Slide 1
Modern pedagogical technologies and their role in the educational process Prepared by: Bogdanova L.A. English teacher of municipal educational institution "Secondary school No. 3 of Sol-Iletsk"
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The use of modern technologies is one of the innovative directions in the development of modern didactics
Slide 3
Technologies and techniques
What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable and dynamic depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Proven standard techniques are transformed into technologies. Technology is a fairly rigidly fixed sequence of actions and operations that guarantee the achievement of a given result. The technology contains a specific algorithm for solving problems. The use of technology is based on the idea of complete controllability of learning and reproducibility of standard educational cycles.
Modern educational technologies
Slide 4
Definition Pedagogical technology
V.M. Monakhov “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.”
G.Yu. Ksenozova “This is 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.V. Guzeev “This is 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.”
V.P. Bespalko “A set of means and methods for reproducing the processes of teaching and upbringing that make it possible to successfully realize the set educational goals.”
UNESCO “A systematic method for creating, applying and defining the entire process of teaching and learning, with the goal of optimizing forms of education.”
M.V. Clarin “The systemic set and order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals.”
Modern educational technologies
Slide 5
Manufacturability criteria
Educational technology must satisfy the basic requirements (manufacturability criteria): Conceptuality Systematicity Manageability Efficiency Reproducibility
Modern educational technologies
Slide 6
Classification of educational technologies
by type of teaching activity; by type of management of the educational process; on the prevailing (dominant) methods and methods of teaching; on the approach to the child and educational orientation; alternative technologies, etc.
Slide 7
Selevko German Konstantinovich (1932-2008) - Honored Worker of the Higher School, Academician of the Institute of Professional Education, Professor, Candidate of Pedagogical Sciences, author of the "Encyclopedia of Educational Technologies", author of the school of personal self-development
Modern educational technologies
Slide 8
Modern educational technologies
Slide 9
Pedagogy of cooperation
Features of the methodology: a humane-personal approach to the child - a new look at personality as the goal of education, humanization and democratization of pedagogical relations, rejection of direct coercion as a method that does not produce results in modern conditions, the formation of a positive self-concept. Didactic activating and developmental complex: - the content of training is considered as a means of personal development, - training is carried out primarily on generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child.
Modern educational technologies
Slide 10
Technology for developing critical thinking
Critical thinking is the ability to analyze information from a logical and person-centered perspective in order to apply the results obtained to both standard and non-standard situations, questions and problems. Critical thinking is the ability to pose new questions, develop a variety of arguments, and make independent, thoughtful decisions. The purpose of technology is to promote the development of critical thinking through the interactive inclusion of students in the learning process.
Modern educational technologies
Slide 11
Project-based learning technology
The original slogan of the founders of the project-based learning system: “Everything from life, everything for life.” The purpose of project-based learning: to create conditions under which students: independently and willingly acquire missing knowledge from different sources; learn to use acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in various groups; develop research skills (ability to identify problems, collect information, observe, conduct experiments, analyze, build hypotheses, generalize); develop systems thinking.
Modern educational technologies
Slide 12
Gaming technologies
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. The game has the following functions: psychological, relieving tension and promoting emotional release; psychotherapeutic, helping the child change his attitude towards himself and others, change methods of communication, mental well-being; technological, allowing one to partially remove thinking from the rational sphere into the realm of fantasy, which transforms reality.
Modern educational technologies
Slide 13
Problem-based learning
Problem-based learning is the organization of educational activities, which involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of thinking abilities.
Modern educational technologies
Slide 14
Level differentiation technology
Differentiated learning is a form of organizing the educational process in which the teacher works with a group of students, composed taking into account the presence of any common qualities that are significant for the educational process (homogeneous group). Individual psychological characteristics of children, which form the basis for the formation of homogeneous groups: *by age composition (school classes, age parallels, different age groups), *by gender (male, female, mixed classes, teams), *by area of interest (humanities, physical sciences) mathematical, biological-chemical and other groups) *by level of mental development (level of achievement), *by level of health (physical education groups, visually impaired groups, etc.) Intraclass (intrasubject) differentiation (N.P. Guzik): *intraclass differentiation of teaching, *developmental cycle of lessons on the topic.
Modern educational technologies
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Computer (new information) teaching technologies
Goals: developing the ability to work with information, developing communication skills, preparing the personality of the “information society”, giving the child as much educational material as he can learn, developing research skills, and the ability to make optimal decisions. The main feature of computer-based teaching methods is that computer tools are interactive, they have the ability to “respond” to the actions of the student and teacher, and “enter into” a dialogue with them.
Modern educational technologies
Slide 16
Developmental learning technologies
Personally-oriented developmental training
Developmental learning technologies
Technology of self-development training (G.K. Selevko)
Slide 17
Portfolio
Portfolio is a technology that allows you to solve the problem of objective assessment of performance results Portfolio is a technology for planning a professional career Types of portfolio of achievements, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe)
Modern educational technologies
Slide 18
Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, and then everything starts all over again. V.P. Bespalko
Modern educational technologies
Slide 19
Creative success and effective work
Modern educational technologies
From understanding to use The importance of implementing the principle of interactivity for modernizing vocational education in the spirit of the requirements of the Bologna process Defining the essence of interactive learning and stereotypical misconceptions The role of the computer in realizing the advantages of the interactive learning model Possibilities of using interactive learning
Interactive training and modernization of higher education to increase its efficiency and quality of training development and expansion One of the most important areas in improving higher education, increasing its effectiveness and the quality of training professionals in a modern university is the development and expansion of the use of forms and methods of interactive learning.
Interactive learning and modernization of higher education in vocational education today The main methodological innovations in vocational education today are also connected precisely with educational training (with the use of forms and methods of not only interactive learning, but also education (in particular, in the work of curators).
Interactive training and modernization of higher professional education by modernizing the Russian vocational education system (). This direction has begun to intensify especially in recent years in connection with the modernization of the Russian vocational education system in the spirit of the requirements of the Bologna process (). with the transition to level education. There is no turning back, especially in 2011 with the transition to level education.
Implementation of the principle of interactivity Through the implementation of the principle of interactivity, the following tasks are solved: democratization of the educational process; democratization of the educational process; integration into the European and world educational space; integration into the European and world educational space;
Interactive training and modernization of higher professional education; intensifying the student’s participation in creating an educational result; intensifying the student’s participation in creating an educational result; formation of creative general professional competencies that are in demand by modern employers; formation of creative general professional competencies that are increasingly in demand by modern employers (such as the ability to respond to a rapidly changing situation).
The concept of the essence of interactive learning The concept of “interactive” comes from the English “interact” (“inter” “mutual”, “act” “to act”). effective interaction as the top result of communication Thus, interactive is based on interaction, and effective interaction as the top result of communication is always dialogical.
