Innovative technologies in education (report). Innovative pedagogical technologies in education Innovative educational technologies in education
Modern educational technologies.
Currently, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, art ( Dictionary). There are many definitions of the concept of “educational technology”. We will choose the following: this is a structure of a teacher’s activity in which all the actions included in it are presented in a certain sequence and integrity, and implementation involves achieving the required result and is predictable. Today there are more than a hundred educational technologies.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
The need for deeper consideration and use of psychophysiological and personal characteristics of students;
Awareness of the urgent need to replace ineffective verbal
(verbal) way of transferring knowledge using a systematic - activity-based approach;
The ability to design the educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning results.
Why have none of the innovations in recent years produced the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of the teacher, namely the inability to choose the right book and technology, conduct an implementation experiment, and diagnose changes. Some teachers are not ready for innovation methodologically, others – psychologically, and still others – technologically. The school was and remains focused on mastering scientific truths contained in programs, textbooks and teaching aids. Everything is reinforced by the dominance of the teacher's power. The student remained a captive subject of the learning process. In recent years, teachers have been trying to turn their face to the student, introducing student-centered, humane-personal and other teaching. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. Positive motivation for learning has decreased, children no longer show signs of curiosity, interest, surprise, desire - they don’t ask questions at all.
The same technology can be implemented by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value characteristic of this technology.
Sometimes a master teacher uses elements of several technologies in his work and uses original methodological techniques. In this case, we should talk about the “author’s” technology of this teacher. Every teacher is a creator of technology, even if he deals with borrowings. The creation of technology is impossible without creativity. For a teacher who has learned to work at the technological level, it will always be the main guideline cognitive process in its developing state.
Traditional technology.
Positive sides | Negative sides. |
Systematic nature of training. Orderly, logically correct presentation educational material. Organizational clarity. Constant emotional impact of the teacher's personality. Optimal expenditure of resources during mass training. | Template construction. Irrational distribution of time in class. The lesson provides only an initial orientation to the material, and achievement of high levels is transferred to homework. Students are isolated from communication with each other. Lack of independence. Passivity or appearance of activity of students. Weak speech activity(average speaking time for a student is 2 minutes per day). Weak feedback. Lack of individual training. |
Even placing students in a classroom at desks in a traditional school does not contribute to the learning process - children are forced to see only the back of each other's heads all day long. But always see the teacher.
Currently, the use of modern educational technologies that provide personal development child by reducing the share of reproductive activity (reproduction of what remains in memory) in educational process, can be considered as a key condition for improving the quality of education, reducing student workload, and more efficient use of educational time.
Modern educational technologies include:
Developmental education;
Problem-based learning;
Multi-level training;
Collective education system;
Technology for studying inventive problems (TRIZ);
Research methods in teaching;
Project-based teaching methods;
Technology of using gaming methods in teaching: role-playing, business and other types of educational games;
Collaborative learning (team, group work;
Information and communication technologies;
Health-saving technologies, etc.
PERSONALITY-ORIENTED TRAINING.
Personality-oriented technologies place the student’s personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, implementing it natural potentials. The student in this technology is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.
Features of a personally-oriented lesson.
1.Design didactic material different types, types and forms, determining the purpose, place and time of its use in the lesson.
2. The teacher thinks through opportunities for students to express themselves independently. Giving them the opportunity to ask questions, express original ideas and hypotheses.
3.Organization of exchange of thoughts, opinions, assessments. Encouraging students to supplement and analyze their peers’ answers.
4.Use of subjective experience and reliance on the intuition of each student. Application of difficult situations that arise during the lesson as an area of application of knowledge.
5.Striving to create a situation of success for each student.
TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.
1. Technology of multi-level training.
The abilities of students were studied in a situation where time for studying the material was not limited, and the following categories were identified:
Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;
Talented (about 5%), who are often able to do what everyone else cannot cope with;
About 90% are students whose ability to assimilate knowledge and skills depends on the expenditure of study time.
If each student is given the time he needs, corresponding to his personal abilities and capabilities, then we can ensure guaranteed mastery of the basic core of the curriculum. For this we need schools with level differentiation, in which the student flow is divided into groups that are mobile in composition. Those who master the program material at a minimum ( state standard), basic, variable (creative) levels.
Differentiation options.
Staffing classes of homogeneous composition with initial stage training.
Intraclass differentiation in the middle level, carried out through the selection of groups for separate training at different levels.
Technology of collective mutual learning.
It has several names: “organized dialogue”, “work in shift pairs”.
When working with this technology, three types of pairs are used: static, dynamic and variational. Let's look at them.
Static pair. In it, two students are united at will, changing the roles of “teacher” and “student”; Two weak students, two strong ones, a strong one and a weak one, can do this, provided they are mutually psychologically compatible.
Dynamic couple. Four students are selected and given a task that has four parts; After preparing his part of the task and self-control, the student discusses the task three times, i.e. with each partner, and each time he needs to change the logic of presentation, emphasis, tempo, etc., and therefore, include a mechanism for adapting to individual characteristics comrades.
Variation pair. In it, each of the four group members receives their own task, completes it, analyzes it together with the teacher, conducts mutual training according to the scheme with the other three comrades, as a result, each learns four portions of educational content.
Advantages of collective mutual learning technology:
As a result of regularly repeated exercises, logical thinking skills are improved. understanding;
in the process of mutual communication, memory is activated, mobilization and updating of previous experience and knowledge occurs;
Each student feels relaxed and works at an individual pace;
Responsibility increases not only for one’s own successes, but also for the results of collective work;
There is no need to slow down the pace of classes, which has a positive effect on the microclimate in the team;
an adequate self-esteem of the individual, one’s capabilities and abilities, advantages and limitations is formed;
discussing the same information with several interchangeable partners increases the number associative connections, and therefore provides more durable absorption
Collaboration technology.
Involves training in small groups. The main idea of learning in cooperation is to learn together, and not just help each other, to be aware of your own successes and the successes of your comrades.
There are several options for organizing collaborative learning. Basic ideas inherent in all options for organizing small group work. – common goals and objectives, individual responsibility and equal opportunities for success.
4. Modular training technology
Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.
A module is a target functional unit that combines educational content and technology for mastering it. The content of training is “canned” in completed independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose assistance to each of them, and change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complex didactic tasks, providing for input and intermediate control that allows the student to manage learning together with the teacher. The module consists of cycles of lessons (two- and four-lesson). The location and number of cycles in a block can be any. Each cycle in this technology is a kind of mini-block and has a strictly defined structure.
INNOVATIVE TECHNOLOGIES
Any pedagogical technology has means that activate and intensify the activities of students, but in some technologies these means constitute the main idea and the basis for the effectiveness of the results. These include the technology of promising advanced learning (S.N. Lysenkova), game-based, problem-based, programmed, individual, early intensive learning and improving general educational skills (A.A. Zaitsev).
Technology of promising advanced learning.
Its main conceptual provisions can be called personal approach(interpersonal cooperation); focus on success as the main condition for children's development in education; preventing mistakes rather than working on mistakes that have already been made; differentiation, i.e. accessibility of tasks for everyone; indirect learning (through a knowledgeable person to teach an ignorant person).
S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions in the program, it is necessary to anticipate their introduction into the educational process. Thus, a difficult topic can be addressed in advance in some connection with the material currently being studied. A promising topic (following the one being studied) is given at each lesson in small doses (5-7 minutes). The topic is revealed slowly, sequentially, with all the necessary logical transitions.
First, strong, then average, and only then weak students are involved in the discussion of new material (a promising topic). It turns out that all the children teach each other a little.
Another feature of this technology is commented control. It combines three student actions: thinking, speaking, writing. The third “whale” of S.N.’s system Lysenkova - supporting diagrams, or simply supports - conclusions that are born before the eyes of students in the process of explanation and presentation in the form of tables, cards, drawings, drawings. When a student answers a teacher’s question using support (reads the answer), constraint and fear of mistakes are removed. The scheme becomes an algorithm for reasoning and proof, and all attention is directed not to memorizing or reproducing a given thing, but to the essence, reflection, and awareness of cause-and-effect dependencies.
Gaming technologies.
Play, along with work and learning, is one of the activities not only of a child, but also of an adult. The game recreates the conditions of situations, some type of activity, social experience, and as a result, self-government of one’s behavior is developed and improved. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:
As an independent technology;
As an element of pedagogical technology;
As a form of a lesson or part of it;
His extracurricular activities.
The place and role of gaming technology and its elements in the educational process largely depend on the teacher’s understanding of the function of the game. Efficiency didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, combining them with ordinary didactic exercises. Gaming activities include games and exercises that develop the ability to identify the main characteristic features of objects, compare and contrast them; games that develop the ability to distinguish real from unreal phenomena, cultivating the ability to control oneself, speed of reaction, ear for music, ingenuity, etc.
