (Appendix 2). Therefore, let's look at technologies less known to us.

Interactive learning technology

or group learning technology

Interactive technologies or group learning technologies are learning based on interactive forms of the cognition process. These are group work, educational discussion, game 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 a problem, and listen to other points of view. The development of communication skills of students occurs both in communication between microgroups and in dialogue between groups.

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

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

individual work;

work in pairs;

making group decisions.

Groups are organized at the discretion of the teacher or “at will.” It is taken into account that a weak student needs not so much a strong student as a patient and friendly interlocutor. You can include students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: observer, sage, knowledge keeper, etc., and each student can play one role or another.

Through work in permanent and temporary microgroups, the distance between students is reduced. They find approaches to each other, in some cases discover tolerance in themselves and see its benefits for the business that the group is engaged in.

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

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

the issue the group is working on;

list of participants;

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

For self-assessment and evaluation, precise criteria are given in the map so that there are no significant disagreements. The guys eagerly participate in evaluating the oral and written answers of their classmates, i.e. take on the role of expert.

Those. the use of interactive learning technology affectsfformation of a person who is sociable, tolerant, has organizational skills and knows how 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 is called CASE STUDY or CASE METHOD.

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

Case analysis can be either individual or group. The results of the work can be presented both in written and oral form. Recently, multimedia presentation of results has become increasingly popular. Familiarity with cases can occur either directly in class or in advance (in the form of homework). The teacher can use ready-made cases and create his own developments. Sources of case studies on subjects can be very diverse: works of art, films, scientific information, museum exhibitions, student experience.

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

When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to restore them. Practical skills. Use of academic theories, methods and principles in practice. Creative skills. As a rule, a case cannot be solved by logic alone. Creative skills are very important in generating alternative solutions that cannot be found logically.

The advantage of case technologies is their flexibility and variability, which contributes to the development of creativity in teachers 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, and the capabilities of the students. The greatest effect can be achieved with a reasonable combination of traditional and interactive teaching technologies, when they are interconnected and complement each other.

Research technology

Project method

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

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

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

The use of design technologies in teaching allows you 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, and intensify the cognitive activity of 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 the external customer. The product is predetermined and can be used in the life of a group, lyceum, or city.

Research project the structure resembles a truly scientific study. It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained.

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

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

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

The project method, in its didactic essence, is aimed at developing abilities, possessing which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of 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 a new way of transmitting 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, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity. Information technologies make it possible to replace almost all traditional technical means of teaching. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine a variety of means that promote a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is completely natural to introduce these tools into the modern educational process.

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

Technology for developing critical thinking

New educational standards are being introducednew direction of assessment activities – assessment of personal achievements. This is due to realityhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of assessment of personal achievements ensures the development of the following components of personality: 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, the standards include in the final assessment of studentsaccumulated assessment characterizing the dynamics of individual educational achievements throughout all years of study.

The optimal way to organize a cumulative assessment system isportfolio . This is the wayrecording, accumulation and evaluation of work , the student's results, indicating his efforts, progress and achievements in various fields over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures 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 a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposing the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.

Technology portfolio implements the followingfunctions in the educational process:

diagnostic (changes and growth (dynamics) of indicators over 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);

developmental (ensures 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 feedback tool and an assessment tool.

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

portfolio of achievements

portfolio - report

portfolio - self-esteem

portfolio - planning my work

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

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

Distinctive feature portfolio is its personality-oriented nature:

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

the student collects material;

self-assessment and mutual assessment are the basis for evaluating results.

Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report.Reflection – the process of cognition based on introspection of one’s inner world. /Ananyev B.G. Man as an object of knowledge. – L. – 1969 ./ “psychological mirror of oneself.”