The concept of the essence of interactive learning, direct or indirect Interactive learning is dialogue learning, during which interaction between the teacher and students takes place, direct or indirect (including, in a significant number of cases, with the help of electronic/computer technology)
Main misconceptions 1. Interactive learning is carried out only with the use of computer technology; socio-psychological training in the study of the disciplines Psychology of Self-Presentation/MT and Psychological Workshop/SP (and socio-psychological training in the study of the disciplines Psychology of Self-Presentation/MT and Psychological Workshop/SP?)
Computer in an interactive learning model Computer testing (educational and psychological) Computer testing (educational and psychological) Performing practical creative tasks in office (or special) programs Performing practical creative tasks in office (or special) programs Internet consulting on discipline/research work Internet consulting on discipline/research work
Advantages of the interactive learning model The dominance of any participant in the educational process or any idea is excluded; from an object of influence, the student turns into a subject of interaction, he himself actively participates in the learning process, in the design of an individual educational route;
Advantages of an interactive learning model The use of this model involves modeling life situations, joint problem solving; (as opposed to simulation games). makes it possible to use role-playing business games (as opposed to simulation games).
The use of interactive learning is determined by: The nature of the educational program (main/additional)The nature of the educational program (main/additional) The specifics of the academic disciplineThe specifics of the academic discipline The purpose of a specific lessonThe purpose of a specific lesson Age and other characteristics of students Age and other characteristics of students Capabilities and preferences of the teacher Capabilities and preferences of the teacher
Application of interactive training in HPE Combination of game methods with others Combination of game methods with others Search for problems and solutions to formulated problems Search for problems and solutions to formulated problems of open software Active use of game methods Active use of game methods Search for solutions to already posed problems Search for solutions to already posed problems
Municipal educational institution "Topkanovskaya basic secondary school"
PEDAGOGICAL COUNCIL
"Modern educational technologies""
Modern
educational technology
Venina V.A.
teacher of Russian language and literature
Application of modern educational technologies and/or methods
Modern educational technologiesApplication of modern educational
technologies and/or techniques
Technologies and techniques
Modern educational technologiesTechnologies and techniques
What is the difference between methodology and technology?
(according to V.I. Zagvyazinsky)
Teaching methodology is a set of methods and techniques,
used to achieve a certain class of goals.
The technique can be variable and dynamic depending on
the nature of the material, the composition of the students, the learning situation,
individual capabilities of the teacher. Spent standard
techniques turn into technologies.
Technology is a fairly rigidly fixed
sequence of actions and operations that guarantee
obtaining a given result. Technology contains
a certain algorithm for solving problems. Based on use
technology is based on the idea of complete controllability of learning and
reproducibility of typical educational cycles.
Educational technology
Modern educational technologiesEducational technology
Technology and methodology
Modern educational technologiesTechnology and methodology
Goals
Content
Methods
Forms
Facilities
Techniques Modern educational technologies
Term
"EDUCATIONAL TECHNOLOGIES",
appeared in the 1960s,
means construction
pedagogical process
with guaranteed results Modern educational technologies
TECHNOLOGY (from the Greek téchne - art,
skill, skill and Greek. logos -
study) - a set of organizational measures,
operations and techniques aimed at
manufacturing, maintenance, repair and/or
operation of the product at rated
quality and optimal costs Modern educational technologies
M.V. Clarin
"Systemic totality and order
functioning of all personal
instrumental, methodological means,
used to achieve
pedagogical purposes."
G.Yu. Ksenozova
“This structure of the teacher’s activity,
in which all the actions included in it
presented in a certain integrity
and sequences, and execution
involves achieving the necessary
result and has a probabilistic
predictable nature."
UNESCO
"A systematic method of creating,
applications and definitions
the entire teaching process
and assimilation, which sets as its task
form optimization
education".
V.P. Fingerless
Pedagogical
technology
V.M. Monakhov
"Thought out in every detail
pedagogical model
activities, including
design, organization and
Conducting the educational process with
unconditional security
comfortable conditions for students
and teachers."
"A set of means and methods
reproducing learning processes
and education, allowing successful
implement the set
educational purposes."
V.V. Guzeev
"It is an ordered set of actions,
operations and procedures, instrumental
ensuring achievements
predicted result in changing
educational conditions
process".
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Educational technology must
meet basic requirements
(manufacturability criteria):
Conceptuality
Systematicity
Controllability
Efficiency
Reproducibility
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Conceptuality. Each
educational technology should
be inherently based on scientific
a concept that includes philosophical,
psychological, didactic and
social and pedagogical rationale
achieving educational goals.
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Systematicity. Educational
technology must have everything
signs of the system: logic
process, the interconnection of all of it
parts, integrity.
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Controllability assumes
possibility of diagnostic
goal setting, planning,
designing the learning process,
step-by-step diagnosis, variation
means and methods for the purpose
adjustments to results.
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Efficiency. Modern
educational technology
exist in competitive conditions and
must be effective in
results and optimal
costs, guarantee achievement
a certain standard of training.
Manufacturability criteria
Modern educational technologiesManufacturability criteria
Reproducibility implies
possibility of application (repetition,
reproduction) educational
technologies in other similar
educational institutions,
other subjects.
Educational technology
Modern educational technologiesEducational technology
Pedagogical technologies based on personal orientation
pedagogical process
- Pedagogy of cooperation
- Humane-personal technology of Sh.A.Amonashvili
- E.N. Ilyin’s system: teaching literature as a subject,
formative person
Pedagogical technologies based on activation and intensification
student activities
- Gaming technologies
- Problem-based learning
- Technology of communicative teaching of foreign language culture (E.I. Passov)
- Technology of intensification of learning based on schematic and symbolic
models of educational material (V.F. Shatalov)
Educational technology
Modern educational technologiesEducational technology
Pedagogical technologies based on management efficiency and
organization of the educational process
Technology of S.N. Lysenkova: promising advanced training with
using reference circuits with commented control
-Level differentiation technologies
-Level differentiation of training based on mandatory results
(V.V. Firsov)
- Culture-educating technology of differentiated learning based on interests
children (I.N. Zakatova).
- Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov)
- Programmed learning technology
- Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
- Group technologies
- .
Educational technology
Modern educational technologiesEducational technology
Pedagogical technologies based on didactic
improvement and reconstruction of material
- “Ecology and dialectics” (L.V. Tarasov)
- “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov)
- Consolidation of didactic units - UDE (P.M. Erdniev)
- Implementation of the theory of the gradual formation of mental actions (M.B. Volovich)
Subject pedagogical technologies
- Technology of early and intensive literacy training (N.A. Zaitsev)
- Technology for improving general educational skills in primary school
(V.N. Zaitsev)
- Technology of teaching mathematics based on problem solving (R.G. Khazankin)
- Pedagogical technology based on a system of effective lessons (A.A. Okunev)
- System of step-by-step teaching in physics (N.N. Paltyshev)
Educational technology
Modern educational technologiesEducational technology
Alternative technologies
- Waldorf pedagogy (R. Steiner)
- Technology of free labor (S. Frenet)
- Technology of probabilistic education (A.M. Lobok)
- Workshop technology
Natural technologies
- Nature-appropriate literacy education (A.M. Kushnir)
- Technology of self-development (M. Montessori)
- General fundamentals of developmental learning technologies
- System of developmental education by L.V. Zankova
- Technology of developmental education by D.B. Elkonin-V.V. Davydov.
