Pedagogical technologies of personal development fgos noo. Implementation of the Federal State Educational Standards Noo through developmental education technologies. Training “I was able...What happened?”
From the experience of working as a primary school teacher. Implementation of the Federal State Educational Standard for non-essential education through developmental education technologies
Topic: Problem-based dialogue learning as a means of implementing the Federal State Educational Standard
Target: show the use of problem-based learning techniques for students.Equipment: computer and presentation, tests and task cards.
“Tell me and I will forget.
Show me so I can remember.
Let me do it myself
And it will be mine forever."
Ancient wisdom
Today, every teacher is faced with the question of what he will have to change in his work in connection with the introduction of the Federal State educational standard, which is a set of requirements mandatory for the implementation of the main educational programs. New standard is aimed at changing the educational paradigm, that is, the priority for it is not the transfer of the amount of knowledge, but the development of the student’s personality through mastering in various ways actions.
“The great goal of education is not knowledge, but action” (G. Spencer)
Problem-based dialogue technology was created on the basis of many years of domestic research in two independent areas: problem-based learning and the psychology of creativity. She successfully replaced the traditional lesson of explaining new material with a lesson of “discovering” knowledge. In the complex adjective “problem-dialogical,” the first part means that in a lesson on discovering new knowledge, two parts should be worked out: setting an educational problem and finding a solution. (slide 2)
Statement of an educational problem is the stage of formulating the topic of a lesson or a problematic issue.
Finding a solution is the stage of deducing and formulating new knowledge.
The second part, “dialogical,” means that students pose a problem and search for its solution in the process of a dialogue specially organized by the teacher.
(slide 3)
E.L. Melnikova, the author of this technology, distinguishes two types of dialogue: motivating and leading.
Incentive dialogue consists of individual stimulating remarks that help the student to work creatively. At the problem formulation stage, this method looks like this: First, the teacher creates a problematic situation, and then pronounces special remarks that help students understand the contradiction that has arisen and formulate the problem.
At the stage of finding a solution, the teacher encourages students to express and test hypotheses, that is, ensures the “discovery” of knowledge through trial and error.
Leading dialogue is a system of questions and tasks that are feasible for students, which develops logical thinking students. At the stage of problem formulation, the teacher leads students step by step to formulate a topic. At the stage of finding a solution, the teacher builds a chain of questions that leads to the “discovery” of knowledge in a simple and short way.
Thus, in a problem-dialogical lesson, with the help of dialogue (prompting or leading), the teacher first helps students pose a learning problem (formulate the topic of the lesson or a problematic question). Thus, it evokes internal cognitive motivation in schoolchildren. Then the teacher, also with the help of stimulating or leading dialogue, organizes the search for a solution, that is, the “discovery” of knowledge by schoolchildren. At the same time, a true understanding of the material is achieved by the students, because one cannot help but understand what one has come up with oneself.
Encouraging from problematic situation dialogue is a combination of the technique of creating a problem situation and special questions that stimulate students to recognize the contradiction and formulate a learning problem. Emotional experiences arise in schoolchildren precisely when confronted with a contradiction. Therefore, it is important to competently approach the creation of the most problematic situation in the lesson.
E.L. Melnikova distinguishes two types of problem situations: with surprise and with difficulty (in accordance with the reaction they evoke in schoolchildren).
Techniques for creating problematic situations with surprise.
Reception 1. The teacher simultaneously presents the class with contradictory facts, scientific theories or mutually exclusive points of view [see Appendix Table 1]
Reception 2. A problematic situation with a clash of opinions among class students is created by a question or practical task on new material[cm. Appendix Table 2].
Reception 3. A problematic situation with a contradiction between the students’ everyday understanding and a scientific fact is created in two steps. First, the teacher reveals the students’ everyday understanding with a question or practical task “to make a mistake.” Then presents scientific fact. [cm. Appendix Table 3].
Reception 4. A problematic situation with a contradiction between necessity and
the inability to complete the teacher’s task is created by a practical task that is dissimilar from the previous one [see. Appendix Table 4].
Reception 5 is that the teacher gives practical task, which students have not encountered until now, that is, a task that is not similar to all previous ones. For example, a math lesson in 1st grade on the topic “Compound problem.” Students are given two simple tasks which they successfully cope with. The third is a composite task. Since children have not yet encountered this type of problem, they are at a loss. (A problem situation arises.)
Technique 6 performed in two steps. First, the teacher gives a practical task similar to the previous one. Without noticing the hidden catch, students carry it out using the knowledge they already have. Then the teacher must convincingly prove that the students still did not complete the task. After which the children experience the required confusion [see. Appendix Table 5].
The dialogue leading to the topic is a system of questions and tasks that ensure that students formulate the topic of the lesson. The questions should be feasible for the students. The last question contains a generalization and allows students to formulate the topic of the lesson [see. Appendix Table 6].
In addition to the above methods of posing an educational problem, there is one more, the simplest one: communicating the topic with a motivating technique. It consists in the fact that the teacher himself informs the topic of the lesson, but arouses the interest of the class in it by using one of two motivating techniques.
The first "bright spot" technique is to present the class with intriguing material that captures the students' attention, but is also related to the topic of the lesson. Fairy tales, legends, jokes, fragments from fiction and etc.
The second technique, “relevance,” consists in discovering the meaning and significance of the proposed topic for the students themselves, for each person personally.
Thus, there are three main methods of posing an educational problem:
- dialogue that encourages a problem situation,
- dialogue leading to the topic,
- message of the topic with a motivating technique.
All of these methods provide motivation for students to learn new material.
Having posed an educational problem using any of the above methods, we move on to organizing the search for a solution. The essence of finding a solution to a learning problem comes down to the fact that the teacher helps students “discover” new knowledge.
There are two main opportunities to provide this “discovery” in a lesson:
- hypothesis-provoking dialogue
- leading to knowledge.
Dialogue that encourages hypotheses is the most difficult for a teacher, as it requires the implementation of four pedagogical actions:
1) incentives to put forward hypotheses;
2) accepting the hypotheses put forward by students;
3) encouragement to test hypotheses;
4) acceptance of tests proposed by students.
During the dialogue, the teacher needs to ensure non-judgmental acceptance of any mental results of students: erroneous and decisive hypotheses, erroneous and correct tests.
The dialogue leading to knowledge is much simpler than the previous one, since it does not require putting forward and testing hypotheses. Leading dialogue is a system (logical chain) of questions and tasks that are feasible for the student, which step by step lead the class to the formation of new knowledge. The introductory dialogue can be developed both from the posed educational problem and without it.
Thus, there are three main methods of finding a solution to a learning problem:
- dialogue encouraging hypotheses,
- dialogue leading away from the problem
- dialogue that leads without a problem.
Their similarity is that each ensures that students understand new knowledge. The difference between the methods is in the nature educational activities schoolchildren and, therefore, in the developmental effect. Dialogue that encourages hypotheses ensures truly creative activity of schoolchildren and develops their speech and Creative skills. The dialogue leading to knowledge only imitates the creative process and forms the logical thinking and speech of students.
Having ensured the “discovery” of knowledge by any of the named methods, we move on to the next stages of the educational process: reproducing knowledge, solving problems or performing exercises. At the same time, it is necessary to remember that tasks must be “productive”, that is, develop not only subject skills, but meta-subject ones. The result of such an assignment will be a product that the students themselves created. However, the real lesson is not only methods, but also forms and means of teaching. The relationships between problem-dialogical methods and forms of training have been established: group, pair, frontal. For example, a problematic situation with a difference of opinions, characteristic of Russian language lessons, is easily created during group work, and a problematic situation with difficulty - in mathematics lessons in frontal work with the class.
Thus, the technology of problem-dialogical teaching is the most important direction in implementing the requirements of the Federal state standard, which distinguishes subject, meta-subject and personal results of education.
The substantive results of a problematic dialogue are high-quality knowledge. Their acquisition is achieved through the use of the central components of technology: methods of posing a problem provide cognitive motivation, methods of finding a solution - a true understanding of the material, productive tasks - conscious reproduction.
Meta-subject results of problem dialogue are universal educational actions (general educational skills), which are divided into three groups:
- educational,
- communicative
- regulatory.
Each component of technology makes its own contribution to the development of cognitive actions.