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

studentmust learn :

select and evaluate information

define exactly the goals he would like to achieve

plan your activities

give assessments and self-assessments

track your own mistakes and correct them

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

Annex 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Modern traditional training (TO)

II. Pedagogical technologies based on personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-personal technology of Sh.A.Amonashvili
3. E.N. Ilyin’s system: teaching literature as a subject that shapes a person

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

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

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

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

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

V. Subject pedagogical technologies.
1. Technology of early and intensive literacy training (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. System of step-by-step 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 (A.M. Lobok).

4. Workshop technology.

VII.. Natural technologies.
1 Nature-appropriate literacy education (A.M. Kushnir).

2 Technology of self-development (M. Montessori)

VIII Technologies of developmental education.
1. General fundamentals of developmental learning technologies.
2. System of developmental education by L.V. Zankova.

3. Technology of developmental education by D.B. Elkonina-V.V. Davydov.

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

6. Technology of self-development training (G.K.Selevko)

IX. Pedagogical technologies of copyright 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 of A.A.Katolikov.
6. School of Tomorrow (D. Howard).

Model "Russian school"

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

School Park

Organizationally, a school-park is a set, or a park, open multi-age studios . A studio means a free association of students around a master teacher for joint learning. At the same time, the composition of the studios is determined, on the one hand, by the composition of available teachers, their real knowledge and skills, and on the other hand, by the educational needs of students. Thus, the composition of the studios is not constant, it changes, subject to the law of supply and demand in the educational services market.

Waldorf schools

Waldorf schools work on the principle of “not advancing” the child’s development, but providing all 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. Educational material is presented in blocks (epochs), but the day at all stages of education (from nurseries to seminaries) is divided into three parts: spiritual (where active thinking predominates), soulful (teaching music and dance),creative-practical (here children learn primarily creative tasks: sculpting, drawing, carving wood, sewing, and so on).

Appendix 2

Problem-based learning technology

Problematic education – a didactic system of combining different methods and methodological techniques of teaching, 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, arising as a result of his awareness of the contradiction between the need to complete a task and the impossibility of accomplishing it with the help of his existing knowledge and methods of activity.

In problem-based learning, there is always a 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 or 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 problematic situations and problems

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

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

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

Solving a problem should cause a certain cognitive difficulty, requiring active mental activity of students.

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

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

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

Gaming technology

Using educational games

An increase in the workload in lessons makes us think about how to maintain students’ interest in the material being studied and 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 act in organic unity. Didactic games can be used as a means of teaching, education and development. The game form of classes is created during lessons using game techniques and situations. The implementation of gaming techniques and situations occurs in the following areas:

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

Educational activities are subject to the rules of the game;

The educational material is used as a means of play;

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

The student's gaming activity is usually emotional and accompanied by a feeling 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 a new topic, during consolidation, and in general lessons.

Thus, the inclusion of didactic games and game moments in the lesson makes the learning process interesting, entertaining, and makes it easier to overcome difficulties in mastering educational material.

Business games

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

Signs of business games and requirements for them:

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

Multi-link and logical chain of decisions flowing from one another during the game.

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

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

Pedagogy of cooperation

“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 in both 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 life interests of students;

Elimination of coercion as an inhumane and non-positive means in the educational process; replacing compulsion with desire;

The teacher’s respectful attitude towards the student’s personality; recognition of his right to make mistakes;

High responsibility of the teacher for his 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. Steinberg (Russia) can help in significantly enhancing the technological and instrumental equipment of the teacher’s activities and the process of assimilation of students’ knowledge. It is multidimensional didactic technology, and with the help of didactic multidimensional tools, that allows one to present knowledge in a compressed and expanded form and manage 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, the educational process, and cognitive activity. It is 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 assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development thinking, memory and effective ways of intellectual activity.

MDT is based on a number of principles:

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

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

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

· splitting the multidimensional knowledge space into semantic groups and combining them into a system;

· splitting information into conceptual and figurative components and combining them in system images - models.

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

Channel presentation - 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 educational models and the reverse channel of comparative assessment 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 plane and coordination of interplane dialogue.

