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Modern innovative technologies.

The modern world is throwing around the term “innovative technologies” here and there. Let us together, in the format of this article, try to understand and figure out what is behind it, what modern innovative technologies are today in one or another area of ​​development of world science, what and how it is developing today and is relevant in the application of the super latest modern innovative technologies..

We live in the most interesting times in human history. Technologies are developing exponentially and not linearly, as was previously accepted. There are currently predictions on innovation forecasts and technology development for the next hundred years. The study of modern knowledge in the field of the latest technological areas, including innovation management and the organization of innovation processes, is supervised by a unique direction of modernist science - innovation. At its core, the modern innovative technologies we are discussing have a tendency to achieve satisfaction of the needs of the modern world - both social and urgent, directly affecting the person himself in conditions of some uncertainty. Often innovative technologies are associated with a huge number of problem areas and issues and directly with the subject of study and research. If we approach the very essence of the concept of modern innovative technologies, then this is undoubtedly a novelty in the field of global trends in technologies and solutions, both with the technical component and relating to management processes, including labor coordination, which is based on unique experience, the latest achievements of science and of course same efficiency in methodology. Innovative technologies are aimed at improving the quality of products and the perfection of the production sector itself. The right to life of the term itself, as innovative technologies, implies not just something new or some unusual innovation, but precisely something that is intended and has the ability and competence to radically and seriously increase the efficiency of any area of ​​​​responsibility. The introduction of innovative technologies entails the integrity of activities and organizational developments aimed directly at the development, production, operation and maintenance and, if necessary, the direct repair and restoration of a product or innovation with the most optimally applied costs for the work and, of course, nominal quantitative characteristics. The introduction of modern innovations is aimed at the perfect and efficient use of both economic and material and social resources. We will present, in our opinion, a rather convenient and comprehensive classification of innovative technologies

1. By innovation processes.

A) basic or radical - refer to large-scale inventions or discoveries, as a result of the implementation of which modern generations are formed or a unique trend in the development of technical progress.

B) Innovation of average potential.

C) Partial, modification innovative inventions. Changing outdated technologies, equipment and organizational processes in production.

2. By industry of application and scale of significance.

A) industry innovations

B) cross-industry innovation

B) regional innovations

D) Innovation within a company or enterprise

3. Needs for innovation

A) Innovations of a reactive nature - literally help to ensure the maintenance of the state of the company or firm, with the direct act of introducing an innovative solution by competitors.

B) Innovation of a strategic nature - a decision made proactively with the direct intent of gaining competitive advantage in a time perspective.

4. The effect of the innovation itself

A) Innovation of an economic nature

B) Innovation of a social nature

B) Innovation of an environmental nature

D) Innovations of an integral nature.

When creating the system of innovative technologies itself, it is often advisable to separate the processes of diagnostics and research of innovations. The term innovation was first noticed in Latin; it has been traced since the mid-17th century and has the meaning of introducing something new into an existing area of ​​responsibility, becoming established in a given area and initiating a complex and processes of change in a given area. That is, innovation is the process of implementation, innovation, implementation of the innovation itself in the sphere, and does not represent an object. The success of modern innovative technology is associated precisely with a set of interconnected types of work, the interaction between which leads to the direct emergence and achievement of real innovation (modern invention). What exactly is it - Scientific activity and development aimed at achieving new knowledge for the further use of this as a statement of a discovery or a new invention. Project work and processes aimed at achieving new technological tools with the help of which, in the given possible conditions, it is advisable to act and make decisions to achieve the goal as an innovative project. To achieve the implementation of a modern innovative project in practice, that is, the implementation of its implementation, the educational process of the subject is also an important factor, helping to perfect the formation of both the knowledge itself and the necessary experience to bring the project to life.

In the diagnostics of the innovation process itself, several stages are distinguished:

1. Before innovation (by identifying existing problem areas that have the right to life in the process of implementing the innovation process itself - information processed in this way is characterized as information of ideological and political coloring.)

2. At the time of the innovation itself, rethinking previously acquired knowledge makes it possible to carry out immediate refinement, design work for the implementation of the innovation with possible clarification of emerging situational features.

