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 educational process (How);

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

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

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

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

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

Modern content, which is transmitted to students, involves not so much the mastery of subject knowledge, but rather the developmentcompetencies , adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.

Modern teaching methods – 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.

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 system training; 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); collaborative 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 systemic absorption 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 opportunities, and use knowledge to specific situations. Providing opportunities for each student to independently determine the paths, methods, and means of searching for the truth (result). Contribute to the formation of methodological competence. Forming the ability to independently solve problems and search for necessary information. Learning how to solve problems.

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

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

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

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

Technology for carrying out collective creative activities. Creating conditions for students’ self-realization in creativity, research, and student teams. Involving students in discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation organizational skills 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 the latest achievements of science, technology, psychology, etc. But elements of technology are quite accessible.

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

Interactive learning technology

or group learning technology

Interactive technologies or group learning technologies are learning based on interactive forms of the cognition process. These are group work, educational discussion, game simulation, business game, brainstorming, etc.

These forms of learning are important for students because they allow everyone to get involved in the discussion and solution of a problem, and listen to other points of view. The development of communication skills of students occurs both in communication between microgroups and in dialogue between groups.

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

Organization of group interactions in educational activities may be different, but includes the following steps:

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 performing gradually more complex practical tasks - projects.

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

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

The use of design technologies in teaching allows you to build the educational process on the educational dialogue between the student and the teacher, take into account individual abilities, form mental and independent practical actions, develop creative abilities, and intensify the cognitive activity of students.

Classification of projects according to the dominant activity of students : Practice-oriented project is aimed at the social interests of the project participants themselves or the external customer. The product is predetermined and can be used in the life of a group, lyceum, or city.

Research project the structure resembles 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 a cultural form of activity in which it is possible formation of the ability to make responsible choices.

Todaymodern information technologiescan be considered a new way of transmitting knowledge that corresponds to a qualitatively new content of learning and development of the student. This method allows students to learn with interest, find sources of information, fosters independence and responsibility in acquiring new knowledge, and develops the discipline of intellectual activity. Information technologies make it possible to replace almost all traditional technical means of teaching. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine a variety of means that promote a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is completely natural to introduce these tools into the modern educational process.

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

Technology for developing critical thinking

New educational standards introducenew 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 - means feedback 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 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.

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. Particular subjects educational technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsev)..

2. Technology for improving general educational skills in elementary school (V.N. Zaitsev)

3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. System of step-by-step teaching of physics (N.N. Paltyshev)

VI. Alternative technologies.
1. Waldorf pedagogy (R. Steiner).

2. Technology of free labor (S. Frenet)
3. Technology of probabilistic education (A.M. Lobok).

4. Workshop technology.

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

2 Technology of self-development (M. Montessori)

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

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

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

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

IX. Pedagogical technologies of copyright schools.
1. School of Adaptive Pedagogy (E.A. Yamburg, B.A. Broide).

2. Model “Russian school”.

4. School-park (M.A. Balaban).

5. Agricultural school of A.A.Katolikov.
6. School 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 the curriculum is given to such subjects as native language, Russian history, Russian literature, Russian geography, Russian art.

School Park

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

Waldorf schools

Waldorf schools work on the principle of “not advancing” the child’s development, but providing all opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and aids (primarily for the development of children’s imagination). Much attention is paid to the spiritual development of all participants in the educational process. Educational material is presented in blocks (epochs), but the day at all stages of education (from nurseries to seminaries) is divided into three parts: spiritual (where active thinking predominates), soulful (teaching music and dance),creative-practical (here children learn primarily creative tasks: sculpting, drawing, carving wood, sewing, and so on).

Appendix 2

Problem-based learning technology

Problematic education – a didactic system of combining different methods and teaching techniques, using which the teacher, systematically creating and using problem situations, ensures a strong and conscious assimilation of knowledge and skills by students.

Problem situation characterizes a certain mental condition 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.