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

· triad “objects of the world”: nature, society, man;

· the triad of “spheres of world exploration”: science, art, morality;

· triad “basic activities”: cognition, experience, evaluation;

· triad “description”: structure, functioning, development.

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

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

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

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

10. The principle of compatibility of properties of the image and 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, thereby increasing the degree of efficiency in handling information and assimilating it.

12. The principle of quasi-fractality deployment of multidimensional models for representing values by repeating a limited number of operations.

The main purpose of introducing MDT - reduce labor intensity and increase the efficiency of the teacher’s activity and the student’s activity through the use of multidimensional didactic tools.

The most effective and promising tool for use in the educational process of multidimensional didactic technology isLogical-semantic models (LSM) knowledge (topics, phenomena, events, etc.) in the form of coordinate-matrix frames 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 connections and relationships between 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 LSM makes it easier for the teacher to prepare for a lesson, enhances the clarity of the material being studied, allows algorithmization of the educational and cognitive activities of students, and makes timely feedback.

The ability to present large amounts 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 in students a logical understanding of the topic, section or course studied as a whole.

When using MDT, a transition occurs from traditional teaching to a person-oriented one, the design and technological competence of both the teacher and students develops, and a qualitatively different level of the teaching and learning process is achieved.

anonymous
Innovative pedagogical technologies for the development of preschool children

Innovative pedagogical technologies for the development of preschool children

MBDOU "Kindergarten in 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, emphasizing preschool teachers for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; Traditional methods are being replaced by active methods of teaching and education aimed at activating cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate the diversity of integrative approaches to child development, in a wide range of modern technologies.

Innovative technologies- is a system of methods, methods, teaching techniques, educational means aimed at achieving a positive result through dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve them. 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 presupposes reliance on a certain scientific concept, including philosophical, psychological, didactic and social pedagogical justification for achieving educational goals.

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

Controllability makes it possible to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, and vary the means and methods in order to correct the results.

Efficiency considers optimality in terms of costs and a guarantee of achieving a certain standard of training.

Reproducibility implies the possibility of application (repetition, reproduction) educational technology in other educational institutions of the same type, by other entities.

To be today pedagogically it is impossible to become a competent specialist without studying the extensive arsenal of educational technologies.

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

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

Game form pedagogical activities are created by play motivation, which acts as a means of inducing and stimulating children to educational activities.

Gaming technologies widely used in preschool age, since play is the leading activity during this period. The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.

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

TRIZ technology.

TRIZ is the theory of solving inventive problems. The founder is G.S. Altshuller. The main idea of it technology is, What technical systems emerge and do not develop"at random", 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 purpose of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the processes taking place.

TRIZ program for preschoolers- these are collective games and activities with detailed methodological recommendations for educators. All activities and games require the child to independently choose a topic, material and type of activity. They teach children to identify contradictory properties of objects and phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.

The main means of working with children is pedagogical search. Teacher He should not give children ready-made knowledge, reveal the truth to them, he should teach them to find it. Development technologies training is presented in the main provisions pedagogy of Maria Montessori. The central point in Montessori’s ideas 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, abolition of competitions between children, absence of rewards and punishments, proper nutrition of the child, gymnastics, education of feelings, strength development.

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

The deep humanism of M. Montessori’s educational system is determined by 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 teaching system in any way, be it goals, content, forms, methods, relationships, positions of participants pedagogical process.

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

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

Main directions pedagogical Activities include organizing play activities, helping the family organize meaningful communication, and developing reasonable material needs. A. S. Belkin offers the following specific techniques for forming the necessary needs: "satisfaction of needs", "advanced proposal", "switching to repayments", "emotional envelopment"

Information technologies in pedagogy everyone calls learning technologies using special technical information media (computer, audio, video).