3. After the implementation of the innovation (a diagnostic process is carried out comparing the environment of the innovation itself and the processes of its implementation.

On the pages of our website we have already examined in detail the trends and trends of development from the Future Today Institute -

Absolutely fresh analytical predictions from Deloitte and Guardian about modern technologies in 2017 were presented by us -

The forecast for innovative market development from IDC, in our opinion, has unique formulations and analytical calculations; we presented it in an article on the website

At the moment, there is clearly an opinion and tendency that there is no competitive line of goods and services, there is only competition in the innovative strategy of modern management. At the moment, innovative manufacturing firms do not compete for the product itself, which is rapidly changing and being innovatively improved, so it becomes absolutely useless to try to reproduce something. In the modern innovative world, there is a clear competitive trend in the management model. Undoubtedly, the clear leader in the pursuit of reproduction of goods belongs to Chinese business, which at the moment is able not only to do something, but has adopted a modern management model that allows the implementation of modern innovative solutions and technologies at unprecedented speeds and completely compressed time intervals. It has always been possible to reproduce a product, but only a company that has the most effective management model with its system can win in terms of modern innovative technologies. More than one innovative company that has taken the development trend of modern technologies cannot win this race if it does not improve and transform the business management model. This was perfectly demonstrated by the well-known companies Google, Microsoft, JP Morgan Chase, and Uber. The modern innovative world of technology development is inundated with agility, armed with flexibility, mobility, speed and even agility. In the world of transformation, the attitude towards commodities is changing; if it used to be gas, fertilizer, oil, etc., now commodities are video cameras, televisions, phones, etc.

In the world of modern innovation, completely new market capitalization multipliers for companies are emerging. Very interesting and striking examples of this are the development and rise of Netflix and undoubtedly Uber.

The modern world and, of course, technologists are experiencing serious changes and transformations that are visible in almost all sectors of the economy.

So in the banking sector, JP Morgan and Citigroup are moving to storing their information and data in public clouds (Amazon Cloud), and undoubtedly all the development is in the perfection of Big Date, information storage volumes are increasing and growing at cosmic speeds. What changes and changes are noticeable in the financial sector of the economy of the modern world is undoubtedly the transition for many to agile, remote customer service, personal finance, advanced lending platforms and corporate banking. Innovative fintech companies have emerged that have introduced modern reorganizations into the process, which they do completely free of charge for clients and learn to make profits for themselves. Many banks are trying or will switch in the near future only to mobile technologies and versions of their products and will soon completely move away from offices and terminal-hardware versions. Undoubtedly, the modern banking world expects an explosive growth in the use of innovative PFM (personal financial manager) platforms that use artificial advisors, machine learning and even deepmachine in their technologies and customer consultations. At the moment, the Bank of England and even the financial sector of Kazakhstan are working on their markets and are almost completing pilot projects using blockchain in the application of virtual currencies based on artificial intelligence, which undoubtedly puts the banking sector in very difficult and completely new competitive conditions, and one might even say into the fight for survival.

In our opinion, the state of affairs in modern innovative medicine is not poorly covered, including in our past articles and site reviews -

We also paid attention to achievements in sports with the help of modern innovations

The main priority and most important value of almost all of humanity is to receive a high-quality modern education.

This is where advances in interactive innovation and multimedia come to the aid of learning. In everyday use there is a new term “smart school”, equipped in modern conditions not only with projectors and computers, but also with completely unique innovative technologies in the field of education itself.

Let's look at some current and widely circulated popular and somewhat unique innovations in the media -

1. Forecasting or predictive analytics.
Predictive analytics using in its methods intellectual database analytics, processing past and current events to detail the future.
Modern smartphones are an innovative product that processes and receives a huge number of events and information of various kinds. Through the smartphone of a modern person, information about the owner himself, his relatives and many acquaintances passes through, as well as information related to the location of events, photographs and applications used - using which can be used to develop and reproduce unique future predictive models about people and their behavior in the future tense.
Undoubtedly, in our opinion preferably use this baggage and methods forecasting for the benefit of man and society. Fortunately, there are many applications for this innovation, starting from forecasting business models, use in medicine, pharmaceuticals, urban planning and much more.