Business games came to school from the lives of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and developing general educational skills. The game allows students to understand and study educational material from different perspectives. Such games are divided into simulation, operational, role-playing, etc.
In simulation, the activities of any organization, enterprise or its division are imitated. Events and specific types of human activity can be simulated (business meeting, discussion of a plan, holding a conversation, etc.).
Operating rooms help to practice the performance of specific specific operations, for example, the skills of public speaking, writing an essay, solving problems, conducting propaganda and agitation. In these games, the corresponding workflow is simulated. They are carried out in conditions that simulate real ones.
In role-playing, tactics of behavior, actions, performance of functions and responsibilities of a particular person are worked out. For such games, a situation scenario is developed, and the roles of the characters are distributed among the students.
Unlike games in general, a pedagogical game has an essential feature - a clearly defined learning goal and a corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifting environment for the reproduction of knowledge, facilitating the assimilation of the material. During the learning process, the game models life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of characters - in reading and history lessons. For example, when studying the topic “Clothing in different times“Children receive history homework: dress paper dolls in clothes from different eras, cut them out of paper, color them, and come up with dialogues for conversation.
Technology of all business games consists of several stages.
1. Preparatory. Includes the development of a scenario - a conditional display of the situation and the object. The scenario includes: educational purpose of the lesson, characteristics
problems, justification of the task, business game plan, description of the procedure, situations, characteristics of the characters.
2. Entering the game. Participants, game conditions, experts, the main goal are announced, the formulation of the problem and the choice of situation are justified. Packages of materials, instructions, rules, and guidelines are issued.
3. Game process. Once it begins, no one has the right to interfere or change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.
4. Analysis and evaluation of game results. Expert presentations, exchange of opinions, students defending their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, and formulates the final outcome of the lesson.
Problem-based learning technologies
Such training is based on students acquiring new knowledge when solving theoretical and practical problems in problem situations created for this purpose. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, independent derivation of a law of physics, a spelling rule, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:
- awareness of the general problem situation;
- its analysis, formulation of a specific problem;
- decision (putting forward, substantiating hypotheses, sequential testing of them);
- checking the correctness of the solution.
The “unit” of the educational process is the problem -
hidden or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which a student does not know the answer creates a genuine problem situation. Questions like: “What is the number of residents in Moscow?” or “When was the Battle of Poltava?” are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book or encyclopedia without any thought process. A task that is not difficult for a student (for example, calculating the area of a triangle) is not a problem if he knows how to do it.
These are the rules for creating problem situations.
1. Students are given a practical or theoretical task, the completion of which will require the discovery of knowledge and the acquisition of new skills.
2. The task must correspond to the intellectual capabilities of the student.
3. The problem task is given before the new material is explained.
4. Such tasks can be: assimilation, formulation of a question, practical actions.
The same problem situation can be caused by different types of tasks.
There are four levels of learning problems.
1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).
2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).
3. The student poses a problem, the teacher helps to solve it. The student develops the ability to independently formulate a problem (research method).
4. The student poses the problem himself and solves it himself (research method).
In problem-based learning, the main thing is the research method - such an organization of educational work in which students get acquainted with scientific methods of acquiring knowledge, master the elements scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern.
In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they acquire turns into beliefs; they experience a feeling of deep satisfaction, confidence in their capabilities and strengths; Self-acquired knowledge is more durable.
However, problem-based learning is always associated with difficulties for the student; it takes much more time to comprehend and find solutions than with traditional learning. High standards are required from the teacher pedagogical skill. Apparently, it is precisely these circumstances that do not allow such training to be widely used.
DEVELOPMENTAL TRAINING
The methodology of developmental education is a fundamentally different structure of educational activity, which has nothing in common with reproductive education based on drilling and rote learning. The essence of its concepts is to create conditions when the development of the child turns into the main task for both the teacher and the student himself The method of organization, content, methods and forms of developmental education are focused on the comprehensive development of the child.
With such training, children not only master knowledge, skills and abilities, but learn, first of all, how to independently comprehend them, they develop a creative attitude to activity, and develop thinking, imagination, attention, memory, and will.
The core idea of developmental education is the rapid development of thinking, which ensures the child’s readiness to independently use his creative potential.
Thinking can be productive and reproductive, creative and primitive. Characteristic feature productive thinking in comparison with reproductive thinking is the possibility of independent discovery of knowledge. Creative thinking characterizes the highest level of human development. It aims to achieve a result that has never been achieved before; the ability to act in different ways in a situation where it is unknown which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.
Mastery of knowledge acquisition techniques lays the foundation for a person’s activity and awareness of himself as a cognizing subject. The emphasis should be on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations he performed and in what sequence to achieve this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually cultivates in himself a kind of reflection of the process educational activities.
A distinctive feature of developmental education is the absence of traditional school grades. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced, carried out using clear criteria received from the teacher. The student’s self-esteem precedes the teacher’s assessment; if there is a large discrepancy, it agrees with him.
Having mastered the self-assessment method, the student himself determines whether the result of his educational actions corresponds to the ultimate goal. Sometimes in testing work specially includes material that has not yet been studied in the lesson, or tasks that cannot be solved known to the child way. This makes it possible to assess the developed learning skills, determine the ability of children to evaluate what they know and what they do not know, and monitor the development of their intellectual abilities.
Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of teaching is actually dialogue communication both between the teacher and students, and between them.
Interaction between parties to the educational process
The following recommendations can be given regarding the methods of interaction between participants in the educational process in the developmental education mode.
1. The traditional version of didactic communication “teacher-student” for modern schools is used only to pose a problem.
- Work in pairs “student-student”. She is especially important
in the area of self-control and self-esteem. - Group work in which the teacher acts as a consultant. Gradually, collective actions contribute to the individual solution of educational problems.
- Intergroup interaction, organized by generalization, derivation of general patterns, formulation of fundamental provisions necessary for the subsequent stage of work.
- Discussion of a particular problem by the student at home with his parents, and in the next lesson a story in class about this, the students’ points of view on the problem.
- Individual work of the student, including mastering the techniques of independent search for knowledge, solving problematic creative problems.
Teacher's actions in the educational process traditional school They resemble a guide through unfamiliar terrain. In a developmental school, the emphasis shifts to the actual educational activities of students, and the main task of the teacher becomes a kind of “service” for the students’ learning.
Functions of the teacher in developmental education
1. The function of ensuring individual goal setting, i.e. ensuring the student understands why they need to do this and what expected result they should focus on. The purpose of the teacher’s activities must be consistent with the purpose of the students’ activities.
- Support function. In order to direct the learning of schoolchildren from the inside, the teacher must become a direct participant in the general educational search action.
The function of ensuring reflective actions of learning
cov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, anticipate the results obtained, etc.
As we see, the focus of the teacher’s attention is not on explaining new material, but on searching for methods for effectively organizing the educational and cognitive activities of schoolchildren in obtaining it. For the teacher great value represents not the result itself (does the student know or not?), but the student’s attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve the desired.
The basis of the structure of the educational process in the developmental education system is the educational cycle, i.e. block of lessons. The educational cycle is a system of tasks that guide the activities of students, starting from goal setting to modeling theoretical generalizations and their application in solving specific practical issues.
A typical scheme of the educational cycle consists of indicative-motivational, search-research, practical (application of activity results at previous stages) and reflective-evaluative acts.
The indicative-motivational act includes setting a learning task together with children and motivating students for the upcoming activity. At this stage, it is necessary to achieve in children a feeling of conflict between knowledge and ignorance. This conflict is understood as another educational task or problem.
In the search and research act, the teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and record them in a model form that is convenient for memorization.
The reflective-evaluative act involves creating conditions when the student makes demands on himself. The result of reflection is the student’s awareness of the insufficiency of the available methods of mental action or knowledge.
TECHNOLOGIES OF DEVELOPMENTAL TRAINING.
The most famous and popular system of developmental education is L.V. Zankova, technology D.B. Elko-nina-V.V. Davydov, development technologies creative qualities personalities, etc.
To use these technologies you need special training a teacher who is ready to work in constant experimentation, since each of them has to be constantly adapted not only to the different ages of children, but also to different initial levels of their development.
Let's consider ways to implement these technologies in the educational process.
Developmental education system L.V. Zankova
Its main principles are the following:
- training must be conducted at a high level of difficulty;
- theoretical knowledge should play a leading role in training;
- progress in studying the material is ensured at a rapid pace;
- schoolchildren must themselves be aware of the course of mental actions;
- strive to include the emotional sphere in the learning process;
- The teacher must pay attention to the development of each student.
L.V. system Zankova assumes the formation of cognitive interest in schoolchildren, a flexible lesson structure, building the learning process “from the student”, intensive independent activity of students, a collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.