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

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

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

Each game is a set of problems that the 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 suggests educational games with cubes, patterns, frames and Montessori inserts, unicube, plans and maps, constructors. Subject developing games are at the heart of construction, labor and technical games and are directly related to intelligence. IN developing games manage to connect one of the basic principles of learning - from simple to complex - with the very important principle of creative activity independently according to ability, when a child can rise to the limit of his capabilities.

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

Innovative educational technologies

in the context of the implementation of the Federal State Educational Standard

(Slide 2.) “Tell me and I’ll forget.

Show me and I can remember.

Let me do it myself

And it will be mine forever."

Ancient wisdom

To implement the cognitive and creative activity of the student in the educational process, modern educational technologies are used, which make it possible to improve the quality of education, use study time more efficiently and reduce the share of reproductive activity of students by reducing the time allocated for homework. The school presents a wide range of educational pedagogical technologies that are used in the educational process.

In the scientific and pedagogical literature there are various interpretations of the concept of “pedagogical (educational) technology”, but first you need to understand what TECHNOLOGY is in general:(Slide 3.)

"Technology" - (from Greek. techne – art, skill, skill and Greeklogos - studying) - a set of organizational measures, operations and techniques aimed at manufacturing, servicing, repairing and/or operating a product with nominal quality and optimal costs.

"Teaching technology" - a systematic method of planning, applying and evaluating the entire process of teaching and learning by taking into account human and technical resources and the interaction between them to achieve a more effective form of education.

There are 4 positions of scientific understanding and use of the term “educational technology”(Slide 4.)

Pedagogical technologies as a MEANS, i.e. as the production and use of methodological tools, equipment, educational equipment and technical assistance for the educational process. This point of view is defended by I. Bukhvalov, V. Palamarchuk, B. T. Likhachev, S. A. Smirnov, N. B. Krylova, R de Kieffer, M. Mayer;

Pedagogical technologies as a METHOD, i.e. This is a communication process (method, model, technique for performing educational tasks) based on a certain algorithm, program, system of interaction between participants in the pedagogical process. This point of view is represented by: V.P. Bespalko, M.A. Chokhanov, V.A. Slastenin, V.M. Mognakhov, A.M. Kushnir, B. Skinner, S. Gibson, T. Sakamoto and others;

Pedagogical technologies as a SCIENTIFIC DIRECTION. Representatives of this position: P.I. Pidkasisty, V.V. Guzeev, M. Eraut, R. Kaufman, S. Wedemeyer. They are looking at the ped. technology as a broad field of knowledge based on data from social, management and natural sciences;

Pedagogical technologies as a MULTIDIMENSIONAL CONCEPT. This position represents a multidimensional approach and proposes to consider ped. technology as a multidimensional process. This is the opinion of V.I. Bogolyubov, M.V. Clarin, V.V. Davydov, G.K. SelevkO, E.V. Korotaeva, V.E. Steinberg, D. Finn, K. Sibler, P. Mitchell, R. Thomas.

(Slide 5.) At different times, the definition of “Pedagogical technology” has undergone changes. M.V. Clarin gave the concept of how“the systemic totality and order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals.”

V.V. Guzeev presented pedagogical technologies as“an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process.”

UNESCO talks about ped. technology how about“a systematic method of applying and determining the entire process of teaching and learning, which aims to optimize the forms of education.”

G.Yu. Ksenozova means by ped. technology“a structure of a teacher’s activity in which all the actions included in it are presented in a certain integrity and sequence, and implementation presupposes the achievement of the necessary result and has a probabilistic predictable nature.”

V.M. Monakhov believes that this“a model of pedagogical activity thought out in every detail, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers.”

V.P. Bespalko claims that this“a set of means and methods for reproducing the processes of teaching and upbringing that make it possible to successfully achieve the set educational goals.”

(Sdayd 6.) But we, having studied the materials on this topic, share the point of view of German Konstantinovich Selevko that“Pedagogical (educational technology) is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results.”