To master a complex system of knowledge and actions, 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 transforms a didactic task into a game one; the success of completing a didactic task is associated with the game result.

The student's gaming activity is usually emotional and accompanied by a feeling of satisfaction. While playing, students think, experience situations, and against this background, ways to achieve results are easier and more firmly remembered by them. The game form of classes can be used at various stages of the lesson, when studying a new topic, during consolidation, and in general lessons.

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

Business games

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

Signs of business games and requirements for them:

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

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

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

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

Pedagogy of cooperation

“Pedagogy of cooperation” is a humanistic idea of ​​joint developmental activities of students and teachers, based on the awareness of common goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher-mentor, a senior comrade, and students receive sufficient independence in both acquiring knowledge and experience, and in forming their own life position.

Fundamentals of “pedagogy of cooperation”

Stimulation and direction by the teacher of the cognitive and life interests of students;

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

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

High responsibility of the teacher for his judgments, assessments, recommendations, requirements, actions;

High responsibility of students for their academic work, behavior, relationships in the team.

Multidimensional technology V.E. Steinberg

The use of multidimensional didactic technology (MDT) or the technology of didactic multidimensional tools (DMI), developed, used and described by Doctor of Pedagogical Sciences V. E. Steinberg (Russia) can help in significantly enhancing the technological and instrumental equipment of the teacher’s activities and the process of assimilation of students’ knowledge. It is multidimensional didactic technology, and with the help of didactic multidimensional tools, that allows one to present knowledge in a compressed and expanded form and manage the activities of students in their assimilation, processing and use.

The main idea of ​​MDT – and the idea of ​​the multidimensionality of the surrounding world, a person, an educational institution, the educational process, and cognitive activity. It is multidimensional didactic technology that makes it possible to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, diagrams, etc.) and to include students in active cognitive activity in assimilation and processing of knowledge, both for understanding and memorizing educational information, and for development thinking, memory and effective ways intellectual activity.

MDT is based on a number of principles:

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

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

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

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

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

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

Channel presentation - perception information is divided into verbal and visual channels;

Channel interaction “teacher - student” - on information and communication channels;

Channel design - on the direct channel of constructing educational models and the reverse channel of comparative assessment activities using technological models.

4. The principle of coordination and polydialogue of external and internal plans:

· coordination of the content and form of interaction between external and internal plans of activity;

· coordination of interhemispheric verbal-figurative dialogue in the internal plane and coordination of interplane dialogue.

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

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

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

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

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

6. The principle of universality, i.e., versatility of tools, suitability for use in lessons of different types, according to 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. In this case, one part of the keywords is located at the nodes on the coordinates and represents connections and relationships between elements of the same object. In general, each element of a meaningfully related system of keywords receives precise addressing in the form of a “coordinate-node” index.

The development and construction of LSM makes it easier for the teacher to prepare for a lesson, enhances the clarity of the material being studied, allows algorithmization of the educational and cognitive activities of students, and makes timely feedback.

The ability to present large amounts of educational material in the form of a visual and compact logical and semantic model, where the logical structure is determined by the content and order of arrangement of coordinates and nodes, gives a double result: firstly, time is freed up for practicing the skills of students, and secondly, The constant use of LSM in the learning process forms in students a logical understanding of the topic, section or course studied as a whole.

When using MDT, a transition occurs from traditional learning to personality-oriented, 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.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/

Introduction

1. Theoretical basis studying educational technologies

1.1 The essence of the concept of “technology”

1.2 Stages of development of pedagogical technologies

2. Innovative pedagogical technologies

2.1 Classification of innovative pedagogical technologies

2.2 Improving the quality of knowledge through the use of innovative pedagogical technologies

Conclusion

List of used literature

Introduction

The relevance of the research topic of the course work. Pedagogy has long been looking for ways to achieve, if not absolute, then at least high results in working with a group or class, and has constantly improved its means, methods and forms. Many centuries ago, at the birth of pedagogy, it was believed that it was necessary to find some technique or group of techniques that would allow one to achieve the desired goal. This is how various techniques emerged. Time passed, practitioners gained experience, they created new, more effective methods. However, the results practical work the methods being created did not always meet the ever-expanding requirements.