2. Electronic devices to the human body
This type of practically invisible innovative devices is mainly intended to control the functioning of human organs and its condition and well-being, or to help a person in vital situations. For example, headphones, inserted and invisible in the auricle, take indicators of the cardiovascular system, there are sensors in the form of a temporary tattoo on the body that allow you to monitor the state of body posture and, if it is corrected, manipulate the treatment process; moreover, the tattoo will remove and display a lot of information that is not required about the work of other important organs of the human body, and the glued tactile electronic soles, in a situation of need, will show you the right road and direction based on the GPS signal and vibration. This technology represents a kind of electronic guide for a blind person.
The well-known wearable and innovative electronics Google Glass, which has already gained popularity, is also used in medicine during surgical interventions for cancer patients.

3 .Neurocomputer interface is a neural system created to allow the free exchange of information between an electronic device and the human brain on the other hand, often relying on the biofeedback method.
This innovation makes it possible to control a computer device with just the power of thought.
This “brain-computer” technology is also widely used and is being tested and tested in medicine (for paralysis of the arms, legs and other ailments).
In ophthalmology, brain implants capable of restoring human vision are being developed and tested.

4 . Extraction of metals from seawater concentrate.
Everyone knows the global environmental problem of humanity - the constantly decreasing natural reserves of fresh water.
Carrying out artificial desalination can significantly increase the world's supply of fresh water, but this technology borders on serious disadvantages and problems of environmental practice. Directly To carry out the desalination procedure, a lot of energy is required and during the reaction itself a waste product is obtained in the form of concentrated salt water. When direct Returning this concentrate to the sea can result in a natural disaster in the form of a negative impact on the flora and fauna of the world's oceans.
Scientists have invented a new innovative approach to solving the problematic issue with this waste. From a concentrate of sea salt water they have learned to extract the most valuable and, most importantly, substances and minerals that are very necessary for humanity - potassium, uranium, magnesium, lithium, soda and potassium compounds.
The development of methods for obtaining gold from sea water is unique today. According to scientific statistics and calculations, the world’s oceans contain at least 8-1 billion tons of gold. If you calculate, then this reserve is quite enough to make every person on planet earth a millionaire.

5. Innovative pharmacology from PHK threads
Scientists have invented an innovative vaccine preparation from the smallest networks of the molecular composition of RNA ( ribonucleic acid acids) capable restore the patient's immunity, from the information obtained about a bacterial or viral protein captured by RNA networks.
At direct By introducing these drugs with RNA, it becomes possible to optimize medicinal protein proteins and the ratio of natural protein in the natural conditions of the human body, if it is in pathological norms. IN pharmacological world is monitored by this innovation symbiosis in the work of private clinics, large scientific centers and pharmaceutical companies

6. Innovative composite materials.
Scientists have invented ultralight nanostructured fibers for unique composite materials used in automotive industry and the construction of modern spaceships, hydroelectric power stations, and ballistic missiles. Ultralight equipment consumes much less fuel and, moreover, is less toxic in air pollution.

1. Innovative probiotics in the treatment of human diseases.

Another unique technology in modern medicine that helps cure serious intestinal disorders and diseases in humans. Probiotics are live microorganisms found in the human body, the normal balance of which leads to a positive effect on the condition and health of a person, including the owner of this microflora.

Scientific methods in the innovative development of perfect probiotics and the technologies for their creation and production are in constant improvement.

8.Digital cytoscope.

Again, an innovative technology for the benefit of human health and classified as medical technology. The cytoscope adapter is linked to a cloud storage database, where all the information about the patient’s heartbeat and pulmonary respiration is accumulated in the cloud and subsequently analyzed. And that’s not all - all information can be transferred to a smartphone through a special application. Having at our disposal a huge database of clinical sounds and previously conducted diagnostics with the patient, a diagnosis is made in the shortest possible time and correct and timely treatment is prescribed.

9. Mobile DNA laboratory.

A modern diagnostic innovative study of a DNA chain is carried out practically in a desktop laboratory and in a very short period of time - three hours, previously even in stationary and standard methods of this study, which took 24 hours.

10.Space technologies.