- Developmental training systems with a focus on development
creative personality traits (I.P. Volkov, G.S. Altshuller,
I.P.Ivanov)
- Personality-oriented developmental training (I.S. Yakimanskaya)
-
Teaching methods
Modern educational technologiesTeaching methods
(A.V. Khutorskoy. Workshop on didactics and methods)
Classic domestic techniques
- M.V. Lomonosov’s training system
- Free School of Leo Tolstoy
- Didactics by P.F. Kapterev
- S.T.Shatsky’s training system
- Training system of A.S. Makarenko
- Methodology of A.G. Rivin
Innovative teaching methods
- Programmed training
- Developmental training
- Problem-based learning
- Heuristic learning
- Nature-based training
- Personally centered learning
- Productive learning
Methods of copyright schools
- Shatalov's technique
- Immersion technique
- School of Free Development
-Russian school
-School of Cultural Dialogue
-Methodological College
-School of Self-Determination
Foreign methods
- Socratic system
- New School S. Frenet
- M. Montessori system
- Waldorf school
- School of Tomorrow (D. Howard)
- Dalton plan and other systems
training
SELEVKO G.K. MODERN EDUCATIONAL TECHNOLOGIES
Modern educational technologiesSELEVKO G.K.
MODERN EDUCATIONAL
TECHNOLOGIES Modern educational technologies
Selevko
German Konstantinovich
(1932-2008) Honored Worker of the Higher
schools, academician of MANPO,
professor, candidate
pedagogical sciences, author
"Encyclopedia of educational
technologies", author of the school
personal self-development Modern educational technologies
Pedagogical technologies based on personal orientation of the pedagogical process
Modern educational technologiesPedagogical technologies based on personal
orientation of the pedagogical process
Pedagogy of cooperation
Pedagogy of cooperation
Modern educational technologiesPedagogy of cooperation
Features of the technique:
humane-personal approach to children, a new look at personality as the goal of education,
humanization and democratization of pedagogical relations,
rejection of direct coercion as a method that does not produce results in
modern conditions,
formation of a positive self-concept.
Didactic activating and developmental complex:
- the content of training is considered as a means of development
personalities,
-training is carried out primarily on generalized knowledge, skills and
skills, ways of thinking,
-variability and differentiation of training,
-creating a situation of success for each child.
Pedagogy of cooperation
Modern educational technologiesPedagogy of cooperation
Education concept:
-transformation of the school of Knowledge into the school of Education,
- placing the student’s personality at the center of the entire educational system,
-humanistic orientation of education, formation
universal human values,
-development of the child’s creative abilities.
Pedagogization of the environment:
- cooperation with parents,
-interaction with public and government
child protection institutions,
-activities in the school district.
Modern educational technologies
Technology
Critical thinking is an ability
analyze information from a logical perspective and
person-centered approach so that
to apply the results obtained as to
standards and non-standard situations,
questions and problems. Critical thinking -
is the ability to pose new questions,
develop
various
arguments,
make independent, thoughtful decisions.
Technology for developing critical thinking
Modern educational technologiesTechnology
development of critical thinking
The purpose of technology is to ensure the development of critical thinking
through interactive inclusion of students in the process
training.
Initial scientific ideas:
Critical thinking:
promotes mutual respect between partners, understanding and
productive interaction between people;
facilitates understanding of different “worldviews”;
allows students to use their knowledge to
filling situations with meaning at a high level
uncertainty, create the basis for new types of human
activities.
Technology for developing critical thinking
Modern educational technologiesTechnology
development of critical thinking
Criteria for assessing the result in terms of technology
developing students' critical thinking
The main criterion for assessing the result is
critical thinking that can be revealed
through the following indicators:
Evaluation (Where is the error?)
Diagnosis (What is the reason?)
Self-control (What are the disadvantages?)
Criticism (Do you agree? Refute. Bring
counterarguments?)
Forecast (Build a forecast).
Modern educational technologies
The original slogan of the founders of the project-based learning system:
“Everything from life, everything for life.”
The purpose of project-based learning: to create conditions under which students:
independently and willingly acquire the missing knowledge from
different sources;
learn to use acquired knowledge to solve
cognitive and practical tasks;
acquire communication skills by working in various
groups;
develop their research skills (skills in identifying
problems, collecting information, observing, conducting
experiment, analysis, hypothesis building, generalization);
develop systems thinking.
Project-based learning technology
Modern educational technologiesProject-based learning technology
Initial theoretical positions of project-based learning:
the focus is on the student, promoting the development of his creative
abilities;
the learning process is based on the logic of activity, which has
personal meaning for the student, which increases his motivation in learning;
individual pace of work on the project ensures everyone’s output
the student to his or her level of development;
an integrated approach to the development of educational projects contributes to
balanced development of basic physiological and mental
student functions;
deep, conscious assimilation of basic knowledge is ensured through
their universal use in different situations.
Project-based learning technology
Modern educational technologiesProject-based learning technology
The essence of project-based learning is that the student
in the process of working on an educational project
comprehends real processes, objects, etc. It
involves the student living in specific
situations, introducing him to penetration
deep into phenomena, processes and design
new objects.
Pedagogical technologies based on the activation and intensification of student activities
Modern educational technologiesPedagogical technologies based on activation and
intensification of student activities
Gaming technologies
Problem-based learning
Gaming technologies
Modern educational technologiesGaming technologies
Play is the freest, most natural form
immersing a person in a real (or imaginary)
reality in order to study it, manifest it
own “I”, creativity, activity,
independence, self-realization.
The game has the following functions:
psychological, relieving tension and promoting
emotional release;
psychotherapeutic, helping the child change
attitude towards yourself and others, change the ways
communication, mental well-being;
technological, allowing you to partially remove thinking
from the rational sphere to the fantasy sphere,
transforming reality.
Gaming technologies
Modern educational technologiesGaming technologies
The didactic goal is set for students in the form of a game
tasks, educational activities are subject to the rules of the game,
educational material is used as a means of play,
an element of competition is included in educational activities,
successful completion of a didactic task is associated with a gaming task
result.
Pedagogical games based on the nature of the pedagogical process
are divided into groups:
a) teaching, training, controlling and generalizing;
b) cognitive, educational, developmental;
c) reproductive, productive, creative;
d) communicative, diagnostic, career guidance,
psychotechnical.