The central place is occupied by the work on a clear distinction between the different characteristics of the objects and phenomena being studied. Each element is assimilated in connection with another and within a specific whole. The dominant principle in this system is the inductive path. Through a well-organized comparison, they establish in what ways things and phenomena are similar and in what ways they are different, and differentiate their properties, aspects, and relationships. Then the different aspects and properties of the phenomena are identified.
The methodological goal of any lesson is to create conditions for the manifestation cognitive activity students. Features of the lesson are:
- Organization of cognition - “from students”, i.e. what they know or don't know.
- The transformative nature of the student’s activity: observations are compared, grouped, classified, conclusions are drawn, patterns are identified.
- Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of surprise of the task, the inclusion of an indicative-exploratory reaction, the mechanism of creativity, help and encouragement from the teacher.
- Collective search directed by the teacher, which is provided by questions that awaken students’ independent thoughts and preliminary homework.
- Creating pedagogical communication situations in the classroom that allow each student to show initiative, independence, and selectivity in ways of working; creating an environment for the student’s natural self-expression.
- Flexible structure. The identified general goals and means of organizing a lesson in developmental education technology are specified by the teacher depending on the purpose of the lesson and its thematic content.
Elkonin-Davydov technology
It focuses on the formation of theoretical thinking of schoolchildren. They learn and get used to understanding the origin of things and phenomena.real world, abstract concepts reflecting their interrelation, verbally formulating their vision of various processes, including theoretical thinking itself.
The educational process is aimed at obtaining internal results, characterized by the achievement of an abstract level of thinking. In the educational process, the student takes the position of a researcher, a creator, capable of reflectively considering the reasons for his own actions. At each lesson, the teacher organizes collective mental activity - dialogues, discussions, business communication between children.
At the first stage of training, the main method is the method of educational tasks, at the second - problem-based learning. The quality and volume of work are assessed from the point of view of the subjective capabilities of students. The assessment reflects the student’s personal development and the perfection of his educational activities.
Features of the content of education are reflected in the special construction of the educational subject, modeling the content and methods of the scientific field, organizing the child’s knowledge of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The basis of the system of theoretical knowledge is substantive generalizations. It can be:
- most general concepts sciences that express cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
- concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
- theoretical images obtained by mental operations with abstract objects.
Methods of mental action and thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (related to the study of the nature of the concepts themselves).
The formation of basic concepts of a subject in students is structured as a movement in a spiral from the center to the periphery. In the center there is an abstract general idea of the concept being formed, and on the periphery this idea is concretized, enriched and finally turns into a formulated scientific and theoretical one.
Let's look at this with an example. The basis of teaching the Russian language is the phonemic principle. The letter is considered as a sign of the phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interconnected meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered sound analysis words (meaningful abstraction), children move on to learning tasks related to sentences and phrases.
Performing various learning activities By analyzing and transforming phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.
The peculiarities of the methodology in this system are based on the organization of purposeful educational activities. Purposeful learning activity (TAL) differs from other types of educational activity primarily in that it is aimed at obtaining internal rather than external results, at achieving a theoretical level of thinking. CUD is a special form of child activity aimed at changing oneself as a subject of learning.
The teaching methodology is based on problematization. The teacher not only informs children of the conclusions of science, but, if possible, leads them along the path of discovery, forces them to follow the dialectical movement of thought towards the truth, and makes them accomplices in scientific research.
A learning task in developmental learning technology is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to a learning task consists in finding a general method of action, a principle for solving a whole class of similar problems.
In developmental education, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher’s subjective idea of feasibility, accessibility of knowledge to the student, but from the point of view of the subjective capabilities of the student. The assessment should reflect his personal development and the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the teacher’s task is not to bring everyone to a certain, given level of knowledge, skills, abilities, but to bring the personality of each student into development mode.
Bibliography.
Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sfera, 2005.
Selevko G.K. Modern educational technologies. M., 1998.
Let's begin our analysis by identifying a number of peculiar myths of “innovation” or simply misunderstandings. The first misunderstanding is that innovation and novelty (novation) are the same thing; the second is that innovative activity and production, the creation of innovations (innovations) are also one and the same thing, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be mono-subject.
In fact, innovation (in-nove) appears in Latin somewhere in mid-17th century century and means the entry of something new into a certain sphere, implantation into it and the generation of a whole series of changes in this sphere. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to integrate innovation into a certain social practice, and not a subject at all.
Innovative activity in its most complete development presupposes a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:
● research activities aimed at obtaining new knowledge about how something can be (“discovery”), and about how something can be done (“invention”);
● project activities aimed at developing special, instrumental-technological knowledge about how, on the basis of scientific knowledge in given conditions, it is necessary to act in order to achieve what can or should be (“ innovative project»);
● educational activities aimed at the professional development of subjects of a certain practice, at developing each person’s personal knowledge (experience) about what and how they should do in order for an innovative project to be translated into practice (“implementation”).
What is it today? innovative education"? - This is an education that is capable of self-development and which creates conditions for the full development of all its participants; hence the main thesis; innovative education is a developing and developing education.
What is “innovative educational technology”? This is a complex of three interconnected components:
- Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather the development competencies, adequate to modern business practice. This content should be well structured and presented in the form of multimedia learning materials that are delivered using modern means communications.
- Modern teaching methods - active methods the formation of competencies based on the interaction of students and their involvement in the educational process, and not just on passive perception of the material.
- Modern training infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.
Currently, a variety of pedagogical innovations are used in school education. This depends, first of all, on the traditions and status of the institution. However, the following most characteristic innovative technologies can be identified.
1. Information and communication technologies (ICT) in subject teaching The introduction of ICT into the content of the educational process implies the integration of various subject areas with computer science, which leads to informatization of students’ consciousness and their understanding of the processes of informatization in modern society (in its professional aspect). Of essential importance is the awareness of the emerging trend in the process of school informatization: from schoolchildren mastering initial information about computer science to the use of computer software in the study of general education subjects, and then to saturating the structure and content of education with elements of computer science, implementing a radical restructuring of the entire educational process based on the use of information technologies. As a result, new methods appear in the school methodological system. information Technology, and school graduates are prepared to master new information technologies in their future careers. This direction is being implemented through the inclusion of new subjects in the curriculum aimed at studying computer science and ICT. Application experience has shown: a) the information environment of an open school, including various forms distance education, significantly increases the motivation of students to study subject disciplines, especially with the use project method; b) informatization of education is attractive for the student in that the psychological stress of school communication is relieved by moving from the subjective “teacher-student” relationship to the most objective “student-computer-teacher” relationship, the efficiency of student work increases, and the share of creative works, the opportunity to obtain additional education in the subject within the walls of the school, and in the future they will realize a purposeful choice of a university, a prestigious job;
c) informatization of teaching is attractive for teachers because it allows them to increase their productivity and improves the general information culture of the teacher.
Currently, we can quite definitely talk about several types of design.
First of all, this psychological and pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject own life and activities: in particular, training - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as mastering the norms of community life in different types of communities of people.
Next is this socio-pedagogical design educational institutions and developing educational environments adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and prospects for the development of a particular region of Russia.
And finally, actually pedagogical design- as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.
It is here that the special task of design and research activities arises to ensure the transition from traditional education (traditional school, traditional management systems, traditional training and education) to innovative education, implementing the general principle of human development.
Thus, in developmental psychology it is necessary to specially design age standards (as a certain set of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.
In development pedagogy, this is the design of developmental educational programs, adequate to age standards, translated into the language of educational technologies, i.e. through WHAT? And How? this development will be carried out.
In educational practice, this is the design of child-adult communities in their cultural and activity specificity, i.e., the design of an educational space where this development can be carried out.
In other words, designing a system of developing and developing education is possible if the following are simultaneously carried out: psychological research of age-normative models of personality development, pedagogical design of educational programs and technologies for implementing these models, co-organization of all participants in the educational process, design of conditions for achieving new educational goals and means of solving problems development.
Examples project work, which is carried out in modern domestic education, can probably be numbered in the hundreds. Let us outline just a few types of such work:
● at the level of an individual teacher - this is the design of educational programs that include educational, educational, pedagogical subprograms;
● at the level of the head of the educational structure - this is the design of the type of education provided by the system of specific educational programs;
● at the management level in education - this is the design of development programs educational structures of different types, the set of which is adequate to the available contingent of children, pupils, and students;
● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.
2. Personally-oriented technologies in teaching the subject
Personality-oriented technologies They place the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for her development, the realization of her natural potentials. The child’s personality in this technology is not only a subject, but also a subject priority; she happens to be purpose educational system, and not a means to achieve some abstract goal. It manifests itself in students’ mastery of individual educational programs in accordance with their capabilities and needs.
3. Information and analytical support of the educational process and management
quality of student education
The use of such innovative technology as information and analytical methods for managing the quality of education allows us to objectively, impartially track the development over time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool in preparing class-general control, studying the state of teaching of any subject of the curriculum, studying the work system of an individual teacher.