Encouraging dialogue develops creative skills to recognize contradictions and formulate a problem, put forward and test hypotheses.
Leading dialogue develops logical skills to compare, analyze, and generalize. Both types of dialogue and all productive tasks develop speech. The obligatory use of a reference signal forms sign skills. Communicative actions are mastered mainly by varying the forms of training. Since problem-dialogical methods and productive tasks allow you to work both in pairs and in groups, schoolchildren learn to listen to others, negotiate, and distribute roles. Regulatory actions are shaped by the central components of technology. Problem posing methods develop goal setting, since the problem is the goal of the lesson in discovering new knowledge. Methods for finding solutions teach planning and control because educational opening can be planned and open knowledge you need to check the textbook. Productive assignments stimulate assessment because this is the activity that student-created diagrams or poems require.
Personal results problematic dialogue – the formation of character, motives, values. The position of an active worker, and not a contemplator, fosters such character traits as initiative, courage, and hard work. The role of the creator, and not the performer, enhances the cognitive motivation of learning, the value creative activity. Relationships of cooperation rather than subordination create goodwill and respect for people.
Elements of novelty are contained in methodological techniques that are oriented toward creating conditions for the free development of each individual. At each stage of the lesson, its own methodological techniques are used.
Dear Colleagues! Today I will share with you techniques that can be used in the classroom when creating a problem situation.
I'll start with the Parable.
There lived a sage who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If she says: she’s alive, I’ll kill her; she says, she’s dead, I’ll release her. “The sage thought and answered: “Everything is in your hands.”
In our hands as teachers, there is a huge opportunity to create in the classroom a learning process in which each child would not just assimilate the flow of information received from the teacher, but would learn to independently want to learn and find the right solutions to the problem problems posed.
The truth is where there is a question or problem.
The goal that I set for myself in the lesson is to interest children, to surprise, to understand, to reach the truth.
These are the components of problem-based learning.
In a traditional lesson, children listen to the teacher, follow his thoughts, and memorize the finished definition. This kind of educational activity – “came, heard, learned” – is called reproductive. And when constructing a problem situation, there is a creative assimilation of knowledge.
To create a problem situation in lessons, I use the following techniques:
1. Technique: “Find the right solution.”
Goal: create a problem situation and direct students to solve it by organizing a search.
There are 2 examples on the board. (Slide)
6+2 x 3=12 6+2 x 3 =24
-Are you surprised by anything? Why?
- But if the right parts are different, then... (the left parts are also different)
- What question should we think about?
- Well, how are the left parts different? Any ideas?
- What is the procedure in the first example? And in the second?
- In what example did we act according to the rules?
- And in the second we broke the rule!
- How can we guess that there is addition first?
- Well done! There is such a sign! (I add brackets to the second example.)
- It's called "brackets". So what do the parentheses mean?
(Brackets indicate the action that is performed first.)
Participants of the master class answer the questions posed.
6+ (2 x 3) =24
This technique helps me interest children and make them think based on previously acquired knowledge.
2. “Catch the right decision” technique.
Goal: teach to compare, see differences, be able to argue correct solution.
A task is given. (Slide)
Cinderella put 3 nuts in 4 baskets. How many nuts did Cinderella arrange?
There are 2 examples written on the board:
4 x 3 =12
3 x 4 = 12
- Are you surprised. Why? (The right sides are equal, the left ones too, because using the commutative property we know that 4 x 3 = 3 x 4)
- What ideas do you have? (Answers from the audience)
(The second example is correct, because 3 nuts were taken 4 times.)
- What kind of problem can you create so that its solution is the first example?
(Participants in the master class answer the questions posed.)
- This technique teaches you to reason about a given problem task, find the right solution and prove your choice.
3. “Hear the error” technique.
Goal: To develop students’ listening skills to find inconsistencies in questions on the topics studied.
The teacher reads the text.
The largest fish in the dolphinarium was a whale. (Mammal, lungs)
An angry mosquito landed on all 4 legs of Baba Babarikha's nose. (6 paws)
At the zoo we saw a lion, he breathed with gills. (Lungs)
(Participants of the master class answer the questions posed)
- This technique activates students’ attention and allows them to test their knowledge.
4. “Find the odd one out” technique.
Goal: to develop in students the ability to classify educational material given with redundant data.
The slide shows pictures of wild animals and a dog. (Slide)
- What's the problem?
- Are all these animals wild?
(Participants in the master class answer the question posed.)
If in a traditional lesson we would simply list representatives of wildlife, then from the point of view of the problem approach, the children must prove which animals are wild and why the dog is not one of them.
These techniques: “Find the right solution”, “Catch the right solution”,
I use “Find the odd one out” and “Hear the error” for frontal work.
The difficulty of managing problem-based learning is that the emergence of a problem situation is an individual act, which is why I use an individual approach.
Each new problem does not always arouse students' interest. In this case, you need a task that at first glance seems simple, but in fact requires a non-standard approach, which creates a problem.
When searching for this problem, the student is faced with its research and generalization. Such work can be carried out through the organization of a group form of activity.
Reflection.
- Are the working methods used effective, in your opinion?
- Did you feel comfortable during the lesson? How do you explain this?
- I would like to wish...
What I want to know is an apple tree, what I want to know is a branch of an apple tree, what I will give to the student is an apple, what he will take from me is this seed. But an apple tree can grow from a seed!”
Prepared by Khazieva A.M.
primary school teacher
MBOU secondary school No. 8
Tuymazy
as a means of implementing the Federal State Educational Standard of NOO
Today the school aims to achieve modern quality education, to solve vital problems and problems. What should a student master when leaving the walls of elementary school? Of course - the ability to learn. First of all, the student must develop universal learning activities, skills of independent activity, initiative, tolerance, and the ability to successfully socialize in society. This is evidenced by the federal state educational standards of the new generation.
Teachers from all countries are looking for ways to improve the effectiveness of teaching. But still, in the educational process, contradictions remain between frontal forms of learning and individual methods of learning. cognitive activity every student; between the need for differentiation of education and uniformity of content and teaching technologies.
One of the important directions for solving these problems is the development and implementation of new pedagogical technologies, the main feature of which can be considered the degree of adaptability of all elements of the pedagogical system: goals, content, methods, means, forms of organizing students’ cognitive activity, forecasts of compliance of learning outcomes with the requirements of the program.
So what is “technology”, what is its difference from methodology?
Technology – Greek. the word means “skill, art” and “law of science” - this is the science of mastery. There are many definitions of the concept of “educational technology”.
Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and acquiring knowledge, taking into account technical and human resources and their interaction, which aims to optimize forms of education. In other words, technology is recorded sequential actions that guarantee the achievement of a given result. It contains an algorithm for solving assigned problems; its use is based on the idea of complete controllability of learning and reproducibility of educational cycles.
In contrast to the method:
The technology is not subject-specific; it can be implemented on any subject, regardless of the content. The technology can be implemented by any teacher.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
Educational technology fits easily into educational process class-lesson system.
Allows you to achieve the goals set by the program and education standard in a specific academic subject.
They ensure the implementation of the main directions of the pedagogical strategy: humanization, humanization of education and a person-oriented approach.
They provide intellectual development students, their independence.
Educational technology promotes goodwill towards the teacher and towards each other.
They show special attention to the individuality of a person, his personality.
Educational technologies focus on the development of creative activity.
The main objectives of primary general education: development of the student’s personality, his creative abilities, interest in learning, the formation of the desire and ability to learn; education of moral and aesthetic feelings, emotional and value-based attitude towards oneself and others. Solving these problems is possible if we proceed from a humanistic conviction based on data educational psychology: all children are capable of learning successfully in primary school, if you create the necessary conditions for them, a pedagogical environment that influences various aspects and aspects of personality development.
Currently, the use of modern educational technologies, which ensures 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.
Today there are more than a hundred educational technologies. They are classified by organizational forms, by subject, by author, by approach to the child, etc.
These include:
Pedagogical technologies based on personal orientation pedagogical process:
Pedagogy of cooperation
Humane-personal technology Sh. A. Amonashvili
Pedagogical technologies based on the activation and intensification of student activities:
Gaming technologies
Problem-based learning
Design and research technology
Pedagogical technologies based on the effectiveness of management and organization of the educational process:
Technology of level differentiation of training
Group technologies
Information and computer technologies
System of developmental education L. V. Zankova
General fundamentals of developmental learning technologies
Health saving technology
The lesson scenario may include elements of various modern educational technologies: (Table No. 1)
Task modern teacher: do not present ready-made knowledge to the student on a “silver platter”, but organize independent cognitive process through the technology of competency-based training in classroom and extracurricular activities.