As a result, pedagogy has accumulated a significant number of effective techniques in its arsenal. However, problems of stability in learning, as well as the achievement of high results by each student, remain to this day. It is obvious that the improvement of methods must be continued, but the process of their accumulation and empirical (practice-based) selection must be combined with the choice of goals and development of a system for monitoring the learning process. The technologization of the learning process is intended to help with this.

Modern technological models of training express the basic methodological principles of constructing training - the methodology of a humanistic, developmental, personality-oriented project for organizing training. Many teaching technologies continue to remain low-tech, that is, not fully developed. They are mainly dominated by the theoretical foundations of technology; the activity side continues to be either insufficiently specific or overly tied to a specific academic subject.

A number of technologies concern individual aspects of learning, say, a task-based approach to learning, or programmed computer learning, or the organization of a problem-based learning structure. General technologies of developmental training are also known. Researchers of this problem date the massive development and implementation of pedagogical technologies to the mid-50s and associate them with the emergence of a technological approach to the construction of education, first in the American and then in the European school. Initially, pedagogical technology was understood as an attempt to technize the educational process; the first child of this direction and at the same time the foundation on which subsequent levels of pedagogical technology were built was programmed learning.

Pedagogical technology is a system of design and practical application pedagogical laws, goals, principles, content, forms, methods and means of teaching and upbringing that are adequate to this technology, guaranteeing a sufficiently high level of their effectiveness. Pedagogical technology is the scientific design and accurate reproduction of pedagogical actions that guarantee the success. The process of developing pedagogical technology involves designing the content of the discipline, forms of organizing the educational process, and choosing methods and means of teaching.

So, the problem of the typology of pedagogical technologies is connected with the question of the status of the concept “pedagogical technology” in the categorical apparatus of pedagogy, taxonomy, hierarchy of technologies according to the degree of their generality - from the methodological to the specific methodological level.

The degree of knowledge of the problem. The study of pedagogical technologies is devoted to the works of the following authors: Clarin M.V., Ivshina G.V., Kukushkin V.S., Selevko G.K., Radugin A.A., Mizherikov V.A., Kholostova E.I., Kapustina L.P. and many others

Targetcourse work- study innovative pedagogical technologies.

To achieve the goal, the following were set research objectives:

Consider the theoretical foundations of the study of pedagogical technologies;

Study the evolution of educational technologies;

Determine ways to improve pedagogical technologies.

1 . Ttheoretical foundations of the study of pedagogical technologies

1.1 The essence of the concept of “technology”

Pedagogical technologies are a qualitatively new stage in the development of the “production apparatus” of pedagogy. The concept of technology (from the Greek techne - art, skill, skill, logos - teaching) has many interpretations.

Historically, the concept of “technology” arose in connection with technical progress and, according to dictionary interpretations, represents a body of knowledge about methods and means of processing materials. Let's look at some of them.

IN encyclopedic dictionary the following definition is given: technology is “a set of methods of processing, manufacturing, changing the state, properties, form of raw materials, materials or semi-finished products carried out in the process of production.”

In the explanatory dictionary of the living Great Russian language V. Dahl defines technology as “a set of techniques used in any business, skill, or art.”

In the explanatory dictionary of S.I. Ozhegov’s technology is considered as a set of production processes in a certain branch of production, as well as a scientific description of production methods, cf.: “Technology is at the same time a system of a set of knowledge, abilities, skills, methods, methods of activity and an algorithm, the scientific development of solutions to any problems” . The content of the concept of “technology” is revealed and clarified depending on the area human activity. Technology is not just a set of methods; they are all aimed at obtaining a specific product.