Innovative pedagogical technologies are interconnected, interdependent and constitute a specific didactic system aimed at nurturing such values as openness, honesty, goodwill, empathy, mutual assistance and providing the educational needs of each student in accordance with his individual characteristics.

(Slide 7.) Modern innovative educational technologies include:

- technology of design and research activities;

- distance learning technology;

-technology of developmental education;

- problem-based learning;

- system of innovative assessment “portfolio”;

- multi-level training;

- moderation technology;

- technology of professionally oriented training (Case method);

- technology of intelligence cards;

- information and communication technologies ( IT -technologies);

- technology for solving inventive problems (TRIZ);

- learning in collaboration;

- technology of using game methods in teaching;

- technology for the development of critical thinking;

- AMO technology (active learning methods);

- health-saving technologies

Let's talk in more detail about some of the pedagogical technologies listed above.

(Slide 8.) Distance learning technology – Thisinteraction between a teacher and students at a distance, reflecting all the components inherent in the educational process (goals, content, methods, organizational forms, teaching aids) and implemented by specific means of Internet technologies or other means that provide interactivity.

Distance learning is an independent form of learning; information technology in distance learning is the leading means.

Characteristic features of this technology:

- flexibility;

Modularity;

New role of the teacher;

Specialized quality control of education;

Use of specialized technologies and training tools.

(Slide 9.) – one of the generally accepted technologies.

Developmental education technologyinvolves the interaction of a teacher and students on the basis of collective distribution activities, the search for various ways to solve educational problems through the organization of educational dialogue in the research and search activities of students.

Technology of developmental education:

Takes into account and uses developmental patterns,

Adapts to the level and characteristics of the individual;

Advances, stimulates, directs and accelerates the development of hereditary personality data;

Regards the child as a full-fledged subject of activity;

Aimed at developing the entire holistic set of personality qualities.

The technology of developmental education is based on the concepts of developmental education of domestic scientists (L.V. Zankov, V.V. Davydov, D.B. Elkonin, Z.I. Kalmykova, E.N. Kabanova, G.A. Tsukerman, I.S. Yakimanskaya, G.K. Selevko and others) which are based on various aspects of child development and certain motivational components.

(Slide 10.) Problem-based learning - the creation of problematic situations in educational activities and the organization of active independent activities of students to resolve them, as a result of which creative mastery of knowledge, abilities, skills occurs, and the development of thinking abilities.

Purpose of problem-based learning: teach students to follow the path of independent discoveries and discoveries.

Tasks of problem-based learning are:

Create conditions for students to acquire means of knowledge and research;

Increase cognitive activity in the process of acquiring knowledge.

Apply a differentiated and integrated approach in the teaching and educational process.

(Slide 11.) Innovation assessment system "PORTFOLIO" - technology that allows solving the problem of objective assessment of performance results.

Important purpose of a portfolio - present a report on the student’s educational process, see the “picture” of significant educational results, in general, ensure tracking of the student’s individual progress in a broad educational context, demonstrate his ability to practically apply acquired knowledge and skills. A portfolio is not only a modern, effective form of assessment, but also helps solve important pedagogical problems:

· Maintain high educational motivation of schoolchildren;

· Encourage their activity and independence, expand opportunities for learning and self-education;

· Develop skills in reflective and evaluative (self-evaluation) activities of students;

· Develop the ability to learn - set goals, plan and organize your own learning activities;

· Promote individualization (personalization) of student education;

· Lay down additional prerequisites for successful socialization.

Portfolio types:

Portfolio of achievements;

Thematic portfolio;

Presentation portfolio;

The portfolio is comprehensive.

New portfolio forms:

Electronic portfolio;

Passport of competencies and qualifications;

European Language Portfolio (a common European model adopted by the Council of Europe).