The use of information and computer technology plays a huge positive role in the modern educational system. Widespread use of information computer technology at school significantly improves the positive dynamics in children’s education and their quality component. Of course, this happens subject to the competent use of computer and multimedia technology.
In my practice, the main areas of application of ICT have already been formed: preparation didactic material, participation in remote competitions, Olympiads for teachers and students; testing in subjects, checking reading technique; searching and using information from the Internet to prepare lessons, design and research work, practical work around the world, for extracurricular and educational work; virtual travel, subject simulators, testing; educational games on subjects;
The use of various technologies and information and computer technology, in particular, is necessarily accompanied in combination with health-saving technology (physical exercises, gymnastics for the eyes, hearing, relaxation exercises, dance-rhythmic breaks to music, recreational games during recess, reflection), since the formation of a responsible attitude towards the health of the younger generation is the most important and necessary condition success modern man
All of the above techniques, new technologies used in lessons and outside of school hours, enable the child to work creatively, promote the development of curiosity, increase activity, bring joy, and create a desire to learn in the child.
In conclusion, I want to emphasize once again that everything modern technologies, and computer, in particular, can become in education both a simulator and a means of control, a means of mobile visibility and monitoring, a keeper and disseminator of information. With the proper use of information and communication technology, the effectiveness of teaching and the culture of the lesson are significantly increased, interest in the subject is formed, and, therefore, education junior schoolchildren becomes high-quality, meeting the requirements of new educational standards.
View presentation content
Modern educational technologies
as a means
implementation of Federal State Educational Standards of NOO
… .A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting them possible consequences capable of cooperation, characterized by mobility, dynamism, constructiveness, and possessing a developed sense of responsibility for the fate of the country.” (Concept of modernization of Russian education)
"Technology"- this is a set of techniques used in any business, skill, or art.
"Pedagogical technology" is a set of psychological and pedagogical techniques, teaching methods, and educational means.
Criteria for educational technologies:
- unambiguous and strict definition of learning goals (why and for what?);
- selection and structure of content (what?);
- optimal organization of the educational process (how?);
- methods, techniques and teaching aids (using what?);
- taking into account the required real level of qualification of the teacher (who?);
- objective methods assessment of learning outcomes (is this true?).
In the very general view technology is a thought-out system, “how” and “in what way” the goal is embodied in “a specific type of product or its component .
Reasons for choosing innovative technologies
- Educational technologies easily fit into the educational process of the classroom system.
- Allows you to achieve the goals set by the program and education standard in a specific academic subject.
- They ensure the implementation of the main directions of the pedagogical strategy: humanization, humanization of education and a person-oriented approach.
- They ensure the intellectual development of students and their independence.
- Educational technology promotes goodwill towards the teacher and towards each other.
- They show special attention to the individuality of a person, his personality.
- Educational technologies focus on the development of creative activity.
Create conditions for students to acquire means of cognition and exploration of the world
Create conditions for students to develop a motive for self-change and personal growth
processes, phenomena, events, properties, laws and patterns, relationships, etc.
Create conditions for the possibility of realizing the “I-concept” (“I-can” - “I-want” - “I-like”)
Modern pedagogical technologies –
is a set of operations for constructing knowledge, abilities, skills and attitudes in accordance with the goals
Pedagogical technologies based on personal orientation of the pedagogical process
Pedagogy of cooperation
Technologies based
activation and intensification
student activities
Technologies based
management efficiency and
organization of the educational process
- Advanced learning technology using reference circuits with commented control
- Technology of level differentiation based on required results
- Group technologies
- Computer (new information) teaching technologies
Private subjects
technologies
Improvement technology
general educational skills
in primary school
Early and
intensive training
literacy
Technology
developmental education
Remote technologies training
Distance learning – a set of educational technologies in which the interaction of a student and a teacher is carried out regardless of their location and distribution in time, on the basis of pedagogically organized information technologies, primarily using telecommunications and television.
Lesson stage
Educational Technology Use Cases
Update
knowledge
Method and techniques
Gaming technologies
Creating a game situation.
Pedagogy of cooperation
Joint activity. Heuristic conversation.
Topic message
and goals
lesson
Psychophysical training (mood for the lesson).
Algorithmic warm-up.
Problem-based learning
Creating a problem situation
Pedagogy of cooperation
Work on
topic
lesson
Work in groups, pairs. Heuristic conversation.
Presentation of visual material (working with an interactive whiteboard, presentation)
Individual, group, pair work.
Humane-personal technology
Creating a situation of success.
Competency-Based Training
Research in groups, pairs.
Information and communication technologies
Getting to know new material on PC. Multi-level tasks.
Developmental education
Tasks for the development of general intellectual skills: comparisons, thinking, specification, generalization.
Gaming technologies
Fizminutka
Game situation.
Problem-based learning
Individual (independent) work
Creating a problematic situation.
Health saving technology
Gymnastics for the body, hearing, eyes, breathing; dance-rhythmic breaks, acupressure.
Individual and differentiated approach
Summarizing
lesson
Information and communication technologies
Multi-level tasks.
Testing on PC. Multi-level tasks on PC.
Pedagogy of cooperation
Collective conclusion.
Summing up in pairs.
Humane-personal technology
Reflection
Creating a situation of success.
Humane-personal technology
Creating a situation of success.
Health-saving
Training “I was able...What happened?”
AND INFORMATIZATION OF PRIMARY SCHOOL PLAYS AN IMPORTANT ROLE FOR ACHIEVEMENT OF MODERN QUALITY OF EDUCATION AND FORMATION OF THE INFORMATION CULTURE OF THE 21st CENTURY CHILD.
The following are the purposes of using ICT:
Increase learning motivation; Increase the efficiency of the learning process; Contribute to the activation of the cognitive sphere of students; Improve teaching methods; Timely monitor the results of training and education; Plan and systematize your work; Use as a means of self-education; Prepare a lesson (event) efficiently and quickly.
Requirements for a teacher
working with IT:
- master the basics of computer operation
- have skills in working with multimedia programs
- master the basics of working on the Internet
- Electronic textbooks
- Training computer programs
- Computer laboratory workshops
- Control and testing complexes…
It's difficult to teach children today
It wasn't easy before.
"The cow gives milk."
The XXI century is the century of discoveries,
The age of innovation, novelty,
But it depends on the teacher
What children should be like.
We wish you that the children in your class
Glowing with smiles and love,
Patience and creative success to you
In such difficult times these days!
If the teacher has not learned to analyze facts and recognize pedagogical phenomena, then things repeated from year to year seem boring and monotonous to him, he loses interest in his own work... Essence teaching experience The point is that every year something new opens up for the teacher, and in the desire to comprehend something new, his creative powers are revealed.”