Gaming technologies
Modern educational technologiesGaming technologies
According to the gaming method:
subject,
plot,
role-playing,
business,
imitation,
dramatization.
Junior school age-
compare, contrast them.
Gaming technologies
Modern educational technologiesGaming technologies
Junior school age-
games and exercises that develop the ability to highlight
basic, characteristic features of objects,
compare, contrast them.
*Groups of games for generalizing objects according to certain characteristics.
*Groups of games that develop self-control,
speed of reaction to a word, phonetic hearing, ingenuity, etc.
Gaming technology characters from “The Wizard of Oz”, “Adventures”
Pinocchio", "Samych himself" by V.V. Repkina and others.
Gaming technologies
Modern educational technologiesGaming technologies
Gaming technologies in middle and high school age.
Preparation stage-
1. Game development: script development,
business game plan, general description of the game,
content of instruction, preparation of material support.
Entering the game:
*setting problems, goals,
*regulations, rules,
*distribution of roles,
*group formation,
* consultations.
Stage:
1.Group work on the task, work with sources, training,
brainstorm.
2. Intergroup discussion, group presentations,
protection of results,
work of experts.
Analysis and synthesis stage:
* withdrawal from the game,
*analysis, reflection,
* assessment and self-assessment of work,
* conclusions and generalizations,
* recommendations.
Problem-based learning
Modern educational technologiesProblem-based learning
Problem-based learning is the organization of training sessions, which
involves the creation under the guidance of a teacher
problem situations and active independent
activities of students with their permission.
The result of problem-based learning:
Creative mastery of knowledge, skills, abilities
and development of thinking abilities.
Problem-based learning
Modern educational technologiesProblem-based learning
Methodological techniques for creating problem situations:
- the teacher brings the students to a contradiction and invites them to find it themselves
way to resolve it;
- confronts contradictions in practical activities;
- presents different points of view on the same issue;
- invites the class to consider the phenomenon from different positions (for example,
commander, lawyer, financier, teacher);
- encourages students to make comparisons, generalizations, conclusions from the situation,
compare facts;
- poses specific questions (for generalization, justification, specification, logic
reasoning);
- identifies problematic theoretical and practical tasks (for example:
research);
- poses problematic tasks (for example: with insufficient or excessive
initial data, with uncertainty in the formulation of the question, with
contradictory data, with obviously made mistakes, with limited
decision time, to overcome “psychological inertia”, etc.).
Pedagogical technologies based on the effectiveness of management and organization of the educational process.
Modern educational technologiesPedagogical technologies based
management and organization efficiency
educational process.
Level technology
differentiation
training
Computer
(new information)
technologies
Group technologies
Level differentiation technology
Modern educational technologiesLevel differentiation technology
Differentiated learning is a form of organizing the educational process, with
in which the teacher works with a group of students, composed taking into account the availability of
any general qualities significant for the educational process (homogeneous
group).
Individual psychological characteristics of children that form the basis
formation of homogeneous groups:
*by age composition (school classes, age parallels, different age groups),
* by gender (men's, women's, mixed classes, teams),
*by area of interest (humanities, physics and mathematics, biology and chemistry, etc.
groups)
*by level of mental development (level of achievement),
*by health level (physical education groups, visually impaired groups, etc.)
Intraclass (intrasubject) differentiation (N.P. Guzik):
*intraclass differentiation of teaching,
*developing series of lessons on the topic.
Level differentiation technology.
Modern educational technologiesLevel differentiation technology.
There are five types of lessons for each educational topic:
1- lesson of general analysis of the topic (lecture),
2-combined seminar classes with in-depth study of the educational
material in the process of independent work of students (from 3 to 5 lessons),
3- lessons of generalization and systematization of knowledge (thematic tests),
4-lessons of interdisciplinary generalization of material (lessons in defending thematic
tasks),
5 lessons-workshops.
Multi-level tasks for students (didactic material for
independent work, problem solving, laboratory and practical tasks):
first option C - corresponds to mandatory learning outcomes
(standard),
the second option B involves the inclusion of additional tasks and exercises from
textbook,
third option A - inclusion of additional tasks from auxiliary educational and methodological literature.
The choice of study program for each subject is left to you
schoolboy.
When controlling knowledge, differentiation deepens and turns into
individualization - individual accounting of each student’s achievements.
Group technologies
Modern educational technologiesGroup technologies
Goals-
*ensuring the activity of the educational process,
*achieving a high level of content mastery.
Features of the organization:
- during the lesson the class is divided into groups to solve specific educational problems
tasks,
- each group receives a specific task and completes it together
under the guidance of a group leader or teacher,
- tasks in the group are carried out in a way that allows
take into account and evaluate the individual contribution of each group member,
-the composition of the group is not constant, it is selected taking into account the fact that they can
the educational capabilities of each group member are realized, in
depending on the content and nature of the work ahead.
Group technologies
Modern educational technologiesGroup technologies
Technological process of group work:
1.Preparation for completing a group task -
*statement of a cognitive task (problem situation),
*instruction on the sequence of work,
*distribution of didactic material to groups.
2.Group work:
*familiarity with the material,
* group work planning
*distribution of tasks within the group,
*individual task completion,
*discussion of individual work results in a group,
*discussion of the general assignment of the group (comments, additions, clarifications, generalizations),
*summarizing the results of the group task.
3.Final part-
*report on the results of work in groups,
*analysis of a cognitive task,
*general conclusion about group work and achievement of the assigned task.
Types of group technologies:
* group survey,
* non-traditional lessons * conference lesson,
* lesson-court,
* lesson - journey,
* lesson-game,
* integrated lesson, etc.
Computer (new information) teaching technologies
Modern educational technologiesComputer
Goals:
formation of skills to work with information, development
communication skills,
preparation of the personality of the “information society”,
give the child as much educational material as he can learn,
formation of research skills,
skills to make optimal decisions.
The main feature of computer training methods is that
that computer tools are interactive, they have
the ability to “respond” to the actions of the student and teacher, to “engage” with
them into dialogue.
Computer (new information) teaching technologies
Modern educational technologiesComputer
(new information) teaching technologies
The computer is used at all stages of the learning process -
* when explaining new material,
*when consolidating knowledge,
*when repeated,
*under control of ZUN.
In the teacher function, the computer represents:
* source of educational information;
* visual aid (to a qualitatively new level with
multimedia and telecommunication capabilities);
*individual information space;
* training apparatus;
* diagnostic and control tool.