In the modern world, the scientific world of a number of countries and companies is working on programs that in the coming years could completely change our knowledge and the position of man in space.

The development of a space elevator is no longer a fantasy, but a real development of man, where, due to centrifugal force, a lift will rise along a cable, which will also receive acceleration due to the rotation of the earth. This is a cheaper way to launch cargo into space than using rocket accelerators. The problem of launching this innovative invention into commercial operation lies in the insufficient strength and hardness of the materials available to science at this stage of time.

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Innovative technology is an instrument of a field of knowledge that covers methodological and organizational issues. Research in this area is carried out by such a field of science as innovation.

Modern innovative technologies are associated with a large number of problems that can become the subject of their research. Also, this concept can be attributed to new means of regulation with the subsequent development of certain social processes that have the ability to achieve compliance in the complexities of the social situation. Thus, innovative technology should be aimed at meeting human and social needs in conditions of uncertainty.

Essence

So, let's take a closer look at the term. Innovative technology is a certain innovation in the field of technology, engineering and labor organization or management, which is based on the effective use of advanced experience and scientific achievements. It allows you to improve the quality of products in the manufacturing sector. The use of this term does not mean any innovation or innovation, but only those that can seriously increase the efficiency of the existing system.

The use of innovative technologies involves the implementation of a set of organizational measures and techniques that are aimed at servicing, manufacturing, operating and repairing the product at optimal costs and nominal quantities. As a result of such events in various areas of life, innovations are not only created, but also materialized. Their action is also aimed at the rational use of economic and social material resources.

Classification

Can be classified according to the following criteria:

• by degree of novelty;
• by scope and scale of application;
• due to occurrence;
• in terms of efficiency.

System creation required

Practice in this area has always been ambiguous and complex. At the same time, solving emerging problems that are detected in modern conditions and are expressed by complete deregulation and inadequacy of social tools of application requires certain knowledge. This involves the creation of a reasoned and flexible system of scientific substantiation of innovations, capable of taking into account the specifics and logic of application not only of the innovation itself, but also the characteristics of its perception and evaluation. Only in this case can the implementation of innovation be effective. This approach to ensuring innovation is based on a simultaneous study of all aspects of the interaction between the social environment and innovation, identifying those areas of such interaction that can have a greater impact on the success of innovation processes with the anticipation and recognition of possible problematic issues in this area.

Thus, it is advisable to highlight such components of the innovation system as diagnostics and research of innovations.

INNOVATIVE TECHNOLOGIES IN EDUCATION

“The only path leading to knowledge is activity.”

Bernard Show.

In the January Address of the Head of State to the people “New decade - new economic recovery - new opportunities for Kazakhstan” it was noted: “By 2015, the National Innovation System should be fully operational, and by 2020, it should already produce results in the form of developments, patents and ready-made technologies, implemented in the country." Therefore, the introduction of modern information technologies that meet international educational standards, as well as providing all the necessary conditions for the fruitful work of teachers, lecturers, and industrial training specialists are strategic priorities in the field of education. After all, information technologies help teachers take the educational process to a qualitatively new level.

Today, many teachers use modern technologies and innovative teaching methods to achieve learning effectiveness. These methods include active and interactive forms used in teaching. Active ones involve the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning. Thanks to interactive methods, knowledge is effectively acquired in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.

The word “innovation” (from the Latin “innove”) appeared in the mid-17th century and means the entry of something new into a certain area, implantation into it and the generation of a whole series of changes in this area. Innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to integrate innovation into a certain social practice, and not a subject at all.Innovation, accurately translated from Latin, means not “new,” but “into the new.”The concept of “innovation” means newness, newness, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.

The emergence of new information technologies associated with the development of computer tools and telecommunications networks has made it possible to create a qualitatively new information and educational environment as the basis for the development and improvement of the education system.

Methods of innovative learning – modular learning, problem-based learning, distance learning, research methodological learning, project method, social partnership, etc.

Interactive methods promote high-quality learning of new material. These include:

Exercises of a creative nature;

Group assignments;

Educational, role-playing, business games, simulation;

Lessons-excursions;

Lessons-meetings with creative people and specialists;

Activities aimed at creative development

– lessons-performances, making films, publishing newspapers;

Use of video materials, the Internet, visibility;

Solving complex issues and problems using “decision tree” and “brainstorming” methods.