V.A. Sukhomlinsky
Subject: Minerals. Product “Malachite box” | Type: lesson - project |
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Tasks: Review basic information about minerals (concept, transportation, groups); Get acquainted with ornamental stones used in the manufacture of art objects, with a new technique for working with plasticine - modeling in layers; Introduce the technology of manufacturing a product that imitates the “Russian mosaic” technique |
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Planned results |
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Subject Use the technique of mixing plasticine of different colors to obtain new shades; Explain the method of creating a product using the mosaic technique; Know the types of plastic materials, their properties; make mosaics from plasticine; Know the content of conceptsornamental stones, imitation, mosaic, plastic materials, Russian mosaic, stone master | Metasubject Independently plan your actions in accordance with the assigned educational task; carry out control, adjustment, reflection of your actions; Evaluate your activities in group and pair work according to the criteria; Find and select information about the technology of making “Russian mosaics”; Argue your point of view when working in a group | Personal Treat with respect professional activity people in production; Show interest in search and research activities; Understand the reasons for success and failure in your own activities; Strive to be creative and realize your own ideas |
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Interdisciplinary connections:Literary reading, theme “The Tale of P.P. Bazhov “The Malachite Box” |
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Lesson Resources |
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For the teacher: Working programm. Manual for teachers, p. 60-67. Tale by P.P. Bazhov “The Malachite Box” (1 copy per group). Table “Characteristics of ornamental stones”. Images of various minerals and objects created from them. Mosaic samples, plasticine. | For students: Textbook, pp. 24-27. Workbook, p.18. Materials: green, white, black plasticine. Tools: stack Accessories: backing sheet or oilcloth, backing board, thread for cutting plasticine, box, cloth for wiping hands. |
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During the classes |
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Formed UUD |
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Updating the necessary knowledge |
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Remember into what groups minerals can be divided. Today in the lesson you will get acquainted with ornamental stones, which are used to create decorative items. | Remember the diagram made in the previous Lesson, called groups of minerals. Repeat the formulation of the educational task. | Personal UUD: Show interest in further acquaintance with minerals Regulatory UUD: Form an internal action plan |
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Motivation for cognitive activity |
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1.Teacher’s story about ornamental stones and their use. Work from the textbook, p.24. Ornamental stones are opaque or slightly translucent minerals, inferior in hardness to semi-precious stones. Such as peridot, turquoise, garnet, topaz, amber, coral. (The teacher shows photographs of jewelry made from these semi-precious stones.) Ornamental stones have beautiful patterns and colors, therefore they are widely used in the jewelry industry. These are chalcedony, carnelian, agate, onyx, cat's eye, jasper, malachite, synthetic emerald, cubic zirconia. (The teacher shows photographs of jewelry made from these ornamental stones). Let's look at photographs of jewelry made from semi-precious stones. 2. Research work. Work in groups. Students are offered a table with columns: ornamental stone, color, stone products; samples of ornamental stones (jasper, lapis lazuli, malachite). To fill out the line “malachite”, study the information in the textbook, on p. 25. 3. Conclusion. What place do stone products occupy in our daily life? | Find and select information from textbook texts and other sources about creating products from ornamental stones and the “Russian mosaic” technique. Explain new concepts. Fill out the table without the last line. They read and note what needs to be written down in the table about malachite. Analyze the information received. They draw a conclusion. | Personal UUD: Show interest in creating decorative products from ornamental stones Respect a person’s professional activity at work Communicative UUD: Enter into dialogue Regulatory UUD: Make necessary additions and adjustments Personal UUD: Show interest in search and research activities Regulatory UUD: Communicative UUD: Integrate into a peer group Regulatory UUD: Argue your point of view |
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Organization of cognitive activity |
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1. Work in groups. Before you is P.P. Bazhov’s tale “The Malachite Box”. Find a description of the box in it. 2. Work according to the textbook. How should the product be made? What materials can be used to create a mosaic? Plasticine mosaic is a new way of working for you. The technique of creating products from real malachite is called “Russian mosaic”. 4. Drawing up a plan for working on the mosaic. Work in pairs. Make a plan for working on the mosaic, call the first stage: searching for malachite deposits. Which of the steps written on the board can be reproduced in class? 5. Organization of work to complete the product. Read the work plan for the “Malachite Box” product on p. 26 textbooks. 6. Management of practical work. 1) Choose plasticine. 2) Cut a small piece from each block of plasticine using a piece of string or thread. 3) Roll out the cut pieces. 4) Place the rolled out layers on top of each other. 5) Twist them tightly into a tube and squeeze to form a bar. 6) Cut thin plates from the resulting block, which will become the details of the mosaic. 7) Attach them tightly to the walls and lid of the box, as well as to each other. 7. Organization of work in groups on a project for making products using the “Russian mosaic” technique. | Select the necessary information with a description of the box. Read the passage. They read Anya’s words that an imitation of marble will be made using plasticine and the “mosaic” technique. They remember their work and name the materials: cereals, paper, stones, smalt. Discuss and make a plan in pairs:
They conclude that stages 1 – 3 cannot be completed in the classroom, but stages 4 – 6 can be reproduced. They study the work plan and slides for it from the textbook, fill out the technological map. They master the technology of sculpting in layers to create an imitation of a malachite pattern. Mix plasticine of different shades to create a new shade of color. Use techniques for working with plasticine. Select materials and tools for making the product. The parts are connected by selecting the color and pattern of the malachite pieces. They apply in practice an algorithm for constructing activities in a project based on the text of a textbook and a technological map. They use materials rationally when simulating malachite. They compose a story for the presentation of the product. | Be aware of what has already been learned, what still needs to be learned, as well as the quality and level of learning Cognitive UUD (problem solving): Formulate a problem and solve it Communicative UUD: Enter into dialogue Regulatory UUD: Analyze the course and method of action Personal UUD: Build an educational route Regulatory UUD: Carry out self-assessment of the learning task Communicative UUD: Create oral utterances Cognitive UUD (logical): Analyze upcoming actions Personal UUD: Show interest in the technique of making mosaic products Regulatory UUD: Carry out a learning activity using a plan Communicative UUD: Construct statements that are understandable to your partner within the educational dialogue, using terms |
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Summarizing |
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What is imitation? How is a malachite product created? What method of working with plasticine have you mastered? Complete the sentence:Pieces of malachite are sawn into ..., from which ... is selected. 3. Homework. For the next lesson, prepare reports on the professions of mechanic, electrician, welder and electrical equipment adjuster. Add a new concept to the “Glossary of Professions” stone master. | Give presentations. Answer questions. Write down homework. | Personal UUD: Show awareness of success when mastering the topic Regulatory UUD: Correlate the set goal and the obtained result of the activity Evaluate the results of your own activities Communicative UUD: Adequately use verbal means to present the result Cognitive UUD (general education): Talk about the technique of mixing plasticine of different colors to obtain new shades Talk about the mosaic technique Cognitive UUD: Search and highlight the necessary information Personal UUD: Do moral choice and give a moral assessment |
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Additional material:samples of products made using the Russian mosaic technique |
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Annex 1
Table “Characteristics of ornamental stones”
Page break
Appendix 2
Complete the sentence:
Then the received ... are pasted onto ... .
Complete the sentence:
Pieces of malachite are sawn into..., from which... is selected.
Then the received ... are pasted onto ... .
Preview:
FULL NAME. teachers: Grachev A.N.