Research activities
Modern educational technologiesResearch activities
Educational and research activities are activities
aimed at teaching students the algorithm of conducting
research, development of their research type of thinking
Stages of constructing educational research:
Formulation of the problem
Setting goals and objectives of the study
Formulation of a working hypothesis
Studying theoretical material
Selection and development of research methods
Collection of material
Analysis and synthesis of collected material
Presentation of work results
Developmental learning technologies
Technologiesdeveloping
training
Personally-oriented
developing
education
Technology
self-developing
training
(G.K. Selevko)
Developmental learning technologies
Modern educational technologiesDevelopmental education system L.V. Zankova,
technology of developmental education by D.B. Elkonin -
V.V. Davydova,
developmental education systems with a focus
on the development of creative qualities of the individual (I.P. Volkov,
G.S.Altshuller, I.P.Ivanov),
personality-oriented developmental training
(I.S. Yakimanskaya).
Developmental learning technologies
Modern educational technologiesDevelopmental learning technologies
A new, active method of learning that is replacing
explanatory and illustrative.
Developmental learning takes into account and uses patterns
development, adapts to the level and characteristics of the individual.
In developmental education, pedagogical influences are ahead of
stimulate, direct and accelerate the development of hereditary
personal data.
In developmental education, the child is a full-fledged subject
activities.
Developmental education is aimed at developing the entire holistic
a set of personality traits.
Developmental learning occurs in the zone of proximal development
child.
Modern educational technologies
Technology of person-centered learning
represents a combination of learning, understood as
normatively compliant activities of society, and
learning as an individually meaningful activity
an individual child. Its content, methods, techniques
are mainly aimed at
reveal and use the subjective experience of everyone
student, help the formation of personally significant
ways of knowing by organizing a holistic
educational (cognitive) activity.
Personally oriented developmental training
Modern educational technologiesPersonally oriented developmental training
An educational curriculum is compiled for each student
program, which, unlike the educational one, is
individual character, based on knowledge
characteristics of the student as an individual with everyone only
its inherent characteristics. Program
must be flexibly adapted to opportunities
student, the dynamics of his development under the influence
training.
Personally oriented developmental training
Modern educational technologiesPersonally oriented developmental training
Since the center of all educational
systems in this technology is
the child’s individuality, then its methodological
the basis is individualization and
differentiation of the educational process. Original
The point of any subject methodology is
disclosure of individual characteristics and
capabilities of each student.
Personally oriented developmental training
Modern educational technologiesPersonally oriented developmental training
Constantly observing each student,
performing different types of educational work, teacher
accumulates a bank of data about the emerging
individual cognitive “profile”, which
varies from class to class. Professional
Observation of a student should be in the form of
individual map of his cognitive
(mental) development and serve as the main document
to determine (select) differentiated forms
training (specialized classes, individual
training programs, etc.).
Technology of self-development training (G.K.Selevko)
Modern educational technologiesThe child’s activity is organized not only as satisfaction
cognitive needs, but also a number of other
personal self-development needs:
in self-affirmation (self-education, self-education,
self-determination, freedom of choice);
in self-expression (communication, creativity and self-creativity,
search, identification of one’s abilities and strengths);
in security (self-determination, career guidance,
self-regulation, collective activity);
in self-actualization (achieving personal and social goals,
preparing oneself for adaptation in society, social tests).
Technology of self-development training (G.K.Selevko)
Modern educational technologiesTechnology of self-development training (G.K.Selevko)
Content Features
The technology of self-development training includes three interconnected ones:
interpenetrating subsystems
1. “Theory” - mastering the theoretical foundations of self-improvement. IN
the school curriculum is introduced essential, fundamentally important
component of the course “Personal Self-Improvement” from grades I to XI.
2. “Practice” - the formation of experience in activities
self-improvement. This activity represents extracurricular
child's activities in the afternoon.
3. “Methodology” - implementation of forms and methods of self-development training
in teaching the basics of science.
Technology of self-development training (G.K.Selevko)
Modern educational technologiesTechnology of self-development training (G.K.Selevko)
The course “Personal Self-Improvement” gives the child
basic psychological and pedagogical training,
methodological basis for conscious management
with its development, helps him find, realize and accept
goals, program, learn practical techniques and methods
your spiritual and physical growth and improvement.
This course implements the principle of the leading role of theory
in personality development; it is the theoretical basis for
all academic subjects.
Technology of self-development training (G.K.Selevko)
Modern educational technologiesTechnology of self-development training (G.K.Selevko)
The course is designed taking into account age capabilities and
represents the following class structure:
Grades I-IV - Basics of ethics (self-regulation of behavior);
V class - Know yourself (personality psychology);
VI class - Do yourself (self-education);
VII grade - Learn to study (self-education);
VIII class - Culture of communication (self-affirmation);
IX class - Self-determination;
X class - Self-regulation;
XI class - Self-actualization.
Technology of self-development training (G.K.Selevko)
Modern educational technologiesTechnology of self-development training (G.K.Selevko)
During classes, half of the teaching time
devoted to practical, laboratory and
training forms of work, including
psychological and pedagogical diagnostics and
self-diagnosis of students;
drawing up self-improvement programs for
sections and periods of development;
comprehension, reflection of life activity;
trainings and self-education exercises,
self-affirmation, self-determination and self-regulation.
Health-saving technologies
Modern educational technologiesHealth-saving technologies
Creation
health-saving
infrastructure
Implementation
modular
educational
programs
Efficient
organization
physical education
work
Program
formation
culture
healthy and
safe
lifestyle
Educational
work with
parents
Rational
organization
educational and
extracurricular
life
students
Technology "Debate"
Modern educational technologiesTechnology "Debate"
Forms skills
Ability to think critically
Ability to separate important information from
minor
Ability to identify and isolate a problem
Ability to identify causes and possible
consequences
Ability to identify facts and opinions
Ability to effectively solve problems
Ability to evaluate evidence
Skill to work in team
TRIZ technologies (technology for solving inventive problems)
Modern educational technologiesTRIZ technologies
(technology for solving inventive problems)
TRIZ - pedagogy aims to form a strong
thinking and education of a creative personality,
prepared to solve complex problems in
various fields of activity. Its difference from
known means of problem-based learning – in
using global experience accumulated in
areas of creating methods for solving inventive
tasks. Of course, this experience has been revised and agreed with
goals of pedagogy. Under solution method
inventive tasks are primarily implied
techniques and algorithms developed within TRIZ, and
also such foreign methods as brainstorming.
Portfolio
Modern educational technologiesPortfolio
Portfolio is a technology that allows you to solve a problem
objective assessment of performance results
Portfolio – professional planning technology
careers
Portfolio types
achievements, thematic
presentational, complex
New portfolio forms
Electronic portfolio
Passport of competencies and qualifications
European Language Portfolio (Common European Language Portfolio)
model adopted by the Council of Europe)
Modernization technology
Modern educational technologiesModernization technology
Moderation is an effective technology that allows
significantly improve efficiency and quality
educational process. Moderation effectiveness
determined by the fact that the techniques, methods and
forms of organization of cognitive activity
aimed at enhancing analytical and reflective
activities of students, development of research and
design skills, development of communication skills
teamwork abilities and skills.