The main goal of innovative educational technologies is to prepare a person for life in an ever-changing world.The goal of innovative activity is a qualitative change in the student’s personality compared to the traditional system.

Therefore, innovative teaching methods contribute to the development of cognitive interest in students, teach them to systematize and generalize the material being studied, discuss and debate. By comprehending and processing the acquired knowledge, students acquire the skills to apply it in practice and gain communication experience. Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.

The main task of TVET at the present stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to the changes that are taking place in the world. Therefore, to prepare students for professional activities in the future, innovative teaching methods are used in TVET. These methods include problem-based learning, which involves developing skills for solving problematic problems that do not have a clear answer, independent work on the material, and developing the ability to apply acquired knowledge in practice. Innovative teaching methods also include interactive learning. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, and simulated situations. One of the modern methods is learning through collaboration. It is used to work with social partners, as well as in small groups. This method aims to effectively assimilate educational material, develop the ability to perceive different points of view, the ability to cooperate and resolve conflicts in the process of teamwork. Innovative teaching methods used at the present stage in TVET also include a method whose priority is moral values. It promotes the formation of individual moral attitudes based on professional ethics, the development of critical thinking, and the ability to present and defend one’s own opinion. Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates students’ creative searches.

In this regard, the education system should aim to develop a new type of specialist who would be able to independently obtain, process, analyze the necessary information and effectively use it at the right time. This can be achieved with the transition to multi-level training of highly qualified specialists (bachelor - master - doctor).

Today there is no teacher who would not think about the questions: “How to make the lesson interesting and bright? How to engage students in your subject? How to create a situation of success for each student in the classroom?” What modern teacher does not dream that students in his class work voluntarily and creatively; did you master the subject at the maximum level of success for each?

And this is no coincidence. The new organization of society, a new attitude to life also places new demands on the school. Today, the main goal of education is not only the accumulation by the student of a certain amount of knowledge, skills, abilities, but also the preparation of the student as an independent subject of educational activity. The basis of modern education is the activity of both the teacher and, no less important, the student. It is precisely this goal - the education of a creative, active personality who knows how to learn and improve independently - that is responsible for the main tasks of modern education.

An innovative approach to teaching allows you to organize the learning process in such a way that the student finds the lesson both enjoyable and beneficial, without turning into just fun or a game. And, perhaps, it is precisely in such a lesson, as Cicero said, that “the eyes of the listener and the eyes of the speaker will light up.”

Innovative technologies:

gaming

design

problem-based learning technology

differentiated learning technology

technology of educational and research activities in the classroom

Educational innovative technologies:

health-saving technologies

group activity technology

KTD technology (collective creative activities).

The relevance of innovative training is as follows:

Compliance with the concept of humanization of education;

Using student-centered learning;

Finding conditions for unleashing the student’s creative potential;

Correspondence to the sociocultural needs of modern society

independent creative activity.

The main goals of innovative training are:

Development of intellectual, communicative, linguistic and

creative abilities of students;

Formation of personal qualities of students;

Development of skills that influence educational and cognitive

activity and transition to the level of productive creativity;

Development of different types of thinking;

Formation of high-quality knowledge, skills and abilities.

These goals also determine the tasks of innovative training:

Optimization of the educational process;

Creating an environment of cooperation between student and teacher;

Development of long-term positive motivation for learning;

Involving students in creative activities;

Careful selection of material and methods of presentation.

Innovative learning is based on the following technologies:

Developmental education;

Problem-based learning;

Develop critical thinking;

Differentiated approach to learning;

Creating a situation of success in the classroom.

The main principles of innovative teaching are:

Creativity (orientation towards creativity);

Assimilation of knowledge in the system;

Non-traditional forms of lessons;

Use of visuals.

And now I want to move from the general methodological principles of innovative teaching to methods.

When using innovative technologies in teaching Russian language and literature, the following techniques are successfully used:

Associative series;

Supporting notes;

Brain attack;

Group discussion;

Essay;

Key terms;

Video films;

Didactic game;

Linguistic maps;

Text Research;

Working with tests;

Non-traditional forms of homework, etc.