Scientific - technical progress By the end of the 20th century, it led to the technologization of not only numerous branches of production, but it inexorably invaded the sphere of culture and humanities.

With the development of science and technology, human capabilities have expanded significantly, new technologies (industrial, electronic, information) with enormous training resources have appeared.

New technical audiovisual media with their inherent new techniques, which become an integral component of the educational process, introducing certain specifics into it. All technologies created and used today are divided into two types: industrial and social. Industrial technologies include technologies for processing natural raw materials (oil, ore, wood) or semi-finished products obtained from them (finished metal, rolled products, product parts, etc.). Social technology is a technology in which the initial and final result is a person, and the main parameter that is subject to change is one or more of its properties (for example, a technology for teaching students built on the basis of computer software).

The modern concept of “technology” is a meaningful generalization and has three main aspects:

Scientific - technology is a scientifically developed solution to a specific problem, based on the achievements of psychological - pedagogical theory and best practices;

Formally - descriptive - technology is a model, a description of the goals, content of methods and means, algorithms of actions used to achieve the planned results;

Procedural - effective - technology is the very process of carrying out activities, the sequence and order of functioning and changes in all its components, including objects and subjects of activity.

Scientific innovations that advance progress span all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the types of social innovations is pedagogical innovations. Pedagogical innovation is an innovation in the field of pedagogy, a purposeful progressive change that introduces educational environment stable elements (innovations) that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path). Connection of intensive and extensive development paths pedagogical systems allows for the implementation of so-called “integrated innovations”, which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations, as a rule, do not look like far-fetched, purely “external” activities, but are conscious transformations arising from deep needs and knowledge of the system. By bolstering bottlenecks with the latest technology, the overall effectiveness of the teaching system can be improved.

The main directions and objects of innovative transformations in pedagogy are:

Development of concepts and strategies for the development of education and educational institutions;

Updating the content of education; change and development of new technologies of training and education;

Improving the management of educational institutions and the education system as a whole;

Improving the training of teaching staff and improving their qualifications;

Designing new models of the educational process;

Ensuring the psychological and environmental safety of students, developing health-saving teaching technologies;

Ensuring the success of training and education, monitoring the educational process and development of students;

Development of textbooks and teaching aids of a new generation, etc.

Innovation can occur at different levels. TO highest level include innovations that affect the entire pedagogical system.

Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at radically transforming and improving the functioning, development and self-development of educational institutions and their management systems.

Thus, technology is a process of consistent, step-by-step implementation, developed on a scientific basis, of solving any industrial or social problem.

1.2 Stages of development of pedagogical technologies

Pedagogical technology is a multidimensional phenomenon: in the theory and practice of educational institutions today there are many options for the educational process. Each author and performer brings something of their own, individuality to the pedagogical process, in connection with which they say that each author has his own specific technology.

A scientific approach to this phenomenon should be based on classification - ordering the diversity of existing technologies on the basis of general and specific, essential and random, theoretical and practical and other characteristics.

The combination of technologies into classes is based on the most significant aspects and characteristics:

Level of application;

Philosophical basis;

Methodological approach;

Leading factor in personality development;

Scientific concept (mechanism) of transfer and development of experience;

Focus on the personal spheres and structures of the individual;

Nature of content and structure;

The main type of social and pedagogical activity;

Type of management of the educational process;

Predominant methods and methods;

Organizational forms;

Means of education;

Approach to the child and orientation of pedagogical interaction;

Directions of modernization;

Each class includes a number of groups of pedagogical technologies similar in this respect. These series represent a horizontal structure of formation, sometimes they contain homogeneous elements, sometimes they represent a certain scale of varieties (models).

The retrospective studies carried out made it possible to identify the most important characteristics of pedagogical technologies. The leading one is conceptual justification. The basis of certain pedagogical technologies is made up of conceptual ideas that determine the content, methods of interaction between subjects of the educational process, and types of activities.