Collaboration process facilitated by
moderation techniques and methods helps to remove barriers
communication, creates conditions for the development of creative
thinking and making non-standard decisions, forms
and develops collaboration skills.
Modernization technology
Modern educational technologiesModernization technology
Moderation also uses well-known methods today
techniques for solving problems and finding optimal solutions –
cluster, morphological analysis, mental maps, six
thinking hats, synectics, etc.
The goals of using moderation are effective management of children
during the lesson, the fullest possible involvement of everyone
students in the learning process, maintaining high
cognitive activity of students throughout
throughout the lesson, guaranteed achievement of the goals of the lesson.
This ensures optimal use
class time (extracurricular activities), as well as
energy and potential of all participants in the learning process
(teachers, educators, students).
Modern pedagogical technologies used by the school staff
Modern educational technologiesModern pedagogical
technologies used
?%
?%
school staff
Problematic
education
Gaming
?%
Health-saving
?%
?%
Multi-level
education
?
%
Design
Informational
communication
technology
Developmental
education
?
%
?%
Group The Law of the Russian Federation “On Education” prescribes
training to focus on ensuring
self-determination of the individual, creating conditions for
her self-realization.
And today a tool has been created that allows this
solve the problem, that is, build such
educational space in which the most
activities are developing effectively
students' abilities. Such a tool and
are innovative teaching technologies. Modern educational technologies
Any activity can be either
technology or art. Art
based on intuition, technology - on
science. It all starts with art
technology ends so that then
everything started all over again.
V.P. Bespalko Modern educational technologies
Creative success and
efficient work
1 slide
2 slide
The priority of modern education, guaranteeing its high quality, can and certainly should be education focused on self-development and self-realization of the student’s personality.
3 slide
The four foundations of education: Learn to know, Learn to do, Learn to live, Learn to be
4 slide
Modern educational technologies, firstly, make it possible to organize independent activities of students to master the content of education
5 slide
secondly, they involve students in various types of activities (priority is given to research, creative and project activities)
6 slide
thirdly, these are technologies for working with various sources of information, since information today is used as a means of organizing activities, and not as a goal of learning (information technologies, including distance learning technology, problem-based learning technology)
7 slide
fourthly, these are technologies for organizing group interaction, since relationships of partnership and cooperation permeate the modern educational process aimed at developing tolerance and corporatism
8 slide
fifthly, these are technologies for students’ metacognitive activity, since the student’s subjective position becomes the determining factor in the educational process, and his personal development acts as one of the main educational goals.
Slide 9
M. Clark believes that the meaning of educational technology lies in the application in the field of education of inventions, industrial products and processes that are part of the technology of our time. F. Percival and G. Ellington point out that the term “technology in education” includes any possible means of presenting information. These are equipment used in education, such as television, various image projection devices, etc. In other words, technology in education is audiovisual media. The modern UNESCO dictionary of terms offers two semantic levels of this concept. And in its original sense, educational technology means the use for pedagogical purposes of means generated by the revolution in the field of communications, such as audiovisual media, television, computers and others. Foreign approaches to defining educational technologies
10 slide
Russian approaches to determining pedagogical technologies V.P. Bespalko believes that “... pedagogical technology is a meaningful technique for implementing the educational process.” this definition is focused on the use of educational technology only in the learning process. Which leads to a sharp narrowing of this concept as a pedagogical definition and the possibilities of using it in practical pedagogical activities. V.M. Monakhov: pedagogical technology is a model of joint pedagogical activity thought out in every detail in the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for the student and teacher. M.V. Clarin considers pedagogical technology as a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. This definition is more capacious, since we are talking here about general pedagogical goals.
11 slide
The technological approach to learning means: 1. Setting and formulating diagnosable educational goals, focused on achieving the planned learning outcome. 2. Organization of the entire course of training in accordance with educational goals. 3. Assessment of current results and their correction. 4. Final evaluation of the results.
12 slide
Signs of pedagogical technology goals (in the name of what the teacher needs to use it); availability of diagnostic tools; patterns of structuring interaction between teacher and students, allowing to design (program) the pedagogical process; a system of means and conditions that guarantee the achievement of pedagogical goals; means of analyzing the process and results of the activities of the teacher and students. In this regard, the integral properties of pedagogical technology are its integrity, optimality, effectiveness, and applicability in real conditions.
Slide 13
Examples of modern pedagogical technologies according to G.K. Selevko: Pedagogical technologies based on personal orientation of the pedagogical process Pedagogy of cooperation Humane-personal technology (Sh.A. Amonashvili) Pedagogical technologies based on activation and intensification of students’ activities Game technologies Problem-based learning Technology of communicative teaching of foreign language culture (E.I. Passov) Intensification technology learning based on schematic and symbolic models of educational material (V.F. Shatalov) Pedagogical technologies based on the effectiveness of management and organization of the educational process S. N. Lysenkova’s technology: promising advanced learning using reference schemes with commented management Technologies of level differentiation Level differentiation of training based on mandatory results (V.V. Firsov) Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Technology of programmed learning Collective method of teaching CSR (A.G. Rivin, V.K. Dyachenko) Computer ( new information) teaching technologies Pedagogical technologies based on didactic improvement and reconstruction of the material “Ecology and dialectics” (L.V. Tarasov) “Dialogue of cultures” (V.S. Bibler, S.Yu. Kurganov) Consolidation of didactic units - UDE (P .M. Erdniev) Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich)
Slide 14
Examples of modern pedagogical technologies according to G.K. Selevko: Subject pedagogical technologies Technology of early and intensive literacy training (N.A. Zaitsev) Technology of improving general educational skills in elementary school (V.N. Zaitsev) Technology of teaching mathematics based on problem solving (R.G. Khazankin) Pedagogical technology based on the system effective lessons (A.A. Okunev) System of step-by-step teaching of physics (N.N. Paltyshev) Alternative technologies Waldorf pedagogy (R. Steiner) Technology of free labor (S. Frenet) Technology of probabilistic education (A.M. Lobok) Nature-conforming technologies Nature-conformity literacy education (A.M. Kushnir) Self-development technology (M. Montessori) Technologies of developmental education System of developmental education L.V. Zankova Technology of developmental education D.B. Elkonina - V.V. Davydova Systems of developmental education with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) Personally oriented developmental education (I.S. Yakimanskaya) Technology of self-development training (G.K. Selevko) Pedagogical technologies of the author's schools Technology of the author's School of Self-Determination (A.N. Tubelsky) Park School (M.A. Balaban) Agroschool A.A. Catholic School of Tomorrow (D. Howard)
15 slide
Review of modern pedagogical technologies Information (computer, multimedia, network, distance) technologies Creative technologies Game technologies: simulation; operating rooms; playing roles; "business theater"; psychodrama and sociodrama Modular training technology Trainings Coaching
16 slide
For example, Modular Learning Technology creates a reliable basis for group and individual independent work of students and saves time without compromising the completeness and depth of the material being studied. In addition, flexibility and mobility are achieved in the formation of students’ knowledge and skills, and their creative and critical thinking develops.