INNOVATION IS MOVEMENT FORWARD!!!

Modern pedagogical technologies.

Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, or art (explanatory dictionary). There are many definitions of the concept of “educational technology”. We will choose the following: this is a structure of a teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation involves achieving the required result and is predictable. Today there are more than a hundred educational technologies.

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

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

Awareness of the urgent need to replace ineffective verbal

(verbal) way of transferring knowledge using a systematic - activity-based approach;

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

Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all.

The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.

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

Traditional technology.

Positive sides

Negative sides.

The systematic nature of training. Orderly, logically correct presentation of educational material. Organizational clarity. Constant emotional impact of the teacher's personality. Optimal expenditure of resources during mass training.

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

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

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

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

Technology of using gaming methods in teaching: role-playing, business and other types of educational games;

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potential. In this technology, the student is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.

Features of a personally-oriented lesson.

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

2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.

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

4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of ​​application of knowledge.

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

TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.

1. Technology of multi-level training.

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

Incapable; 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;

About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.

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

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.

Technology of collective mutual learning.

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

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

Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.

Dynamic couple. Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., which means turning on the mechanism of adaptation to the individual characteristics of his comrades.

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

Advantages of collective mutual learning technology:

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

in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge occurs;

Each student feels relaxed and works at an individual pace;

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

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

an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed;

discussing the same information with several interchangeable partners increases the number of associative connections, and therefore ensures more durable assimilation

Collaboration technology.

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

There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.

4. Modular training technology

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

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

INNOVATIVE TECHNOLOGIES

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

Technology of promising advanced learning.

Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; indirect learning (through a knowledgeable person to teach an ignorant person).

S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.

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

Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.

Gaming technologies.

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

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

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

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

In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).

Operating rooms help to practice the performance of specific specific operations, for example, the skills of public speaking, writing an essay, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.

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

Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times,” children receive homework on history: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.

The technology of all business games consists of several stages.

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

2. Entering the game. Participants, game conditions, experts, the main goal are announced, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.

3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.

4. Analysis and evaluation of game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.

Problem-based learning technologies

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

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

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

These are the rules for creating problematic situations.

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

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

3. The problem task is given before the new material is explained.

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

The same problem situation can be caused by different types of tasks.

There are four levels of learning problems.

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

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

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

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

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

In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.

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

DEVELOPMENTAL TRAINING

The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused on the comprehensive development of the child.

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

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

Thinking can be productive and reproductive, creative and primitive. A characteristic feature of productive thinking in comparison with reproductive thinking is the ability to independently discover knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.

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

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

Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes test work specifically includes material that has not yet been studied in class, or tasks that are solved in a way unknown to the child. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.

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

Interaction between parties to the educational process

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

1. The traditional version of didactic communication “teacher-student” for modern schools is used only to pose a problem.

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

The actions of a teacher in the educational process of a traditional school resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and the main task of the teacher becomes a kind of “service” for the students’ learning.

Functions of the teacher in developmental education

1. The function of ensuring individual goal setting, i.e. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.

1. Support function. In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.

The function of ensuring reflective actions of learning
cov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.

As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for methods for effectively organizing the educational and cognitive activities of schoolchildren in obtaining it. For a teacher, what is of great value is not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve what he wants.

The basis of the structure of the educational process in the developmental education system is the educational cycle, i.e. block of lessons. The educational cycle is a system of tasks that guide the activities of students, starting from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.

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

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

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

The reflective-evaluative act involves creating conditions when the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.

TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

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

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

Let's consider ways to implement these technologies in the educational process.

Developmental education system L.V. Zankova

Its main principles are the following:

• training must be conducted at a high level of difficulty;
• theoretical knowledge should play a leading role in training;
• progress in studying the material is ensured at a rapid pace;
• schoolchildren must themselves be aware of the course of mental actions;
• strive to include the emotional sphere in the learning process;
• The teacher must pay attention to the development of each student.

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

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

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

1. Organization of cognition - “from students”, i.e. what they know or don't know.
2. The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
3. Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
4. Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
5. Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
6. Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.