4 . Monitoring intellectual development
Analysis and diagnosis of the quality of learning for each student using testing and plotting graphs of progress dynamics.
5 . Educational technologies as the leading mechanism for the formation of a modern student
It is an integral factor in modern learning conditions. It is implemented in the form of involving students in additional forms of personal development: participation in cultural events based on national traditions, theater, children's creativity centers, etc.
6. Didactic technologies as a condition for the development of the educational process at educational institutions
Both already known and proven techniques and new ones can be implemented here. These are independent work with the help of a textbook, games, design and defense of projects, training with the help of audiovisual technical means, the “consultant” system, group, differentiated teaching methods - the “small group” system, etc. Usually, various combinations of these techniques are used in practice .
7. Psychological and pedagogical support for the implementation of innovative technologies
into the educational process of the school
A scientific and pedagogical justification for the use of certain innovations is assumed. Their analysis at methodological councils, seminars, consultations with leading experts in this field.
Thus, the experience of modern Russian schools has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in the educational institution, the ability of the teaching staff to perceive these innovations, and the material and technical base of the institution.
New educational standards introduce new direction of assessment activities – assessment of personal achievements. This is due to the implementation humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of assessment of personal achievements ensures the development of the following components of personality: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.
Therefore, the standards include in the student’s final grade accumulated assessment characterizing the dynamics of individual educational achievements throughout all years of schooling.
The optimal way to organize a cumulative assessment system is portfolio . This is the way recording, accumulation and evaluation of work, a student's results indicating his efforts, progress and achievements in various areas over a period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures a transfer of “pedagogical emphasis” from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposes the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.
Technology portfolio implements the following functions V educational process:
● diagnostic (changes and growth (dynamics) of indicators over a certain period of time are recorded);
● goal setting (supports educational purposes, formulated by the standard);
● motivational (encourages students, teachers and parents to interact and achieve positive results);
● developmental (ensures continuity of the process of development, training and education from class to class);
you should still add:
● training (creates conditions for the formation of the foundations of qualimetric competence);
● corrective (stimulates development within the framework conditionally set by the standard and society).
For student portfolio is the organizer of his educational activities, for the teacher – a feedback tool and an assessment tool.
Several are known portfolio types . The most popular are the following:
● portfolio of achievements
● portfolio – report
● portfolio – self-assessment
● portfolio – planning my work
(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)
Choice The type of portfolio depends on the purpose of its creation.
Distinctive feature portfolio is its personality-oriented nature:
● the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;
● the student collects material;
● self-assessment and mutual assessment are the basis for evaluating results
Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report. Reflection- the process of cognition based on self-observation inner world. /Ananyev B.G. Man as an object of knowledge. – L. – 1969./ “psychological mirror of oneself.”
In addition to general educational skills to collect and analyze information, structure and present it, a portfolio allows you to develop higher-order intellectual skills - metacognitive skills.
Student must learn :
● select and evaluate information
● accurately define the goals he would like to achieve
● plan your activities
● give assessments and self-assessments
● track own mistakes and fix them
In this context, we consider the portfolio as one of the techniques that is most relevant to the tasks of the technology for developing critical thinking. It is he who combines the capabilities of the most important technology strategy for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-education.
The most the best way to get acquainted with portfolio technology is its practical implementation.
A fundamental distinction must be made between the concepts "novation" And "innovation". The basis for such a distinction should be the specific forms, content and scale of the educational activities. Thus, if the activity is short-term, is not holistic and systemic in nature, and aims to update (change) only individual elements of a certain system, then we are dealing with innovation. If an activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of a given system or its fundamental transformation, we are dealing with innovation. It is possible to introduce a number of more specific criteria for distinguishing these two concepts.
Additional differences in the conceptual apparatus of innovative activity can be made if we build a diagram of the full cycle of the emergence and implementation of any innovation in a particular social practice:
● source of innovation (science, politics, production, economics, etc.);
● innovative proposal (novation, invention, discovery, rationalization);
● activities (technology) for the implementation of innovation (training, implementation, broadcast);
● innovation process (forms and methods of rooting innovation in practice);
● new type or a new form of social practice.
Let's give just one example deploying a full cycle of innovative transformations- from the history of domestic education:
● source of innovation - the level of development of pedagogical and developmental psychology in the USSR in the 50s;
● innovative proposal - the scientific team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking among younger schoolchildren;
● technology of implementation - fundamentally new curricula are being developed in basic subjects in primary school;
● innovation process - opening laboratories and experimental schools in different regions of the country to develop educational activities in junior school age;
● a new form of practice - a “system of developmental education” as a new type of educational practice.
In conclusion, let’s ask ourselves: does Russian education have any prospects for transitioning to a mode of innovative development and self-development? And if so, under what conditions is this possible? Let us note three types of such conditions in three areas of providing innovative education.
In science, these prospects are associated with broader bases for the implementation of the main directions of design and research activities than today; First of all, these are the humanitarian and anthropological foundations of the formation and development of man in the space of education. Only in this case is a meaningful methodology for designing and researching innovative education possible; general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for implementation and examination of multi-scale innovative educational projects.
In system vocational education and professional development:
● this is a consistent introduction to the content of education, the culture of designing innovative educational practices;
● this is the formation of psychological literacy, more broadly - psychological culture pedagogical work;
● this is the development of norms and culture for managing the development of education and the activities of professional teaching teams.
In the field of educational policy:
● this is responsible state and public support for scientific projects and programs related to the design of innovative developmental and developing education in Russia.
Classification of innovative technology PORTFOLIO
1. In relation to structural elements educational systems
● in control, in evaluating results
2. In relation to the personal development of subjects of education
● in the field of developing certain abilities of students and teachers,
● in the development of their knowledge, skills, methods of activity, competencies
3.By area of pedagogical application
● in the educational process
4. By types of interaction between participants in the pedagogical process
● in collective learning (person-centered)
In individual, frontal, group form
● in family education
5. By functionality
● innovations-products (pedagogical tools, projects, technologies, etc.)
6. By methods of implementation
● systematic
7. By scale of distribution
● internationally
● at school
● at the federal level
8. Identification of the sign of scale (volume) of innovation
● systemic, covering the entire school or the entire university as educational system
9. According to social and pedagogical significance
● in educational institutions of any type
10. Based on innovative potential
● combinatorial
● innovations
11. In relation to his predecessor
● substitute
● opening
Innovation potential educational institution
determined by analyzing the educational institution according to the following positions:
- The focus of innovation is on changing the educational needs addressed to the educational institution, social order
● Aimed at changing the goals, content, technology of the organization, approaches to assessment educational results students
● Integration of teaching, learning and assessment; combining quantitative and qualitative assessment of a student’s abilities through analysis of various products of educational and cognitive activity
● Solving important pedagogical problems:
Create an emotionally comfortable educational environment
Maintain high academic motivation of schoolchildren
Encourage their activity and independence
Expand opportunities for learning and self-learning
Develop students' reflective and evaluative skills
Develop the ability to learn – set goals, plan and organize your own learning activities
Develop communication skills
Inform students and their parents about various options for choosing an educational route
- Orientation of innovation to solving problems of an educational institution
● Changing the method of learning, searching for new forms of organizing the learning process, changing requirements for effectiveness, and in general – for the quality of education
● Continuous assessment form in progress continuing education
● A teacher’s portfolio – as an alternative form of assessing his professionalism and work performance when conducting an examination for compliance with the declared qualification category
● Active involvement of parents in the process of teaching and learning of the child (more adequate assessment both strong and weaknesses your child and more active cooperation with the school)
- Resource capabilities of an educational institution
● Systematic work to improve the qualifications of teachers
● Experience in creating an electronic portfolio
● Network computer equipment for classrooms (3 computer labs, personal computers in the classrooms of subject teachers, administrative network)
● Methodological support course
Work folder
Official portfolio forms (appendix to the 9th grade certificate)
Diagnostic materials
Tables and diagrams for maintaining the “Working Folder”
Reminders and instructions for students
Sample options for activities with students
- The relationship between innovation and the achievements and competitive advantages of an educational institution for the period preceding the current innovation development cycle
● A promising form of representing the individual orientation of the educational achievements of a particular student, meeting the objectives of pre-professional training and in the future - specialized training
● Optimization of mechanisms for the formation of 10 specialized classes
- assessment of the innovative situation in an educational institution, the innovative potential of the team, potential growth points
● The educational institution has long been searching for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment
(used in practice-oriented education and involves assessing the development of students’ skills and abilities when placing them in a situation as close as possible to real life)
● A lot of methodological discoveries have been accumulated, pedagogical technologies have already been developed that make it possible to get rid of obsessive labels such as “weak C student” or “strong student”
- primary forecast of perception of possible innovations in the community of an educational institution, possible resistance to change
● Implementation requires both the teacher and the student to develop new organizational and cognitive skills
● Instructional time problem: requires more time to implement than traditional assessment system
● Real assessment of the capabilities and readiness of students, teachers, parents in providing materials to record the dynamics of their individual progress
Shifting the pedagogical emphasis from assessment to self-assessment
Students have poorly developed achievement motivation, have difficulties in matters of goal setting, independent planning and organization of their own educational activities, the ability to systematize and analyze their own collected material and experience
Unpreparedness of parents to understand the importance and significance of the portfolio as a document confirming the level of students’ existing knowledge and to make the right choice of further educational profile
For all positions, the article provides an analysis of a specific educational institution (GOU gymnasium No. 116 of the Primorsky district of St. Petersburg)
Bibliography:
- Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. M.: Enlightenment. – 1984
- Voynilenko N.V. Improving control and evaluation processes as a factor in initial quality management general education. // World of science, culture, education. - No. 4 (23) – 2010. – p.148-150
- Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb.: Alliance "Delta". - 2003
- Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M.: Enlightenment. - 2010
- Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
- Kotova S.A., Prokopenya G.V. Portfolio system for a new primary school. // Public education. - No. 5. – 2010. – pp. 185-191
- Mettus E.V. Live assessment: Program “Portfolio at school” M.: Globus, 2009. – 272 p.
- Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the teacher training system. SPb.: KARO. – 2008
- Federal state educational standards for primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; edited by A.M. Kondakova, A.A. Kuznetsova. – 2nd ed. – M.: Enlightenment. – 2009
The rapid development of society dictates the need for changes in technologies and methods of the educational process. Graduates of educational institutions must be prepared for the trends of changing modernity. Therefore, the introduction of technologies aimed at an individual approach, mobility and distance in education seems necessary and inevitable.
What is “innovative technology”
Word " innovation" is of Latin origin. “Novatio” means “renewal”, “change”, and “in” translates as “in the direction”. Literally “innovatio” - “in the direction of change.” Moreover, this is not just any innovation, but after its application significant improvements in efficiency and quality of activity occur.
Under technology(Greek techne “art”, “skill”, logos “word”, “knowledge” - the science of art) refers to a set of methods and processes used in any business or in the production of something.
Any innovation finds its implementation through technology. Thus, innovative technology is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various spheres of human activity.
Innovative educational technologies
The methods used do not work as effectively with the new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.
Despite a number of problems that cannot be solved using old methods, there are difficulties in introducing innovations. The teacher must understand that the introduction of innovative methods not only helps his students learn the material more effectively, but also develops their creative potential. But it also helps the teacher realize his own intellectual and creative potential.
Types of pedagogical innovations
A wide variety of innovative pedagogical methods are used in school education. The profile orientation of the educational institution, its traditions and standards play a huge role in the choice.
The most common innovations in the education process:
- information and communication technologies (ICT);
- student-centered learning;
- project and research activities;
- gaming technologies.
ICT
Implies integration of teaching disciplines with computer science, and computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren learn to work with basic programs and learn material thanks to electronic textbooks and benefits. Using a computer and projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to better understanding of the topic. Independent creation of slides, diagrams, and memory cards helps to structure knowledge, which also helps with memorization.
Availability of computer, internet and special programs makes it possible distance teaching, online excursions, conferences and consultations.
At the end of the study, topics can be used as control tests on the computer. Schools use the system electronic magazines , in which you can track the results of an individual child, class, or performance in a specific subject. Come into use and electronic diaries, where grades are given and homework is recorded. So parents can find out the child’s scores and availability of assignments.
It is important to teach schoolchildren how to properly use the Internet, search engines and social media. With the right approach, they become an inexhaustible source of information and a way for schoolchildren to communicate with the teacher and among themselves.
Gaining popularity creation of a teacher’s own website. Thanks to him you can share interesting books, manuals, articles, educational videos and audios, answer student questions remotely. Can be used when developing a group project: participants share their work and results with each other and the curator and solve emerging problems.
Student-centered learning
In this case The child is recognized as the main character in learning. The goal is to develop the student’s personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes learning according to the characteristics of the class.
This requires the teacher's knowledge of psychological, emotional and cognitive characteristics student group. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to awaken the student’s interest in the material being presented and to work collectively, acting not so much as a leader, but as a partner and advisor.
If desired by the educational institution, it is possible student differentiation. For example, completing a class according to a certain criterion as a result of testing; further division according to interest; introduction of specialized classes in high school.
Project and research activities
The main goal is to develop the ability to independently, creatively search for data, formulate and solve problems, and use information from different fields of knowledge. The teacher's task is to awaken interest in search activity and creating conditions for its implementation.
When working on a group project, teamwork skills, communication skills, the ability to listen to other people’s opinions, criticize and accept criticism also improve.
The use of this technology in school develops the ability to understand the world, analyze facts, and draw conclusions. This is the basis and assistance when entering a higher educational institution and working on diploma and master's theses.
Gaming technologies
The value of gaming technology lies in the fact that, being essentially recreational, it fulfills educational function, stimulates creative realization and self-expression. Of course, it is most applicable in the younger group of schoolchildren, since it meets their age requirements. It must be used in doses.
At the request of the teacher, the entire lesson can be conducted in a playful way: competition, quiz, KVN, staging scenes from the work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates schoolchildren’s memory, interest, and also overcomes passivity.
Changes in the educational sphere are necessary and inevitable. And it is worth noting that for the most part students happily accept something new, interesting, unusual. They are ready and able to perceive. The last word- for teachers.
Many useful materials using innovative technologies are presented in the “Publications” section. You can learn interesting techniques and ideas from your colleagues' work.
INNOVATIVE TECHNOLOGIES IN EDUCATION“The only path leading to knowledge is activity.”
Bernard Show.
In the January Address of the Head of State to the people “New decade - new economic recovery - new opportunities for Kazakhstan” it was noted: “By 2015, the National Innovation System should be fully operational, and by 2020, it should already produce results in the form of developments, patents and ready-made technologies, implemented in the country." Therefore, the introduction of modern information technologies that meet international educational standards, as well as providing all the necessary conditions for the fruitful work of teachers, professors, and craftsmen industrial training are strategic priorities in the field of education. After all, information technologies help teachers take the educational process to a qualitatively new level.
Today, many teachers, in order to achieve learning effectiveness, use modern technologies and innovative teaching methods. These methods include active and interactive forms used in teaching. Active ones involve the student’s active position in relation to the teacher and those who receive education with him. During lessons using them, textbooks, notebooks, and a computer are used, that is, individual means used for learning. Thanks to interactive methods, knowledge is effectively acquired in collaboration with other students. These methods belong to collective forms of learning, during which a group of students works on the material being studied, and each of them is responsible for the work done.
The word “innovation” (from the Latin “innove”) appeared in the mid-17th century and means the entry of something new into a certain area, implantation into it and the generation of a whole series of changes in this area. Innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to integrate innovation into a certain social practice, and not a subject at all.Innovation, accurately translated from Latin, means not “new,” but “into the new.”The concept of “innovation” means newness, newness, change; innovation as a means and process involves the introduction of something new. In relation to the pedagogical process, innovation means the introduction of new things into the goals, content, methods and forms of teaching and upbringing, and the organization of joint activities between teacher and student.
The emergence of new information technologies associated with the development of computer tools and telecommunications networks has made it possible to create a qualitatively new information and educational environment as the basis for the development and improvement of the education system.
Methods of innovative learning – modular learning, problem-based learning, distance learning, research methodical training, project method, social partnership, etc.
Interactive methods promote high-quality learning of new material. These include:
Exercises of a creative nature;
Group assignments;
Educational, role-playing, business games, simulation;
Lessons-excursions;
Lessons-meetings with creative people and specialists;
Classes aimed at creative development
– lessons-performances, making films, publishing newspapers;
Use of video materials, the Internet, visibility;
Solving complex issues and problems using “decision tree” and “brainstorming” methods.
The main goal of innovative educational technologies is to prepare a person for life in an ever-changing world.The goal of innovative activity is a qualitative change in the student’s personality compared to the traditional system.
Therefore, innovative teaching methods contribute to the development of cognitive interest in students, teach them to systematize and generalize the material being studied, discuss and debate. By comprehending and processing the acquired knowledge, students acquire the skills to apply it in practice and gain communication experience. Undoubtedly, innovative teaching methods have advantages over traditional ones, because they contribute to the development of the child, teach him independence in cognition and decision-making.
The main task of TVET at the present stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to the changes that are taking place in the world. Therefore, to prepare students for professional activity in the future and innovative teaching methods are used in TVET. These methods include problem-based learning, which involves developing skills for solving problematic problems that do not have a clear answer, independent work on the material, and developing the ability to apply acquired knowledge in practice. Innovative teaching methods also include interactive learning. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, modeling situations. One of the modern methods is learning through collaboration. It is used to work with social partners, as well as in small groups. This method aims to effectively assimilate educational material, develop the ability to perceive different points vision, ability to cooperate and resolve conflicts in the process of teamwork. Innovative teaching methods used at the present stage in TVET also include a method whose priority is moral values. It promotes the formation of individual moral attitudes based on professional ethics, the development of critical thinking, and the ability to present and defend one’s own opinion. Innovative methods have made it possible to change the role of the teacher, who is not only a carrier of knowledge, but also a mentor who initiates students’ creative searches.