Slide 17
18 slide
The main goal of this training is to enhance the independent work of students throughout the entire period of study. The implementation of this goal will allow: to increase motivation for studying the subject; improve the quality of knowledge; improve the level of the educational process as a whole.
Slide 19
20 slide
1. Concepts of problem-based learning Problem-based learning is a method organized by the teacher for the active interaction of the subject with the problem-based content of learning, during which he becomes familiar with the objective contradictions of scientific knowledge and methods for solving them, learns to think, and creatively assimilate knowledge (A.M. Matyushkin). Problem-based learning is a set of actions such as organizing problem situations, formulating problems, providing students with the necessary assistance in solving problems, testing these solutions and, finally, leading the process of systematizing and consolidating acquired knowledge (V. Okon).
21 slides
Concepts of problem-based learning Problem-based learning is a type of developmental learning, the content of which is represented by a system of problematic tasks of varying levels of complexity, in the process of solving which students acquire new knowledge and methods of action, and through this the formation of creative abilities occurs: productive thinking, imagination, cognitive motivation, intellectual emotions (M.I. Makhmutov). Problem-based learning is an organization of educational classes that involves the creation, under the guidance of a teacher, of problem situations and the active independent activity of students to resolve them, as a result of which the creative mastery of professional knowledge, skills and abilities and the development of thinking abilities occurs (G. K. Selevko) .
22 slide
Slide 23
Conceptual aspects of problem-based learning The leading idea of the concept: involving students in creative activities by posing problem-based questions and tasks; activation of their cognitive interest and, ultimately, all cognitive activity. The basis for the implementation of the concept is the modeling of a real creative process by creating a problem situation and managing the search for a solution to the problem.
24 slide
Stages of productive cognitive activity Science has established a sequence of stages of productive cognitive activity of a person in a problem situation: The deliberate creation of a problem situation is the starting point of problem-based learning, and the problem that arises will be a learning problem.
25 slide
Methods of problem-based teaching 1. According to the method of solving problem problems, four methods are distinguished: problem presentation (the teacher independently poses the problem and independently solves it); collaborative learning (the teacher independently poses the problem, and the solution is achieved together with the students); research (the teacher poses a problem, and the solution is achieved by the students independently); creative learning (students formulate a problem and find its solution).
26 slide
Methods of problem-based learning 2. According to the method of presenting problem situations and the degree of activity of students, six methods are distinguished (M.I. Makhmutov): the method of monologue presentation; reasoning method; dialogic method; heuristic method; research method; method of programmed actions.
Slide 27
The monologue method is a slight modification of the traditional method; is used, as a rule, to convey a significant amount of information and the educational material itself is rearranged unconsciously; The teacher does not create, but nominally designates problem situations.
28 slide
The reasoning method introduces elements of reasoning into the teacher’s monologue, the logic of solving the difficulties arising due to the peculiarities of the structure of the material; the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided; the method requires a greater restructuring of educational material compared to the traditional one; the order of the reported facts is chosen in such a way that objective contradictions in the content are especially emphasized and arouse the cognitive interest of students and the desire to resolve them; there is not so much a dialogue as a monologue: questions can be asked by the teacher, but they do not require an answer and are used only to attract students.
Slide 29
In the dialogical method, the structure of the educational material remains the same as in the reasoning method; informational questions are asked and discussions about broad student involvement are asked; students actively participate in posing the problem, make assumptions, and try to prove them independently; In this case, the educational process takes place under the control of the teacher, he independently poses an educational problem and provides not so much assistance to students in finding answers, but rather independently ascertaining them; characterized by the ability of students to realize their search activity.
30 slide
With the heuristic method, the educational material is divided into separate elements, in which the teacher additionally sets certain cognitive tasks that are solved directly by the students; the teacher poses problems that need to be solved, states the correctness of certain methods, which in the future serve only as the basis for independent activity of students; an imitation of independent research by students is carried out, but within the limits of the guidance and assistance of the teacher.
31 slides
Research method: structure and sequence of presentation of material as in the heuristic method; questions are raised not at the beginning of one or another element of studying the problem, but based on the results of its independent consideration by students; the teacher’s activity is not of a directing nature, but of an evaluative, ascertaining nature; Students’ activities acquire an independent character; they are additionally trained not only to solve a problem, but also become able to identify, understand, and formulate it.
32 slide
The method of programmed actions by the teacher develops an entire system of programmed tasks, in which each task consists of individual elements (or “frames”); “frames” contain part of the material being studied or a certain focus, within the framework of which students will have to independently pose and solve the corresponding sub-problems and resolve problematic situations; After studying one element, the student, having independently made the appropriate conclusions, moves on to the next, and the availability of the next stage is determined by the correctness of the conclusions made at the previous one.
Slide 33
The emergence of a problem situation A problem situation is generated by: the logic of the educational subject; logic of the educational process; educational or practical situation. In the first two cases, as a rule, they arise objectively, i.e. regardless of the teacher's wishes. The teacher creates problem situations deliberately if he knows the general patterns of their occurrence.
Slide 34
Ways to create problem situations Encouraging students to provide a theoretical explanation of phenomena, facts, and external inconsistencies between them. The use of situations that arise when students perform educational tasks, as well as in the process of their normal life activities, that is, those problematic situations that arise in practice. Searching for new ways of practical application by students of one or another studied phenomenon, fact, element of knowledge, skill or ability. Encouraging students to analyze facts and phenomena of reality that give rise to contradictions between everyday (everyday) ideas and scientific concepts about them.
35 slide
Rules for creating problem situations Problem situations must contain a feasible cognitive difficulty. Solving a problem that does not contain cognitive difficulties promotes only reproductive thinking and does not allow achieving the goals that problem-based learning sets for itself. On the other hand, a problem situation that is too difficult for students does not have significant positive consequences. The problem situation should arouse the interest of students due to its unusualness, surprise, and non-standard nature. Positive emotions such as surprise and interest are beneficial for learning.
36 slide
Slide 37
Slide 38
Slide 39
Predicted result: ability to think logically, scientifically, dialectically, creatively; facilitating the transition of knowledge into beliefs; awakening intellectual feelings (satisfaction, confidence in one’s capabilities); awakening interest in scientific knowledge.
40 slide
2. Personality-oriented education is education that ensures the development and self-development of the student’s personality based on the identification of his individual characteristics as a subject of cognition and objective activity. (Yakimanskaya I.S.)