Subject: Technology
Class: 2 B
Subject | Application. Making a postcard. |
Target | Create conditions for the development of creative abilities by creating postcards through the formation of UUD |
Tasks | promote memorization of basic terminology on the topic “Application” contribute to teaching schoolchildren the ability to plan their activities and work in a group |
UUD | Personal: mastering the personal meaning of learning, the desire to learn. Regulatory: the ability to independently organize one’s own workplace; the ability to determine a plan for completing tasks in the lesson; the ability to evaluate a completed task according to certain parameters. Communicative: the ability to collaborate in jointly solving a given task; the ability to formulate one's thoughts into oral speech taking into account the learning situation. Cognitive: Compare and group objects on several grounds. |
Planned results | Subject: give an idea of what a postcard is and its production stages. Personal: ability to accept basic values: Meta-subject: developing the ability to plan, control and evaluate one’s educational activities in accordance with the task and the conditions for its implementation; determine the most effective ways achieving results. |
Basic Concepts | Applique, postcard, quilling, origami, shape. |
Interdisciplinary connections | WITH fine arts through creating a sketch for manufacturing parts. WITH literary reading through the development of reading skills, .... |
Resources: 1. Basic 2. Additional | 1. sheet of work plan, answer form, card base, details for design, colored pencils, pen, glue - pencil. 2. Presentation. |
Lesson form | Lesson - project |
Technology | Project-based learning technology |
Technological lesson map
No. | Stage name, goal | Teacher activities | Student activities | Form of work | Result |
Organization of the beginning of the lesson Goal: to motivate students to study activities | Greets students and checks their readiness for the lesson: Hello, sit down! Guys, look at your workstations and decide if you are ready for the lesson? Relate and discuss in a group with the list given to you on the slide. If you're ready show me.(Slide1) Now I see that you are ready and we continue our work. | Greet the teachers and check their readiness for the lesson. (the guys greet the teacher, discuss, check their jobs, give a sign that the group is ready) | Group | Formation of UUD: (R)volitional self-regulation |
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Setting goals and objectives Goal: agree on the purpose and topic of the lesson | 1) Draws a parallel with previously studied material. 2) Leads to the purpose of the lesson. 3) Organizes a dialogue of difficulties leading to the topic and encourages children to determine their position. Let's remember what it is project ? Express your opinion to your shoulder buddy. Group 2 will tell me what the project is(slide 2) What stages does the project consist of? List them in order. (slide 3) Look carefully at the stages and tell me at which stage we stopped? What goal will we set for ourselves at this stage of the project? | 1) Formulate the topic and objectives of the lesson. (students express their opinion to their shoulder mate) Students pronounce The project is: Planning Manufacturing Products (the guys list) Manufacturing of the product. We must prepare the product and protect it. | Front. Individual steam | Formation of UUD: (R) self-control: learn to work according to the plan proposed by the teacher; determine and formulate the purpose of the activity in the lesson with the help of the teacher. (K) the ability to express one’s thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others; take into account different opinions. (K) the ability to express one’s thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others. (P) formation of mental operations: analysis, comparison, generalization. |
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Basic Purpose: creating a postcard Physical education minute | 1) Observes, advises, directs the analysis process. 2) Helps in securing the project. 3) motivates students, creates a feeling of success; emphasizes the social and personal importance of what has been achieved. We will continue to work on the product, but remember that our product must be completed(slide4) Carefully Beautiful Aesthetically Informative Subsequently, these criteria will be needed in evaluating your project. Group commanders, distribute responsibilities among your group members and write them down on the Mission Planning and Progress Sheet. Show your readiness.(slide 5) We began to manufacture the product and prepare the defense of the project, using the reference book and our skills when working with paper. Remember how to work with glue They stood up and pulled up their chairs. They mixed and found a mate. We froze. In pairs they answered the question. What is an application? They mixed and found a mate. We froze. In pairs they answered the question. What is origami? They mixed and found a mate. We froze. In pairs answer the question What is quilling? Well done! Sit down! Sign of silence | 1) They draw up a project and produce a product. 2)Participate in a collective analysis of the project, evaluate their role, analyze the implementation of the project (commanders distribute responsibilities and write down a list of planning and progress on a mission) show their readiness. The guys begin making the product using a reference book and available tools. They mix and find a mate. They freeze. In pairs they answer the question, etc. | Group | Formation of UUD: (R) pronouncing the sequence of actions in the lesson; formation of cognitive initiative. (P) the ability to find and isolate the necessary information; the ability to make assumptions and justify them. (L) the ability to recognize responsibility for a common cause; ability to follow moral standards and ethical requirements in behavior |
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Project protection Purpose: to show the effectiveness of the work | 1) Acts as an expert. 2) Summarizes and summarizes the results obtained. 3) assesses the ability to communicate, listen, justify one’s opinion, tolerance, etc.; focuses on the educational aspect: the ability to work in a group for a common result, etc. Now let's start defending the project. | 1) Protect the project. 2) Demonstrate: understanding of the problem, goals and objectives, ability to plan and carry out work. In groups they defend their project. | Group | Formation of UUD: (L) mastering the personal meaning of learning, the desire to learn (K) the ability to express one’s thoughts with sufficient completeness and accuracy; ability to listen and understand the speech of others |
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Evaluation of the results and process of project activities Goal: assessment of the results and process of project activities | Evaluates student efforts, creativity, use of sources, quality of report, motivates students. Observes and directs the process. Well done! Let's clap for each other and appreciate the work of the groups. 1 group , Take an emoticon and explain why you put such a mark 2 groups, (We don’t vote for our group.) 3 groups, (We don’t vote for our group.) Take an emoticon and explain why you give it such a mark 4 groups Take an emoticon and explain why you give it such a mark | Evaluate activities and their effectiveness during collective discussion; self-reflection; act as an expert for other groups (children in groups evaluate each group except their own and express their opinions, etc.) (think about their assessment, paying attention to the screen) If you learned a lot of new things, it was interesting, the lesson was easy, you understood everything – the color green. If sometimes there were difficulties or doubts, the color is yellow. If you didn’t understand the topic, it wasn’t very interesting - the color was blue. | Group Front. | Formation of UUD: (L) The ability to evaluate oneself based on the criterion of success. (P) ability to control and evaluate the process and results of activities (K) the ability to express one’s thoughts with sufficient completeness and accuracy; the ability to listen and understand the speech of others; take into account different opinions |
Preview:
Technology lesson. Grade 2 B Lesson topic: Folk crafts(item: landscape “Village”)
Teacher: Grachev A.N.
Target: creating a relief picture.
Tasks :
- create conditions for mastering technologyrelief painting, techniques for obtaining new shades of plasticine;
- strengthening the ability to work with plasticine and create a thematic composition (village landscape).
Planned results:
- Subject:
- Know the properties, methods of use, types of plasticine,
- Work in the technique of making a relief picture using plasticine;
- Analyze a sample landscape proposed in the textbook and create your own sketch based on it;
- Organize the workplace;
- When creating a sketch, use artistic techniques for constructing a composition,
- Maintain proportions when depicting perspective,
- Compose a composition in accordance with the theme;
- Use the ability to work with plasticine, create new color shades by mixing plasticine;
- Metasubject
Cognitive UUD
- We develop the ability to extract information from diagrams and illustrations.
- We develop the ability to identify the essence and features of objects.
- We develop the ability to draw conclusions based on the analysis of objects.
Communicative UUD
- We develop the ability to listen and understand others.
- We develop the ability to build speech utterance in accordance with the assigned tasks.
- Forming the ability to express one’s thoughts orally.
- Ability to work in pairs and in a group.
Regulatory UUD
- We develop the ability to express our assumptions based on working with the textbook material.
- We develop the ability to evaluate educational actions in accordance with the assigned task.
- We develop the ability to predict upcoming work (make a plan).
- We develop the ability to carry out cognitive and personal reflection.
- Personal
Personal UUD
- We form motivation for learning and purposeful cognitive activity.
Lesson Resources : Working programm,
N.I. Rogovtseva and others. “Technology”. Tutorial for educational institutions. 2nd grade.
Equipment: Teacher: image of a village, models of village buildings, various types of plasticine, images of bas-relief, high relief, relief in nature. For students: textbook, cardboard for the base of the craft, plasticine, stacks, backing sheet, images of village buildings.