In this regard, the education system should aim to develop a new type of specialist who would be able to independently obtain, process, analyze the necessary information and effectively use it at the right time. This can be achieved with the transition to multi-level training of highly qualified specialists (bachelor - master - doctor).
Today there is no teacher who would not think about the questions: “How to make the lesson interesting and bright? How to engage students in your subject? How to create a situation of success for each student in the classroom?” What modern teacher does not dream that students in his class work voluntarily and creatively; did you master the subject at the maximum level of success for each?
And this is no coincidence. The new organization of society, a new attitude to life also places new demands on the school. Today, the main goal of education is not only the accumulation by the student of a certain amount of knowledge, skills, abilities, but also the preparation of the student as an independent subject of educational activity. At the core modern education lies the activity of both the teacher and, no less important, the student. It is precisely this goal - the education of a creative, active personality who knows how to learn and improve independently - that is responsible for the main tasks of modern education.
Innovative approach to learning allows you to organize the learning process in such a way that the lesson is both joyful and beneficial for the student, without simply turning into fun or a game. And, perhaps, it is precisely in such a lesson, as Cicero said, that “the eyes of the listener will light up with the eyes of the speaker.”
gaming
design
problem-based learning technology
differentiated learning technology
technology of educational and research activities in the classroom
Educational innovative technologies:
health-saving technologies
group activity technology
KTD technology (collective creative activities).
The relevance of innovative training is as follows:
Compliance with the concept of humanization of education;
Using student-centered learning;
Finding conditions for unleashing the student’s creative potential;
Compliance with sociocultural needs modern society
independent creative activity.
The main goals of innovative training are:
Development of intellectual, communicative, linguistic and
creative abilities of students;
Formation personal qualities students;
Development of skills that influence educational and cognitive
activity and transition to the level of productive creativity;
Development various types thinking;
Formation of high-quality knowledge, skills and abilities.
These goals also determine the tasks of innovative training:
Optimization of the educational process;
Creating an environment of cooperation between student and teacher;
Development of long-term positive motivation for learning;
Involving students in creative activities;
Careful selection of material and methods of presentation.
Innovative learning is based on the following technologies:
Developmental education;
Problem-based learning;
Develop critical thinking;
Differentiated approach to learning;
Creating a situation of success in the classroom.
The main principles of innovative teaching are:
Creativity (orientation towards creativity);
Assimilation of knowledge in the system;
Non-traditional forms of lessons;
Use of visuals.
And now I want to move on from the general methodological principles innovative teaching methods.
When using innovative technologies in teaching Russian language and literature, the following techniques are successfully used:
Supporting notes;
Brain attack;
Group discussion;
Essay;
Key terms;
Video films;
Didactic game;
Linguistic maps;
Text Research;
Working with tests;
Non-traditional forms homework etc.
INNOVATION IS MOVEMENT FORWARD!!!
Khamidullina Dinara Ildarovna, GBOU NPO PL No. 3, Sterlitamak RB, mathematics teacher
Modern innovative educational technologies
Currently, teaching methods are going through a difficult period associated with changing educational goals and the development of Federal State Educational Standards based on a competency-based approach. Difficulties also arise due to the fact that the basic curriculum reduces the number of hours for studying individual subjects. All these circumstances require new pedagogical research in the field of methods of teaching subjects, the search for innovative means, forms and methods of teaching and upbringing related to the development and implementation of innovative educational technologies in the educational process.
In order to skillfully and consciously select from the available bank of pedagogical technologies exactly those that will allow achieving optimal results in teaching and upbringing, it is necessary to understand the essential characteristics of the modern interpretation of the concept of “pedagogical technology”.
Pedagogical technology answers the question “How to teach effectively?”
Analyzing existing definitions, we can identify the criteria that constitute the essence of pedagogical technology:
definition of learning objectives (why and for what);
selection and structure of content (What);
optimal organization of the educational process (How);
methods, techniques and teaching aids (With using what);
as well as taking into account the required real level of qualification of the teacher (Who);
And objective methods assessment of learning outcomes (Is it so).
Thus,“Pedagogical technology” is a structure of a teacher’s activity in which the actions included in it are presented in a certain sequence and imply the achievement of a predicted result.
What is “innovative educational technology”? This is a complex of three interconnected components:
Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather the developmentcompetencies , adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
Modern teaching methods are active methods of developing competencies, based on the interaction of students and their involvement in the educational process, and not just on passive perception of the material.
Modern training infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.
There is no generally accepted classification of educational technologies in Russian and foreign pedagogy today. Various authors approach the solution to this pressing scientific and practical problem in their own way.
Innovative areas or modern educational technologies in the Priority National Project “Education” include: developmental education; problem-based learning; multi-level training; collective education system; problem solving technology; research teaching methods; project-based teaching methods; modular learning technologies; lecture-seminar-credit system of education; use of gaming technologies in teaching (role-playing, business and other types of educational games); cooperative learning (team, group work); information and communication technologies; health-saving technologies.
Other sources highlight:
Traditional technologies : referring to traditional technologies various types training sessions, where any system of means can be implemented to ensure the activity of each student on the basis of a multi-level approach to the content, methods, forms of organization of educational and cognitive activity, to the level of cognitive independence, transferring the relationship between teacher and student to parity, and much more.
Classroom teaching technology - ensuring systematic assimilation of educational material and accumulation of knowledge, skills and abilities.
Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and rotating members, frontal work in a circle). Formation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.
Game technology (didactic game). Mastering new knowledge based on the application of knowledge, skills and abilities in practice, in cooperation.
(educational dialogue as a specific type of technology, problem-based (heuristic) learning technology. Acquisition of knowledge, skills and abilities by students, mastering methods of independent activity, development of cognitive and creative abilities.
Technology of advanced advanced learning. Achievement by students of the mandatory minimum educational content. Learning how to solve problems, consider possibilities, and apply knowledge to specific situations. Providing opportunities for each student to independently determine the paths, methods, and means of searching for the truth (result). Contribute to the formation of methodological competence. Forming the ability to independently solve problems and search necessary information. Learning how to solve problems.
Workshop technology. Creating conditions that promote students’ understanding of the goals of their lives, awareness of themselves and their place in the world around them, self-realization in joint (collective) search, creativity, and research activities.
Research technology (project method, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activity (posing an educational problem, formulating a topic, choosing research methods, putting forward and testing a hypothesis, using various sources of information in their work, presenting completed work).
EOR (electronic educational resources,including ICT technologies ). Training to work with different sources information, readiness for self-education and possible changes in the educational route.
Pedagogy of cooperation. Implementation of a humane and personal approach to the child and creation of conditions for students to consciously choose an educational route.
Technology for carrying out collective creative activities. Creating conditions for students’ self-realization in creativity, research, and student teams. Involving students in discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation of organizational abilities of students.
Active learning methods (ALM) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions using special means that motivate students to independently, proactively and creatively master educational material in the process of cognitive activity
Communication technologies
Portfolio technology
Development of critical thinking
Modular training
Distance learning
Test technologies
Technology for identifying and supporting gifted children
Technologies of additional education, etc.
Every teacher needs to navigate a wide range of modern innovative technologies, school ideas, trends, and not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. Moreover, this is reflected in job descriptions, in certification materials. The use of innovative educational technologies is one of the criteria for assessing the professional activities of teaching assistants and teachers.
Therefore, we need more intensive implementation of technologies for our conditions. Of course, we do not have enough time, money or even knowledge to apply some of them, since modern technologies use latest achievements science, technology, psychology, etc. But elements of technology are quite accessible.
Most of the technologies were reviewed several times at previous pedagogical councils and training seminars (Appendix 2). Therefore, we will consider technologies less known to us.
Interactive learning technology
or group learning technology
Interactive technologies or group learning technologies are learning based on dialogue forms process of cognition. These are group work, educational discussion, game simulation, business game, brainstorming, etc.
These forms of learning are important for students because they allow everyone to get involved in the discussion and solution of a problem, and listen to other points of view. The development of communication skills of students occurs both in communication between microgroups and in dialogue between groups.
This form of training is psychologically attractive for students; it helps to develop skills of cooperation and collective creativity. Students are not observers, but solve difficult issues themselves. Each group finds interesting arguments to defend their point of view.
The organization of group interactions in educational activities can be different, but includes the following stages:
individual work;
work in pairs;
making group decisions.