41 slides
42 slide
43 slide
44 slide
The “subjective” nature of learning at the Harmony educational complex is manifested at all its stages: obtaining and systematizing knowledge; control and self-control; assessments and self-esteem;
45 slide
Components of student-centered learning: creating a positive emotional mood for the work of all students during the lesson; use of problematic creative tasks; encouraging students to choose and independently use different ways of completing tasks; the use of tasks that allow the student to choose the type, type and form of the material (verbal, graphic, conditionally symbolic); reflection.
46 slide
Personality-oriented education includes the following approaches: Multi-level Differentiated Individual Subjective-personal
Slide 47
Features of the person-centered approach. The educational process should be aimed at the Center: the Student His goals Motives Interests Tendencies Level of learning Abilities Assimilation of knowledge Development of cognitive powers Methods of assimilation and thinking processes Development of creative abilities
48 slide
For this purpose: individual training programs are developed that model research (search) thinking; group classes are organized based on dialogue and simulation role-playing games; educational material is designed to implement the method of research projects carried out by the students themselves.
Slide 49
Principles of student-centered learning Principle of natural conformity Principle of cultural conformity Principle of individual-personal approach Personal-centered learning contributes to the development of imaginative perception Creative thinking Emotional-personal attitude to learning
50 slide
Pedagogical technologies based on a person-oriented approach. Humane-personal technology Amonashvili Sh.A. Game technologies Developmental learning technologies Problem-based learning Technology of level differentiation V.V. Firsov
51 slides
The differences between a student-oriented lesson and a traditional one can be seen in four aspects: - in the organization of the lesson itself and the activities during it; -in a different position of the teacher in relation to the student and the educational process, to the role of the teacher in it; - in a different position of the student himself as a subject of educational activity (it is thanks to the different position of the teacher that the student’s subjective position is cultivated); -in the different nature of the relationship between teacher and student in the educational process.
52 slide
Functions of a teacher: Teacher as an interlocutor (emotional support function); Teacher as researcher (research function); The teacher as a person who creates conditions for learning (facilitator function); Teacher as an expert (expert, advisory function).
Slide 53
The main task of the teacher in a personality-oriented educational space. The main thing that a teacher works for in a personally oriented educational space is the organization of an “event community” with the student, helping him in mastering the position of a subject of his own life activity. It is important that the student is able to overcome the passive position in the educational process and discover himself as a bearer of an active transformative principle.
MODERN
PEDAGOGICAL TECHNOLOGIES
KGBOU "Novoaltaisk comprehensive boarding school"
Presentation prepared
social educator, methodologist E.F. Chicherina
Target : introduce with the essence and classification of modern pedagogical technologies.
Task minimum : provide mastering the definition of the concept of “educational technology” and the logical basis of the classification.
Maximum task : call interest And wish master modern pedagogical technologies.
PLAN.
- Definition educational technology (PT).
- Structure pedagogical technology.
- Criteria manufacturability.
- Classification pedagogical technologies.
- Essence modern pedagogical technologies.
- Analysis And description pedagogical technology.
1 . Definition
pedagogical technology.
Pedagogical technology - This systemic method creation, application and definition of the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize forms of education.
2 . Structure
pedagogical technology.
STRUCTURE OF PEDAGOGICAL TECHNOLOGY.
- Conceptual framework.
- Content part of training :
- goals training (general and specific);
- content educational material.
3. Procedural part(technological process):
- organization educational process (EP);
- methods and forms educational activities students;
- methods and forms activities teachers;
- activity students and teachers for EP management;
- diagnostics OP.
Sources and components of modern PT:
- social transformations;
- new pedagogical thinking;
- development of sciences : pedagogy, psychology, social sciences;
- best teaching practices;
- experience past: domestic and foreign;
- folk pedagogy.
3. Manufacturability criteria.
Manufacturability criteria.
- Conceptuality:
- scientific concept;
- psychological, didactic, social justification for achieving educational goals.
- Systematicity:
- logics OP;
- integrity OP;
- Controllability:
- diagnostic goal setting;
- P OP planning;
- step-by-step diagnostics;
- correction of results by varying teaching tools and methods.
- Efficiency:
- effectiveness of learning outcomes;
- cost optimality;
- guarantee of achievement
requirements GOS.
- Reproducibility:
- Possibility of application in other educational institutions.
4. Classification
pedagogical technologies.
Classification of educational technologies.
1. By level of application :
- general pedagogical;
- private subject;
- local or narrowly methodological.
2. According to the concept of assimilation:
- associative-reflex;
- developing;
3. By organizational form:
- classroom or alternative;
- individual or group;
- collective ways of learning;
- differentiated learning.
4. On approach to the child:
- authoritarian;
- person-oriented;
- collaboration technologies.
5. According to the prevailing method:
- reproductive;
- explanatory and illustrative;
- dialogical;
- developmental training;
- gaming;
- problem-search;
- creative;
- information (computer).
6. By category of students:
- mass technology;
- compensating technologies;
- technologies for working with difficult
students;
- technologies for working with the gifted
students, etc.
5. The essence of modern pedagogical technologies .
ABOUT main types educational process :
- productive , development-oriented creative thinking and involves creative activity and independent search about teaching Yu working;
- personal , formative individuality in the process of creative social interaction;
- essentially reproductive , aimed at shaping skills;
- formal-reproductive , conducive to acquisition knowledge .
T SP educational process
determines the appropriate didactic appointment pedagogical technologies:
- studying new material ;
- workings A skills and abilities;
- generalization, systematization I And
deepening knowledge ;
- control knowledge, skills and abilities .
In accordance with didactic appointment pedagogical technologies are selected methods training:
- dialogic ,
- creative ,
- developing ,
- explanatory - illustrative .
Leading is dialogic method as the most effective And productive.
6. Analysis and description
modern pedagogical technologies.
Structure of description and analysis of the pedagogical process:
- Name technologies :
- principled idea ;
- basic quality ;
2 . Conceptual part :
- scientific theories, hypotheses ;
- ts ate ;
- principles of technology.
Analysis criteria conceptual part:
- n ovizna;
- A alternative;
- G humanism;
- d democracy;
- With timeliness.
Criteria for analyzing the content of education:
- modernity theories , used in correctional schools;
- correspondence social order;
- correspondence principles systematicity.
Procedural characteristic:
- motivational characteristic;
- organizational forms OP;
- peculiarities teaching methods and means;
- control OP;
- category students.
Software and methodological security :
- educational plans And programs;
- educational and methodological benefits;
- didactic materials;
- visual and technical facilities training;
- diagnostic tools.
The main result The activities of an educational institution should not be a system of knowledge, skills and abilities in itself, and a set of key competencies declared by the state
in intellectual, socio-political, communication, information and other spheres.
(Modernization strategy
education in the Russian Federation)