Determined depending on the planned results and the content of activities to achieve them | Teacher's actions | Student actions |
1. Self-determination for activity Org. moment | The teacher greets the children. Looks ready for the lesson. Good afternoon, my friends! | Children greet the teacher. Check their readiness for the lesson. |
2. Updating knowledge, motivation | We travel in time. In previous lessons, we got acquainted with different types of folk crafts. Do you remember that folk crafts originated in ancient times, people began to engage in various crafts even at the time when they lived in villages? Today we will go on a journey through the village. What material was used to build the villages? (Tree.) What is a house in the village called? (Hut.) What other buildings are there in the village?” (Well, bathhouse, barn, barn, etc.) | Observe and highlight the features of products from Khokhloma, Dymkovo and Gorodets, Understand the importance of folk crafts for the development of arts and crafts, studying the history of their native land, and preserving folk traditions |
3. Setting a learning task | Now we will create our own small village, and for this we will draw, and not in the usual way, but with plasticine. Drawing with plasticine is a rare way to create an image. We also have to use relief elements in our work. Electronic supplement to the textbook | |
4. Solving a learning problem | Sample analysis. It is carried out based on samples and material in the textbook on p. 33 – Open the textbook on p. 33, look at the pictures. What materials do we need? What tools will we use? What are the rules and techniques for working with plasticine? Electronic supplement to the textbook What is the peculiarity of the image (this is a convex image), how to use the craft. What is a convex image called? (Relief.) There are several types of reliefs: bas-relief - low relief, in which the convex image protrudes above the background plane by no more than half of its volume (showing the picture); high relief, in which the image protrudes above the background plane by more than half of its volume (showing the picture). Where else can we find relief? (In nature.) What is called relief? (The unevenness of the land, the bottom of the oceans and seas.) (Show the picture.) Read in the textbook on page 32 what Anya remembered. | Analyze a sample of the landscape proposed in the textbook and the electronic supplement to the textbook, |
5. Primary consolidation (Application of the algorithm in practice) | Planning. – Let's discuss our work plan. - Let’s read the work plan in the textbook (p. 33) and compare it with the appendix in the textbook. Product manufacturing sequence - Let's consider the sequence of manufacturing the product. - Video from the electronic supplement to the textbook | - navigate the pages of the textbook, find the necessary information, - independently draw up a work execution plan based on a slide plan and analysis of a product sample; |
6. Independent work with self-test in class. | Independent work. 1 . Concept: come up with a composition using various village buildings. The teacher invites students to think about what elements can be used to create the “Village” composition, look at p. 33 textbooks, what composition Anya came up with. 2. Marking: draw the intended landscape on cardboard with a pencil so that it can be painted with plasticine. This stage of work will help develop students' self-esteem and self-control skills. 3. Preparation of individual parts of the plasticine composition: sculpt parts of various shapes necessary for work, remembering the rules and techniques for working with plasticine and its properties. 4. Applying plasticine to the base: before applying, knead the plasticine, fill the areas with images of the sky and earth with layers of plasticine using the rubbing technique (applying plasticine to the base should start from the top to prevent the palm from touching the covered areas), lay out the prepared landscape details with rollers in the right places. It is important to develop accuracy, patience and attentiveness in students. The teacher reminds the children that clay can be mixed like paint to create new colors. To do this, you need to take pieces of different colors and, after heating them in your palms, roll them until you get a uniform color (without streaks or spots of color). 5. Composition design: finish the composition using a stack, you can place the craft in a frame | - use skills to work with plasticine, - organize the workplace, follow the rules for the safe use of tools, - master the technique of making a relief picture using plasticine, - based on the analysis of the proposed landscape, they create their own sketch, - used when creating a sketch artistic techniques building a composition, - maintain proportions when depicting perspective, - compose a composition in accordance with the theme, -create new color shades by mixing plasticine - design the product |
7. Generalization of what has been learned and its inclusion in the system of previously learned knowledge | Diagnostics of achievements of planned results: - What type of image did you use in your work today? (Relief.) “How is it different from a regular image?” | Complete the tasks in the textbook (teacher). Come up with your own assignments on the topic you have studied. |
8. Grade | Exhibition of works Work evaluation criteria:
| Carry out the proposed independent work. Evaluate results and ways to achieve them. |
9. Summary of the lessons. Reflection of activity | Additional creative tasks: - Prepare a written answer to the question: “How is life in the village different from life in the city?” | Participate in dialogue with the teacher (organized discussion). They analyze and comprehend, pronounce their achievements. |
Preview:
Grachev A.N., technology teacher
GBOU school No. 487, Vyborg district
St. Petersburg
“If we teach today like this,
as we taught yesterday, we will steal
children have tomorrow" John Dewey
MODERN LESSON IN THE CONTEXT OF IMPLEMENTATION OF FSES. FORMATION OF METASUBJECT CONNECTIONS BASED ON THE SUBJECT “TECHNOLOGY” WITHIN THE FRAMEWORK OF FSES.
The role and place of technology in the life of society, its social functions and tasks, problems and contradictions, ways to resolve them and ways out of crisis situations, educational technological institutions and systems, types of activities and interaction processes social communities, included in the field of education technology - all this is studied by a special branch of knowledge, which is called the new subject of education - technology. The development of students, and not just the transfer of certain skills and abilities, is priority direction reforming Russian education. Of the totality of specific problems of education, the state puts the problem of its quality in the leading place. This reflects society’s attention to various aspects of quality - life, production, labor, management, etc. Modern system education faces many challenges. The first and most important is the acceleration and unpredictability of economic and technological development. This is a challenge to education, since historically everything educational systems were created to prepare young people and integrate them into existing society. In the structure of the interrelations of elements expressing the systemic and holistic nature of the quality of life, the quality of education as the basis for self-development is of particular importance in ensuring the vital activity and viability of society as a whole, individual social groups and personality. Technology is human activity aimed at meeting the needs and requirements of people and solving their problems. It includes processes of transformation of matter, energy and information, is based on knowledge and influences nature and society, creates new world. The use of new technologies requires that the population have a certain set of knowledge and skills. To teach this knowledge and skills, we have to modernize the education system. IN last years Russian education is increasingly integrated into the global educational space. One of the manifestations of this is the introduction of a new educational field"Technology". In the development of teaching natural sciences, there has long been a tendency towards convergence with practice. At school, “Technology” is a deeply integrated subject, knowledge based on interdisciplinary connections, and ways of their implementation in modern life. This subject is aimed at creative development students not only in the course of studying its content, but also when carrying out a system of projects under the guidance of teachers, the formation in students of the qualities of creatively working individuals, actively acting and easily adapting to new economic and social conditions, in the conditions of future professional activity. Innovative trends in the development of the education system. Modern lesson In the context of the implementation of the Federal State Educational Standard, in grades 1–4, the initial stage of professional self-determination of students is carried out, during which they become acquainted with the world of work and professions, receive initial general labor training and basic work skills in everyday life. The main goal of the educational field “Technology” is to prepare students for an independent working life in modern life. When studying all sections, it should be emphasized that a person in his activities constantly collects, analyzes, stores, uses various information, which he receives from conversations, surveys, books, newspapers, with the help of ICT. Main part educational material, time (at least 70%) is allocated to practical activities - mastering general labor skills. The program includes a set of modules that ensure the integration of various types of activities necessary for students to achieve learning goals: 1. Technology of manual processing of materials. 2. Modeling with the basics of artistic processing of materials. 3. Elements of electrical engineering and electrical work. 4. Culture at home. 5. Basics of agricultural labor at the training and experimental site. 6. Information technology. 7. Creative project, technology of processing materials (natural, paper, wire), home culture. The subject "Technology" is required for initial stage education.
In schools, “Technology” is an integrated subject, knowledge based on meta-subject connections, and ways of their implementation in modern production.
The requirements of the new standard are not something completely new to modern
teachers. The current lesson should reflect mastery of classical structure
lesson against the backdrop of the active use of one’s own creative developments, as in the sense
its construction, as well as in the selection of the content of educational material, the technology of its presentation and
training.
The lesson is the main component of the educational process. The quality of students’ preparation in any academic discipline is largely determined by the level of the lesson, its content and methodological content, and its atmosphere.
The teacher, both before and now, must plan the lesson in advance and think it through
organization, conduct a lesson, carry out correction of your actions and actions
students, taking into account analysis (self-analysis) and control (self-control).
Differences between a traditional lesson and a lesson according to the Federal State Educational Standard
At detailed analysis two types of lessons (traditional from lessons according to the Federal State Educational Standard), it is clear that they differ, first of all, in the activities of the teacher and students in the lesson
Technological process of lesson preparation modern type coincides with the main stages of designing a traditional lesson:
defining goals and objectives;
selection of educational material content;
selection of teaching methods and techniques;
determination of forms of organization of student activities;
selection of material for homework students;
determination of control methods;
thinking over the place and time in the lesson to evaluate students’ activities;
selection of questions to summarize the lesson.
Only now the teacher at each stage must critically
relate to the selection of forms, methods of work, content, methods
organizing student activities. After all, there must be a lesson
personal, meta-subject and subject.
Preparing the teacher for the lesson
IN modern conditions, when the volume of scientific information is huge and the learning time
limited, one of the most basic requirements is to find the optimal
(primarily in terms of time) presentation of content and selection of teaching methods. This requirement applies to every lesson.
The quality of any lesson is largely determined by the thoroughness of the teacher’s preparation for it. I want to highlight, in my opinion, several main stages:
Stage 1 - study of the curriculum.
Stage 2 - study of methodological literature.
Stage 3 - studying the material of a specific lesson in the textbook.
Stage 4 - study and preparation of teaching aids available at school on the topic of the lesson.
Stage 5 - developing a lesson plan.
When I prepare for a lesson, I need to carefully study curriculum(this part of the work is performed in preparation for academic year), while paying special attention to the main goals and objectives academic subject in general, and on the goals and objectives facing each educational topic. By studying the content of a specific educational topic, I understand the logical relationship of the educational material with
previously studied, as well as with material that will be studied later. This allows you to more deeply and clearly formulate the short-term and long-term goals of studying educational material. I would like to bring to your attention the development of 3 technology lessons.
Modern educational technologies in the light of the implementation of the Federal State Educational Standards of the second generation of educational institutions
Seminar progress:
Meeting guests 8:30 - 9:00
Upon meeting, each guest receives a program of a certain color (white, red, yellow, green, blue, purple). The student on duty escorts the guests to the assembly hall, where the guests are seated at tables according to their color.