Groups are organized at the discretion of the teacher or “at will.” It is taken into account that a weak student needs not so much a strong student as a patient and friendly interlocutor. You can include students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: observer, sage, knowledge keeper, etc., and each student can play one role or another.
Through work in permanent and temporary microgroups, the distance between students is reduced. They find approaches to each other, in some cases discover tolerance in themselves and see its benefits for the business that the group is engaged in.
Only a non-standard formulation of the problem forces us to seek help from each other and exchange points of view.
A working lesson map is drawn up periodically. It contains:
the issue the group is working on;
list of participants;
self-esteem of each participant from the point of view of the group.
For self-assessment and evaluation, precise criteria are given in the map so that there are no significant disagreements. The guys eagerly participate in evaluating the oral and written answers of their classmates, i.e. take on the role of expert.
Those. the use of interactive learning technology affectsfformation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.
Case method
In the context of interactive learning, a technology has been developed that is called CASE STUDY or CASE METHOD.
The name of the technology comes from the Latincase - confusing unusual case; and also from Englishcase- briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive from the teacher a package of documents (case), with the help of which they either identify a problem and ways to solve it, or develop options for solving a difficult situation when the problem is identified.
Case analysis can be either individual or group. The results of the work can be presented both in written and oral form. IN Lately Multimedia presentation of results is becoming increasingly popular. Familiarity with cases can occur either directly in class or in advance (in the form of homework). The teacher can use ready-made cases and create his own developments. Sources of case studies on subjects can be very diverse: works of art, films, scientific information, museum exhibitions, student experience.
Training based on the case method is a purposeful process built on a comprehensive analysis of the presented situations - discussion during open discussions of the problems identified in the cases - development of decision-making skills. A distinctive feature of the method is the creation of a problem situation from real life.
When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to restore them. Practical skills. Use of academic theories, methods and principles in practice. Creative skills. As a rule, a case cannot be solved by logic alone. Creative skills are very important in generating alternative solutions that cannot be found logically.
The advantage of case technologies is their flexibility and variability, which contributes to the development of creativity in teachers and students.
Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, and the capabilities of the students. The greatest effect can be achieved with a reasonable combination of traditional and interactive teaching technologies, when they are interconnected and complement each other.
Research technology
Project method
The project method is a training system in which students acquire knowledge and skills in the process of planning and executing gradually more complex practical tasks– projects.
The method, with its own aspirations and capabilities, to master the necessary knowledge and projects allows each student to find and choose a business to their liking, according to their skills, contributing to the emergence of interest in subsequent activities.
The goal of any project is to develop various key competencies. Reflective skills; Search (research) skills; Ability to work in collaboration; Managerial skills and abilities; Communication skills; Presentation skills.
The use of design technologies in teaching allows you to build the educational process on the educational dialogue between the student and the teacher, take into account individual abilities, form mental and independent practical actions, develop Creative skills, activate cognitive activity students.
Classification of projects according to the dominant activity of students : Practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product is predetermined and can be used in the life of a group, lyceum, or city.
Research project the structure resembles authentic Scientific research. It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained.
Information project is aimed at collecting information about some object or phenomenon for the purpose of its analysis, generalization and presentation to a wide audience.
Creative project assumes the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.
Role-playing project is the most difficult to develop and implement. By participating in it, designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end.
The project method, in its didactic essence, is aimed at developing abilities, possessing which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work in various teams, because project activity is cultural form activities in which it is possible to develop the ability to make responsible choices.
Todaymodern information technologiescan be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of learning and development of the student. This method allows students to learn with interest, find sources of information, fosters independence and responsibility when acquiring new knowledge, and develops discipline. intellectual activity. Information technologies make it possible to replace almost all traditional technical means of teaching. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine a variety of means that promote a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is completely natural to introduce these tools into the modern educational process.
The issue of using information and communication technologies in the educational process has already been discussed at pedagogical council. Materials on this issue are located in the methodological office.
Technology for developing critical thinking
New educational standards are being introducednew direction of assessment activities – assessment of personal achievements. This is due to realityhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of assessment of personal achievements ensures the development of the following components of personality: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.
Therefore, the standards include in the final assessment of studentsaccumulated assessment characterizing the dynamics of individual educational achievements throughout all years of study.
The optimal way to organize a cumulative assessment system isportfolio . This is the wayrecording, accumulation and evaluation of work , the student's results, indicating his efforts, progress and achievements in various fields over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures a transfer of “pedagogical emphasis” from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposing the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.
Technology portfolio implements the followingfunctions in the educational process:
diagnostic (changes and growth (dynamics) of indicators over a certain period of time are recorded);
goal setting (supports educational goals formulated by the standard);
motivational (encourages students, teachers and parents to interact and achieve positive results);
meaningful (maximally reveals the entire range of achievements and work performed);
developmental (ensures continuity of the process of development, training and education);
training (creates conditions for the formation of the foundations of qualimetric competence);
corrective (stimulates development within the framework conditionally set by the standard and society).
For the student portfolio is the organizer of his educational activities,for the teacher – a feedback tool and an assessment tool.
Several are knownportfolio types . The most popular are the following:
portfolio of achievements
portfolio - report
portfolio - self-esteem
portfolio - planning my work
(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)
Choice The type of portfolio depends on the purpose of its creation.
Distinctive feature portfolio is its personality-oriented nature:
the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;
the student collects material;
self-assessment and mutual assessment are the basis for evaluating results.
Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report.Reflection – the process of cognition based on introspection of one’s inner world. /Ananyev B.G. Man as an object of knowledge. – L. – 1969 ./ “psychological mirror of oneself.”
In addition to general educational skills to collect and analyze information, structure and present it, a portfolio allows you to develop higher-order intellectual skills - metacognitive skills.
studentmust learn :
select and evaluate information
define exactly the goals he would like to achieve
plan your activities
give assessments and self-assessments
track your own mistakes and correct them
The introduction of modern educational technologies does not mean that they will completely replace traditional teaching methods, but will be an integral part of it.
Annex 1
Selevko German Konstantinovich
"Modern educational technologies"
I. Modern traditional training (TO)
II. Pedagogical technologies based on personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-personal technology of Sh.A.Amonashvili
3. E.N. Ilyin’s system: teaching literature as a subject that shapes a person
III. Pedagogical technologies based on the activation and intensification of students' activities.
1. Gaming technologies
2. Problem-based learning
3. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov).
4 Level differentiation technologies
5. Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov).
6. Programmed learning technology
7. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
8. Group technologies.
9. Computer (new information) teaching technologies.
IV. Pedagogical technologies based on didactic improvement and reconstruction of material.
1. “Ecology and dialectics” (L.V. Tarasov).
2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov).
3. Consolidation of didactic units - UDE (P.M. Erdniev)
4. Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich).
V. Subject pedagogical technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsev)..
2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)
3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. System of step-by-step teaching of physics (N.N. Paltyshev)
VI. Alternative technologies.
1. Waldorf pedagogy (R. Steiner).
2. Technology of free labor (S. Frenet)
3. Technology of probabilistic education (A.M. Lobok).
4. Workshop technology.
VII.. Natural technologies.
1 Nature-appropriate literacy education (A.M. Kushnir).
2 Technology of self-development (M. Montessori)
VIII Technologies of developmental education.
1. General fundamentals of developmental learning technologies.
2. System of developmental training by L.V. Zankova.
3. Technology of developmental education by D.B. Elkonina-V.V. Davydov.
4. Developmental training systems with a focus on developing the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov).
5 Personality-oriented developmental training (I.S. Yakimanskaya)..
6. Technology of self-development training (G.K.Selevko)
IX. Pedagogical technologies of copyright schools.
1. School of Adaptive Pedagogy (E.A. Yamburg, B.A. Broide).
2. Model “Russian school”.
4. School-park (M.A. Balaban).
5. Agricultural school of A.A.Katolikov.
6. School Tomorrow's Day(D. Howard).
Model "Russian school"
Supporters of the cultural-educational approach try to maximally saturate the content of education with Russian ethnographic and historical material. They widely use Russian folk songs and music, choral singing, epics, legends, as well as material from native studies. Priority place in curriculum devoted to such subjects as the native language, Russian history, domestic literature, geography of Russia, Russian art.
School Park
Organizationally, a school-park is a set, or a park, open multi-age studios . A studio means a free association of students around a master teacher for joint learning. At the same time, the composition of the studios is determined, on the one hand, by the composition of available teachers, their real knowledge and skills, and on the other hand, by the educational needs of students. Thus, the composition of the studios is not constant, it changes, subject to the law of supply and demand in the educational services market.
Waldorf schools
Waldorf schools work on the principle of “not advancing” the child’s development, but providing all opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and aids (primarily for the development of children’s imagination). Much attention is paid to the spiritual development of all participants in the educational process. Educational material is presented in blocks (epochs), but the day at all stages of education (from nurseries to seminaries) is divided into three parts: spiritual (where active thinking predominates), soulful (teaching music and dance),creative-practical (here children learn primarily creative tasks: sculpting, drawing, carving wood, sewing, and so on).