Historical and pedagogical analysis allows us to highlight the fact of the connection between educational technology and the personality of its creator. The most powerful ones were initially constructed as objectified ones, distanced from the author (for example, the technology of traditional teaching).

Particularly close attention of researchers of historical and pedagogical knowledge is directed to the period of the 20s - early 30s. XX century It was during this era that a unique situation arose in pedagogical science and educational practice, characterized by fruitful creative searches, many scientific teacher training schools and directions, the creation of constructive pedagogical technologies for solving educational problems, the development of widespread experimental work in the field of training and education.

Three of the pedagogical technologies described below, based on various conceptual ideas, illustrate unique ways of organizing children's life activities, options for constructing highly humanistic ways of communication between “teacher and student,” examples of organizing the environment and including it in the pedagogical process.

In the early 20s. The pedagogical technology of T. Shatsky is taking shape, embodied by him in the First Experimental Station for Public Education. The main content of this stage of pedagogical technology is the connection of the child in the family and at school with the achievements of science in the field of health protection, scientific organization labor, rationalization of mental and physical activity.

The essence of the third stage of pedagogical technology is the transformation of the knowledge acquired by the student into life practice. At the First Experimental Station, children learned to grow valuable varieties of potatoes, radishes, rutabaga, calculated the efficiency of agricultural production, and learned to coordinate their work.

F. L. Fradkin states the evolutionary nature of S. T. Shatsky’s pedagogical technology. New modification of pedagogical technology of the 20s. was determined by the contradictory socio-political processes that took shape in the country in the late 20s - early 30s. However, as Fradkin points out, she “was not adapted to work in such conditions. The totalitarian organization of industry and agriculture required a completely different technology.” In 1932, Stanislav Teofilovich Shatsky was removed from the leadership of the experimental station. And 2 years later he died suddenly at the age of 56.

The progressive ideas of Russian and foreign pedagogy were assimilated into the pedagogical technology of N. I. Popova and embodied by her in the “School of Life”. The theoretical basis was that which was widespread in the early 1920s. concept of "illustrative school".

Nadezhda Ivanovna Popova (1877 - early 1950s) - teacher, candidate of pedagogical sciences (1935). Pedagogical activity She began as a teacher at the Moscow City Primary School (1894). From 1899 to 1917 taught at an elementary school. In 1919-1927 headed the 2nd Experimental School named after. K. A. Timiryazev MONO, in 1927-1930. - Member of the People's Commissariat of Education commission for drawing up programs. In 1931-1937 Conducted teaching activities at the Central Institute for Advanced Training of Public Education Workers in 1932-1940. engaged in research work at the Research Institute of Primary Schools in 1944-1948. - at the Research Institute of Theory and History of Pedagogy. Organization of research activities as a leading element of technology. The child was placed in the position of a researcher of the surrounding life, independently organizing excursions to various institutions, such as a cooperative, a post office and a post office, and a bakery. The next year, the tasks became more complicated - railway institutions were investigated: station, depot, workshops, factory, etc. The senior group established contacts with the University of the Workers of the East, the Yakut diplomatic mission, etc. For the second-level school, connections became even more complicated. The students visited and explored the surrounding villages, studied life, economy, superstitions, customs, attended meetings, went to the district town and examined administrative buildings, cooperative organizations, and attended court hearings. The study of the surrounding life took place according to the following scheme: the field of study gradually expanded and became more complex, and the results served as material for educational research activities.

The source of educational material in the technology under consideration was also various types of work activities of adults and the work of children themselves. To implement this element of technology in the “School of Life”, one day a week was only work day. The main type of labor here was self-service. Quite a lot of time and attention was paid to the organization of work, while the following principles were observed: do not invent work; do not overload children with work, depriving them of their childhood; organizing the participation of children in all activities necessary for their lives. All issues related to the clarification of urgent matters and the distribution of the latter were resolved at the general meeting. Responsible elders were selected for each type of work. The elders organized groups. At the end of the day, the groups reported and their work was evaluated at the meeting.