Elkonin-Davydov technology

It focuses on the formation of theoretical thinking of schoolchildren. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.

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

At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The assessment reflects the student’s personal development and the perfection of his educational activities.

Features of the content of education are reflected in the special construction of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system of theoretical knowledge is substantive generalizations. It can be:

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

Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).

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

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

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

The peculiarities of the methodology in this system are based on the organization of purposeful educational activities. Purposeful learning activity (TAL) differs from other types of educational activity primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.

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

A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.

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

Bibliography.

Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.

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

The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.

What is “innovative technology”

Word " innovation" is of Latin origin. “Novatio” means “renewal”, “change”, and “in” translates as “in the direction”. Literally “innovatio” - “in the direction of change.” Moreover, this is not just any innovation, but after its application significant improvements in efficiency and quality of activity occur.

Under technology(Greek techne “art”, “skill”, logos “word”, “knowledge” - the science of art) refers to a set of methods and processes used in any business or in the production of something.

Any innovation finds its implementation through technology. Thus, innovative technology is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various spheres of human activity.

Innovative educational technologies

The methods used do not work as effectively with the new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that cannot be solved using old methods, there are difficulties in introducing innovations. The teacher must understand that the introduction of innovative methods not only helps his students learn the material more effectively, but also develops their creative potential. But it also helps the teacher realize his own intellectual and creative potential.

Types of pedagogical innovations

A wide variety of innovative pedagogical methods are used in school education. The profile orientation of the educational institution, its traditions and standards play a huge role in the choice.

The most common innovations in the education process:

• information and communication technologies (ICT);
• student-centered learning;
• project and research activities;
• gaming technologies.

ICT

Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren are trained to work with basic programs and study material using electronic textbooks and manuals. Using a computer and projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to better understanding of the topic. Independent creation of slides, diagrams, and memory cards helps to structure knowledge, which also helps with memorization.

The presence of a computer, the Internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.

At the end of the study, topics can be used as control tests on the computer. Schools use the system electronic magazines, in which you can track the results of an individual child, class, or performance in a specific subject. Come into use and electronic diaries, where grades are given and homework is recorded. So parents can find out the child’s scores and availability of assignments.

It is important to teach schoolchildren to properly use the Internet, search engines and social networks. With the right approach, they become an inexhaustible source of information and a way for schoolchildren to communicate with the teacher and among themselves.

Gaining popularity creation of a teacher’s own website. Thanks to it, you can share interesting books, manuals, articles, educational videos and audios, and answer students’ questions remotely. Can be used when developing a group project: participants share their work and results with each other and the curator and solve emerging problems.

Student-centered learning

In this case The child is recognized as the main character in learning. The goal is to develop the student’s personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes learning according to the characteristics of the class.

Here, the teacher needs to know the psychological, emotional and cognitive characteristics of the student body. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student’s interest in the material being presented and to work collectively, acting not so much as a leader, but as a partner and advisor.

If desired by the educational institution, it is possible student differentiation. For example, completing a class according to a certain criterion as a result of testing; further division according to interest; introduction of specialized classes in high school.

Project and research activities

The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, and use information from different fields of knowledge. The teacher's task is to awaken interest in search activity and creating conditions for its implementation.

When working on a group project, teamwork skills, communication skills, the ability to listen to other people’s opinions, criticize and accept criticism also improve.

The use of this technology in school develops the ability to understand the world, analyze facts, and draw conclusions. This is the basis and assistance when entering a higher educational institution and working on diploma and master's theses.

Gaming technologies

The value of gaming technology lies in the fact that, being essentially a recreation, it performs an educational function and stimulates creative realization and self-expression. Of course, it is most applicable in the younger group of schoolchildren, since it meets their age requirements. It must be used in doses.

At the request of the teacher, the entire lesson can be conducted in a playful way: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates schoolchildren’s memory, interest, and also overcomes passivity.

Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part students happily accept something new, interesting, unusual. They are ready and able to perceive. The last word belongs to the teachers.

Many useful materials using innovative technologies are presented in the “Publications” section. You can learn interesting techniques and ideas from your colleagues' work.