Appendix 2
Problem-based learning technology
Problematic education – a didactic system of combining different methods and teaching techniques, using which the teacher, systematically creating and using problematic situations, ensures strong and conscious assimilation of knowledge and skills by students.
Problem situation characterizes a certain mental state of the student, arising as a result of his awareness of the contradiction between the need to complete a task and the impossibility of accomplishing it with the help of his existing knowledge and methods of activity.
In problem-based learning, there is always a formulation and solution of a problem - a cognitive task put forward in the form of a question, task, task.
The problem to be solved exists objectively, regardless of whether the situation has become problematic for the student or whether he has realized this contradiction. When the student realizes and accepts the contradiction, the situation will become problematic for him.
Problem-based learning is carried out using almost all teaching methods and, above all, in the process of heuristic conversation. Problem-based learning and heuristic conversation are related as a whole and a part.
Requirements for problematic situations and problems
The creation of a problem situation should, as a rule, precede an explanation or self-study students of new educational material.
The cognitive task is drawn up taking into account the fact that the problem should be based on the knowledge and skills that the student possesses. It should be sufficient to understand the essence of the issue or task, the final goal and solutions.
The problem should be interesting for students and stimulate the motivation of their active cognitive activity.
Solving a problem should cause a certain cognitive difficulty, requiring active mental activity of students.
The content of the problem in terms of difficulty and complexity should be accessible to students and correspond to their cognitive capabilities.
For assimilation complex system knowledge and action problem situations and corresponding problems must be applied in a specific system:
a complex problem task is divided into smaller and more specific ones;
each problem is allocated one unknown element;
The material communicated by the teacher and assimilated by students independently must be differentiated.
Problem-based learning is most often used as a part of a lesson.
Gaming technology
Using educational games
An increase in the workload in lessons makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. An important role here is given to didactic games in the classroom, which have educational, developmental and nurturing functions that act in organic unity. Didactic games can be used as a means of teaching, education and development. The game form of classes is created during lessons using game techniques and situations. The implementation of gaming techniques and situations occurs in the following areas:
The didactic goal is set for students in the form of a game task;
Educational activities are subject to the rules of the game;
The educational material is used as a means of play;
An element of competition is introduced into educational activities, which translates didactic task in the game, success of execution didactic assignment associated with the game result.
The student's gaming activity is usually emotional and accompanied by a feeling of satisfaction. While playing, students think, experience situations, and against this background, ways to achieve results are easier and more firmly remembered by them. Game uniform classes can be used at various stages of the lesson, when studying new topic, during consolidation, during general lessons.
Thus, the inclusion of didactic games and game moments in the lesson makes the learning process interesting, entertaining, and makes it easier to overcome difficulties in mastering educational material.
Business games
Business (role-playing, management) games - imitation of decision-making and performance of actions in various artificially created or directly practical situations by playing the corresponding roles (individual or group) according to rules specified or developed by the participants themselves.
Signs of business games and requirements for them:
The presence of a problem and a task proposed for solution. Distribution of roles or role functions among participants. The presence of interactions between the players that repeat (imitate) real connections and relationships.
Multi-link and logical chain of decisions flowing from one another during the game.
Availability conflict situations due to differences in the interests of participants or the conditions of information activity. The plausibility of the simulated situation or situations taken from reality.
The presence of a system for assessing the results of gaming activities, competition or competitiveness of players.
Pedagogy of cooperation
“Pedagogy of cooperation” is a humanistic idea of joint developmental activities of students and teachers, based on the awareness of common goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher-mentor, a senior comrade, and students receive sufficient independence in both acquiring knowledge and experience, and in forming their own life position.
Fundamentals of “pedagogy of cooperation”
Stimulation and direction by the teacher of the cognitive and life interests of students;
Elimination of coercion as an inhumane and non-positive means in the educational process; replacing compulsion with desire;
The teacher’s respectful attitude towards the student’s personality; recognition of his right to make mistakes;
High responsibility of the teacher for his judgments, assessments, recommendations, requirements, actions;
High responsibility of students for their own academic work, behavior, relationships in a team.
Multidimensional technology V.E. Steinberg
The use of multidimensional didactic technology (MDT) or the technology of didactic multidimensional tools (DMI), developed, used and described by Doctor of Pedagogical Sciences V. E. Steinberg (Russia) can help in significantly enhancing the technological and instrumental equipment of the teacher’s activities and the process of assimilation of students’ knowledge. It is multidimensional didactic technology, and with the help of didactic multidimensional tools, that allows one to present knowledge in a compressed and expanded form and manage the activities of students in their assimilation, processing and use.
The main idea of MDT – and the idea of the multidimensionality of the surrounding world, a person, an educational institution, the educational process, and cognitive activity. It is multidimensional didactic technology that makes it possible to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, diagrams, etc.) and to include students in active cognitive activity in assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development thinking, memory and effective ways intellectual activity.
MDT is based on a number of principles:
1. The principle of multidimensionality (multidimensionality), integrity and consistency structural organization the surrounding world.
2. Splitting principle - combining elements into a system, including:
· splitting the educational space into external and internal plans of educational activities and their integration into a system;
· splitting multidimensional space knowledge into semantic groups and their integration into a system;
· splitting information into conceptual and figurative components and combining them in system images - models.
3. The principle of bichannel activity, on the basis of which single-channel thinking is overcome, due to the fact that:
Channel presentation - perception information is divided into verbal and visual channels;
Channel interaction “teacher - student” - on information and communication channels;
Channel design - to the direct design channel teaching models and the reverse channel of comparative evaluation activities using technological models.
4. The principle of coordination and polydialogue of external and internal plans:
· coordination of the content and form of interaction between external and internal plans of activity;
· coordination of interhemispheric verbal-figurative dialogue in the internal plane and coordination of interplane dialogue.
5. The principle of triadic representation (functional completeness) of semantic groups:
· triad “objects of the world”: nature, society, man;
· the triad of “spheres of world exploration”: science, art, morality;
· triad “basic activities”: cognition, experience, evaluation;
· triad “description”: structure, functioning, development.
6. The principle of universality, i.e., versatility of tools, suitability for use in different types of lessons, in different subjects, in professional, creative and managerial activities.
7. The principle of programmability and repeatability of basic operations , carried out in the multidimensional representation and analysis of knowledge: the formation of semantic groups and “granulation” of knowledge, coordination and ranking, semantic linking, reformulation.
8. The principle of autodialogue, implementing in dialogues of various types: internal interhemispheric dialogue of mutual reflection of information from figurative to verbal form, external dialogue between the mental image and its reflection in the external plane.
9. The principle of supporting thinking - support on models of a reference or generalized nature in relation to the designed object, support on models when performing various types of activities (preparatory, teaching, cognitive, search), etc.
10. The principle of compatibility of properties of the image and model tools, in accordance with which the holistic, figurative and symbolic nature of certain knowledge is realized, which makes it possible to combine the multidimensional representation of knowledge and the orientation of activity.
11. The principle of compatibility of figurative and conceptual reflection , according to which, in the process of cognitive activity, the languages of both hemispheres of the brain are combined, thereby increasing the degree of efficiency in handling information and assimilating it.
12. The principle of quasi-fractality deployment of multidimensional models for representing values by repeating a limited number of operations.
The main purpose of introducing MDT - reduce labor intensity and increase the efficiency of the teacher’s activity and the student’s activity through the use of multidimensional didactic tools.
The most effective and promising tool for use in the educational process of multidimensional didactic technology isLogical-semantic models (LSM) knowledge (topics, phenomena, events, etc.) in the form of coordinate-matrix frames of a support-nodal type for a visual, logical and consistent presentation and assimilation of educational information.
Logical-semantic model is a tool for presenting knowledge on natural language in the form of an image - a model.
The semantic component of knowledge is represented by keywords placed on the frame and forming a connected system. At the same time, one part keywords is located at nodes on coordinates and represents connections and relationships between elements of the same object. In general, each element of a meaningfully related system of keywords receives precise addressing in the form of a “coordinate-node” index.
The development and construction of LSM makes it easier for the teacher to prepare for a lesson, enhances the clarity of the material being studied, allows algorithmization of the educational and cognitive activities of students, and makes timely feedback.
The ability to present large amounts of educational material in the form of a visual and compact logical and semantic model, where the logical structure is determined by the content and order of arrangement of coordinates and nodes, gives a double result: firstly, time is freed up for practicing the skills of students, and secondly, The constant use of LSM in the learning process forms in students a logical understanding of the topic, section or course studied as a whole.
When using MDT, a transition occurs from traditional teaching to a person-oriented one, the design and technological competence of both the teacher and students develops, and a qualitatively different level of the teaching and learning process is achieved.