Theoretical part of the seminar 9:00 – 9:35
Speech by the head of the ShMO O.N. Martyanova
One of the “wise” people said that people who think one year ahead grow bread. People who think 10 years ahead grow a garden. People who think 100 years ahead are raising a younger generation.
And, probably, it is not without reason that in recent years, fundamental changes have been taking place in the field of Russian education, which concern not only the content of education, but also teaching methods. The main task of a modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, modern world. It is impossible to solve this problem using the traditional approach to teaching, in which the student remains the object of learning. There is a need for a transition to a strategy in which the student turns into a “subject” educational process and comes to school “to study”, i.e. teach yourself. Not only to receive the knowledge that the teacher imparts to him, but to independently obtain this knowledge and use it in life.
And here, the most adequate to this goal is the use of an activity-based approach to teaching.
At our seminar we will not analyze the many technologies that modern pedagogy offers. We would like to bring to your attention those technologies that have resonated in our work and that have taken root in our school. And since we welcome an activity-based approach to learning, we invite you to work in groups. But first, let's play the game “Believe it or not”:
Do you believe that a lesson can consist of 3 phases?
Do you believe there is a teaching technique called the fishbone?
Do you believe that the “minimax principle” implies the possibility of a different approach to assessing children’s learning scores?
Do you believe that not only children, but also adults need to play?
Do you believe that a computer can replace a teacher?
As we work in the group, we will learn which questions we have answered correctly and which ones we have not yet answered.
The most popular in our school were gaming technology, information and communication technologies and technology development is under study critical thinking. Therefore, we will work on them.
The group leaders will give you theoretical materials, which you will become familiar with and within 5-7 minutes create a cluster that will tell us about this technology.
Group performances
1 – 2 minutes for each group’s performance.
Generalization
We have identified the main stages of each technology, its features and tricks, and now we invite you to a series of open lessons, which the teachers of our school have prepared for you.
Practical work
Slide captions:
Preview:
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Slide captions:
GAMING TECHNOLOGIES
“HUMAN CULTURE ARISED AND DEVELOPED IN GAME AND AS A GAME” J. HUSING
Game "Are you smart?" Read the code: ECHSHUL EVD A, OSHOROKH AVOLOG ANDO Interesting? Let's continue!
A pedagogical game HAS SIGNIFICANT FEATURES - A CLEARLY SET GOAL OF LEARNING AND A CORRESPONDING PEDAGOGICAL RESULT THAT CAN BE JUSTIFIED AND PRESENTED IN PURE FORM
Functions of pedagogical games: entertaining, communicative, self-realization, therapeutic, diagnostic, correctional socialization
The main features of a pedagogical game Free activity Creative character Emotional coloring Availability of rules
Structure of the pedagogical game Goal setting Planning Goal implementation Analysis of results
Use in a modern school as: Independent technology Elements of a broader technology Technologies of a lesson or its fragment Technologies of extracurricular activities
Types of pedagogical games By nature By content By form
By nature: educational, training, controlling, generalizing cognitive, educational, developmental, socializing reproductive, productive, creative communicative, diagnostic, career guidance, psychotechnical
The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the educational process (development of students’ thinking skills necessary not only in studies, but also in ordinary life– ability to make informed decisions, work with information, analyze various aspects of phenomena)
Structure of a lesson in TRKM Stage “Challenge” Stage “Comprehension” Stage “Reflection”
The role of the teacher directs the efforts of students in a certain direction; confronts different judgments; creates conditions that encourage acceptance independent decisions; Gives students the opportunity to draw their own conclusions.
“Challenge” stage The beginning of a lesson in TRKM is the “Challenge” stage, during which students’ previously existing knowledge is activated, and the teacher awakens interest in the topic.
Techniques table of chemical control systems I know I want to know I found out
Techniques “I believe - I don’t believe” 1 2 3 4 5 Do you believe... Do you believe... Do you believe... Do you believe... Do you believe... yes no no yes no
***"Key words" By keywords topics, compose a story or arrange them in a certain sequence, and then, at the comprehension stage, look for confirmation of your assumptions, expanding the material.
Stage “Comprehension” Obtaining new information on the topic, classifying the information received, correlating old and new information, formulating questions, determining one’s own position
Scattered text “will teach me something useful to learn, and I will be grateful, I am always ready for anyone who” Techniques of the comprehension stage
Techniques: Comparative (system) table Lines of comparison Africa Australia Area Geographical position Relief Climate
The denotation graph The intelligentsia forms is an intervention in the cultural environment and a catalyst for the mood in society. In general. life
“Insert” reading text with notes V – already knew + - new - - thought differently? – I don’t understand, I have a question
Fishbone Air movement Sail, wheel Expansion when heated Balloons Elasticity Tires, ball How a person uses air People have widely learned to use air
*** “Flight magazine” What do I know on this topic What new did I learn from the text
***“Thick and thin questions” Thick? Thin? Give an explanation why... Why do you think... Why do you think... What's the difference... Guess what will happen if... What if... Who... What... When... Maybe... Will... Could... What was the name... Was... Do you agree … Is it true…
***"I D E A L" I wonder what the problem is? Let's find as many ways to solve the problem as possible! Is there any good solution? Now let's make a choice! I'm curious how to do this in practice?
Stage “Reflection” This stage is necessary so that students can analyze whether they managed to achieve their goals and solve problems and contradictions that arose in the process of learning new material. There is a reflection on your learning process. The student actively rethinks his own ideas taking into account newly acquired knowledge. Reflective analysis is aimed at clarifying the meaning of new material, building a further learning route, and moving on to the next topic.
Techniques Learned Understand Apply Analyzed Draw a conclusion Made a decision
Technique “Plus, minus, interesting” What's good about this? + + + What's wrong with this? _ _ What's interesting about this? !
Acrostic technique T R K M The initial lines of the lines should form the abbreviation TRKM
“RAFT” technique Before writing a speech, it is necessary to clearly define the Role and Audience Form Topic
“Sinquain” technique 1 line – topic (one word), noun 2 line – description of the topic (two words), adjective 3 line – description of the action (three words), verb 4 line – attitude to the topic (sentence, quote, motto) Line 5 – one word (synonym)
“The only path to knowledge is activity” B. Shaw
Modern educational technologies in the context of the Federal State Educational Standard for Primary General Education in Yekaterinburg-2011
The concept of “technology” Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources, with the goal of optimizing forms of education (UNESCO)? Educational technology is a model of joint educational and pedagogical activity
on the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers Firstly, educational technology negates pedagogical impromptu practical activities and takes it to the path of preliminary design of the educational process with the subsequent implementation of the project in the classroom. This can be done in the language of the concepts “didactic (educational) task” and “teaching (upbringing) technology.” Secondly, in contrast to previously used lesson-based developments intended for teachers, educational technology offers a design for the educational process that determines the structure and content of the student’s activities, that is, the design of educational and cognitive activities leads to high stability of success for almost any number of students. Thirdly, an essential feature educational technology - process of goal formation. It is considered in two aspects: 1) diagnosis of goal formation and objective control of the quality of students’ assimilation of educational material; 2) development of the personality as a whole. Fourthly, thanks to the idea of the subject of educational technology as a project of a certain pedagogical system, important principle
Signs of modern educational technologies Interrelated activities of teachers and students on a contractual basis, taking into account the principles of individualization and differentiation;
Optimal implementation of human and technical capabilities, use of dialogue and communication; Step-by-step planning and consistent implementation of elements of pedagogical technology must be reproducible by any teacher and guarantee the achievement of planned results by all schoolchildren; Availability of diagnostic procedures containing criteria, indicators and tools for measuring performance results;
The technology is developed for a specific pedagogical concept; it is based on a certain methodological and philosophical position of the author; The technological chain of pedagogical actions, operations, communications is built strictly in accordance with target settings that have the form of a specific result activities organized on the basis of clear structuring, systematization, programming, algorithmization, standardization of methods and techniques of teaching or education, using computerization and technical means.