(Slide 12.) Multi-level training – technology that allows The teacher helps the weak, pays attention to the strong, and the desire of strong students to advance faster and deeper in education is realized. Strong students are confirmed in their abilities, weak students get the opportunity to experience academic success, and the level of motivation to learn increases.

The basis of this technology is:

Psychological and pedagogical diagnostics of the student;

Network planning;

Multi-level didactic material.

(Slide 13.) Technology of professionally oriented training (Case method)

One of the new forms of effective teaching technologies is problem-based learning using cases. The introduction of educational cases into the practice of Russian education is currently a very urgent task.

The case method or the method of specific situations is a method of active problem-situational analysis based on learning by solving specific problem-situations.

Features of the case method:

The presence of a model of a socio-economic system, the state of which is considered at a certain discrete point in time.

Collective development of solutions.

Multiple alternative solutions; the fundamental absence of a single solution.

A common goal when making decisions.

Availability of a group performance assessment system.

Presence of controlled emotional stress of trainees.

In recent years, situational methodology has become one of the effective methods of teaching social sciences not only in higher educational institutions and seminars to improve the skills of workers in various fields, but also in general educational institutions. The use of situational methodology allows school students to demonstrate and improve their academic work skills, apply theoretical material in practice, in addition, this method allows them to see the ambiguity of solving problems in real life. Situational teaching methods are often called the case method.

(Slide 14.) Technology for solving inventive problems (TRIZ) – Pedagogy aims to form strong thinking and educate a creative personality prepared to solve complex problems in various fields of activity. This is facilitated by the use of technology for solving inventive problems.

TRIZ is a field of knowledge that studies the mechanisms of development of technical systems in order to create practical methods for solving inventive problems.

Its difference from the known means of problem-based learning is in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been reworked and aligned with the goals of pedagogy. The method of solving inventive problems primarily means techniques and algorithms developed within the framework of TRIZ, as well as such foreign methods as brainstorming, trial and error, the synectics method, morphological analysis, and the test question method.

– Of greatest interest in the educational process aregaming technologies. (Slide 15.)

A game is the freest, most natural form of a person’s immersion in real (or imaginary) reality with the purpose of studying it, expressing one’s own “I,” creativity, activity, independence, and self-realization.

Gaming technologies are associated with a gaming form of interaction between a teacher and students through the implementation of a certain plot (games, fairy tales, performances, business communication). The implementation of game techniques and situations during the lesson form of classes occurs in the following main areas:(Slide 16)

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

 educational activities are subject to the rules of the game;

 educational material is used as its means, an element of competition is introduced into educational activities, which transforms the didactic task into a game one;

 successful completion of a didactic task is associated with the game result.

At the same time, educational tasks are included in the content of the game. In the educational process, educational, training, controlling, generalizing, cognitive, educational, developmental, reproductive, productive, creative, communicative, diagnostic, career guidance, psychotechnical games are used. This helps to broaden one’s horizons, develop cognitive activity, form certain skills and abilities necessary in practical activities, and develop general educational skills.

(Slide 17.) Health-saving technologies - the use of these technologies makes it possible to distribute various types of tasks evenly during the lesson, alternate mental activity with physical exercises, determine the time of presentation of complex educational material, allocate time for independent work, and normatively apply TSO, which gives positive results in learning.Health-saving educational technologies can be considered both as a qualitative characteristic of any educational technology, its “certificate of health safety”, and as a set of those principles, techniques, and methods of pedagogical work that complement traditional technologies of training, education, and development with health-saving tasks.

The main goal of health-saving technology is the formation of a culture of healthy and safe lifestyle. This technology is being implemented through the creation of a health-preserving infrastructure, the implementation of modular educational programs, the effective organization of physical education and health activities, the rational organization of students’ educational and extracurricular life, and educational work with parents.

(Slide 18.) I would like to conclude my speech with the words of A.M. Gorky:

“You can see a lot, read a lot, you can imagine something, but in order to do it, you need to be able to do it, and skill is only given by studying technology.”