Objectives of pedagogical technology: formation of key competencies; formation and consolidation of socially valuable forms and habits of behavior; learning to operate with technological tools; development of technological thinking; nurturing the habit of strictly following the requirements of technological discipline in organizing the solution of educational problems
Classification of educational technologies 1. Personally-oriented teaching technologies: a Technology of pedagogical workshops b. Technology of teaching as educational research in. Technology of collective mental activity (CMA) d. Technology of heuristic learning e. Project method f. Probabilistic education (A. Lobok) g. Developmental education - RO (L.V. Zankov, V.V. Davydov, D.B. Elkonin), h. "School of Dialogue of Cultures - "ShDK" (V.S. Bibler), and. Humanitarian-personal technology "School of Life" (S.A. Amonashvili), Ph. Teaching literature as an art and as a human-forming subject (E.N. Ilyin ), l. Design pedagogy
2. Subject-oriented learning technologies a. Goal setting technology b. Technology of complete assimilation (based on materials by M. V. Klarin) c. Technology of the pedagogical process according to S. D. Shevchenko d. Technology of concentrated training d. Modular training
3. Information technology a. ICT b. Distance learning technologies
4. Technologies for assessing student achievements a “Portfolio” technology b. Unmarked training c. Rating technologies Technology for the development of critical thinking Phases of technology It is important to follow three phases in this technology: evocation (challenge, awakening), realization (comprehension of new information), reflection (reflection) and compliance certain conditions
: activity. participants in the process, permission to express a variety of “risky” ideas, etc.
6. Technology of dialogue of cultures Assimilation of knowledge of an intercultural nature, various semantic spectrums and methods of activity; formation of dialogical consciousness and thinking
7. Technology of collective mental activity Development of human needs and abilities based on a system of problem situations, the resolution of which is carried out in four steps; introduction to the situation, work in small groups, discussion, defense of positions, identification of a new problem
8. Technology of a collective method of learning The assimilation of knowledge, skills and abilities, the development of communicative qualities of an individual are achieved through mutual training of schoolchildren, paragraph-by-paragraph elaboration of texts, exchange of opinions, etc.
9.Modular technology Mastering educational material; development; self-control skills; formation of communication abilities.
It is based on independent and paired activities of students to master educational material.
10. Technology of project-based learning Obtaining in-depth knowledge on individual topics; formation of general educational skills of students; development of creative independence
11. Level differentiation technology Training everyone at the level of their capabilities and abilities 12. Portfolio technology Self-assessment and reflection of the student; tracking progress in studies; report to administration or parents; accumulation of achievements - diplomas, certificates, excellent tests etc. The portfolio allows you to track the individual progress of the student achieved by him to obtain an education, without comparing with the achievements of other students. Also, evaluate his educational achievements, supplement or replace the results of traditional forms of control. Exist Various types portfolios: “Achievement Portfolio”, “Reflective Portfolio”, “Problem-Oriented Portfolio” and “Thematic Portfolio”.
Thus, the list of technologies that meet the requirements of the Federal State Educational Standard includes: developmental training; collective learning system (CSR); technology for solving research problems (TRIZ); research and design methods; technology of modular and block-modular training; debate technology; technology for the development of critical thinking; lecture-seminar education system; technology of using gaming methods in teaching: role-playing, business and other types of educational games; collaborative learning; information and communication technologies; health-saving technologies; innovation assessment system “portfolio”; interactive and distance learning technologies
Strategy of the educational process The strategy of the educational process presupposes its clear construction in order to form a behavioral repertoire in the course of learning.
M. Clarin puts forward the following sequence of actions: The first phase is planning training based on the precise definition of the desired standard in the form of a set of observed student actions. The second phase is diagnostic - identifying the initial level of observed actions. It is necessary to identify what knowledge the student has already mastered that is necessary for further cognitive advancement. Identify this not approximately, but very accurately for each student. The third phase is prescription: it involves “programming” the desired learning outcomes and selecting formative influences that determine the required behavioral learning. The fourth phase is the implementation of the planned plan: organizational provision of learning conditions, implementation of the provided behavioral training technology. The final, fifth phase is the evaluation of the results by comparing them with the initially intended standard, in fact, sequential, stage-by-stage testing to identify the gradual complication of the “behavioral repertoire”.
Scheme of technological construction of the educational process
Education technology
Basic qualities of modern pedagogical technologies Structure of pedagogical technology. The structure of pedagogical technology includes: a) conceptual framework; b) content part of training: - learning goals - general and specific; - content of educational material; c) procedural part - technological process: - organization of the educational process; methods and forms of educational activities of schoolchildren; - methods and forms of teacher work; - teacher’s activities in managing the process of mastering the material; - diagnostics of the educational process
Basic pedagogical technologies recommended by the Federal State Educational Standard for primary general education LEVEL DIFFERENTIATION TRAINING BASED ON “EDUCATIONAL SITUATIONS” PROJECT ACTIVITY INFORMATION AND COMMUNICATION TECHNOLOGIES
Training based on educational situations; determination of the pedagogical task (based on the planned results); selection of educational material; determination of ways to organize educational situations: methodological and didactic aids, including the teacher’s order of actions that provoke children to carry out actions (taking into account the degree of formation educational activities– performing or indicative) the order of interaction between students, predicting possible actions of students, means of providing feedback
Case Study The case method allows you to demonstrate theoretical knowledge from the point of view real events... It allows students to be interested in studying the subject, promotes active learning educational information, as well as the collection, processing and analysis of information characterizing various situations. The following main stages of creating cases are distinguished: determination of goals, criterial selection of a situation, selection of necessary sources of information, preparation of primary material in CASE, examination, preparation teaching materials on its use. The technology of working with a case in the educational process includes the following stages: 1) individual independent work
students with case materials (identifying a problem, formulating key alternatives, proposing a solution or recommended action); 2) work in small groups to agree on the vision of the key problem and its solutions; 3) presentation and examination of the results of small groups in a general discussion (within the study group). “Project Method” “Project Method... a way to achieve through a detailed development of the problem (technology), which should end in a very real, tangible practical result, formalized in one way or another.” The project method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a problem or other practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities. “The solution to the problem involves, on the one hand, the use of a combination of various methods and teaching aids, and on the other, it presupposes the need to integrate knowledge, the ability to apply knowledge from various fields of science, technology, engineering , creative areas" (Polat E.S. Project Method)
Pedagogical workshops Pedagogical workshops are a training system proposed by French teachers. Learning is based on solving a problem situation, which stimulates the child to pose many questions. Then there is an individual and collective search for the optimal number of solution options. Obtaining knowledge in the workshop is carried out in the form of search, research, travel, discovery. The main thing in workshop technology is not to communicate and master information, but to transfer methods of work. This technology allows you to include each student in the educational process: the student builds his own knowledge together with others, each demonstrates his creative abilities, the student thinks, invents, creates, and self-realizes. It is not simple new technology, but also a new philosophy of education. In a pedagogical workshop, the teacher and students part with their traditional roles, and this disidentification becomes the key to co-creation, deep mutual interest, and gives rise to a special effect. The purpose of the workshop: becoming spiritual world person. Objectives: to create conditions for self-expression, manifestation of the individuality of students, to form the internal need of the individual for continuous improvement; awaken in them a desire to appreciate the differences in each person; develop children's creative abilities; enrich lexicon and the grammatical structure of students’ speech.
Technology of the pedagogical workshop in the practice of primary school The pedagogical workshop is a living developing phenomenon in the general education space. This is an open system for searching and choosing a path of knowledge, free interaction, generalization and exchange of information. This technology makes it possible to include each student in the educational process: the student builds his own knowledge together with others, everyone shows his creative abilities, the student thinks, invents, creates, and self-realizes. This is not just a new technology, but also a new philosophy of education. In the workshop, children begin to listen to themselves, comprehend their inner world, and try to understand themselves. There is an understanding of the laws of human existence, self-assessment of one’s own actions and results
Structure of the pedagogical workshop
EXAMPLEThe technology consists of two blocks: a creative writing workshop and a knowledge construction workshop. Each workshop consists of the following algorithms
Approaches to the selection of basic pedagogical technologies Basis - planned results and their projection at various stages of the educational process Differentiation of requirements for mastering the content of education: basic and advanced level Purposeful organization of educational activities based on educational tasks and situations “Integration” of the system of current, intermediate and final assessment into the educational process process
Practical task 1. Select technologies for achieving personal and meta-subject results 2. Develop a model of a pedagogical workshop as a form of teacher training