V. N. Soroka-Rosinsky both theoretically substantiated and tested in practice the original system of raising difficult orphan teenagers. The conceptual idea of ​​this system was the idea of ​​developing children's creative abilities.

Soroka-Rosinsky called the fundamental elements of his system the fundamental educational training(10 lessons daily) and independent creative activity of pupils, capable of providing an appropriate outlet for the violent restless energy with which these children are full. He also widely used the method of long games: dramatizations, performances, journalistic creativity, competitions.

Great importance Soroka-Rosinsky emphasized self-education. In his work “Psychology and Self-Education” (1907), he raised the question of creating a special science - autogogy, which helps each person develop their individuality. Soroka-Rosinsky sought to attract creatively working teachers to work at ShKID. By the way, he was one of the first to study the psychology of teachers and proposed a unique typology of “city of teachers”: theorists, realists, utilitarians, intuitionists (artists). Unfortunately, due to differences in pedagogical views with official pedagogical structures, V. N. Soroka-Rosinsky was forced to leave SHKID. Some of his talented students created works of art about ShKID: G. Belykh, L. Panteleev “The Republic of SHKID” (1927); P. Olkhovsky, K. Evstafiev “The Last Gymnasium” (1930). At the end of the 50s. Soroka-Rosinsky wrote his memoirs “School named after. Dostoevsky" (not finished), in which the life of ShKID was objectively shown.

When creating their pedagogical technology, V. N. Soroka-Rosinsky and the teaching staff led by him were guided by a deeply humanistic goal: to transform the life of young people “into continuous self-affirmation of the individual, into constant self-creativity.” The main goal of the first stage is to quickly navigate the characteristics of the “material to be processed,” that is, the characteristics of the children who became students and pupils of the school. It should be noted that V.N. Soroka-Rosinsky defined the initial level of incoming adolescents with the following concepts: theft, all kinds of offenses, passion for destruction. “Wolf morality, cruelty towards humans, distrust of all adults are the only useful methods of adaptation in the struggle for existence.” The children had different levels of general development, different abilities and to varying degrees desire to learn.

At this stage, V. N. Soroka-Rosinsky also solved problems important for subsequent stages:

It is necessary to “carefully understand your own pedagogical equipment,” that is, take into account the pedagogical experience and nature of teacher education;

It is necessary to soberly analyze the capabilities of the school itself: its building, equipment, and material resources. It turned out that the school had something that other schools, communes, and colonies did not have - a good library.

A thorough analysis of the identified tasks determined the vector of development of his pedagogical technology - the organization of educational, cognitive and artistic activities of children. The rich library and the humanitarian education of many teachers created real conditions for this.

The main goal of the second stage of V.N. Soroka-Rosinsky was related to the organization of educational and cognitive activities of Shkidovites. The problem in achieving this goal was the motivation of learning. How can we organize education so that children who have gone wild in their homeless lives feel the need and desire for learning, for knowledge “attraction”? This question was central to the thoughts of V. N. Soroka-Rosinsky, added 06/27/2015

Theoretical foundations of innovation and socialization. Subjective approach to socialization, its components. Retrospective of innovative technologies for the socialization of students, the role of the additional education teacher in the implementation of innovative technologies.

course work, added 12/29/2011

Concept and theory of educational technology. Historical roots of education and training technologies. Structure and main qualities of modern pedagogical technologies, their classification. Technologies of education and training in the Khutsievskaya secondary school of the Kizlyar region.

course work, added 01/19/2012

Characteristics of pedagogical technologies, their classification. Comparative analysis programs on world artistic culture(MHC). Development of lessons on MHC using a meta-subject approach, multimedia technologies and Internet resources.

thesis, added 03/24/2013

Development technology: concept and features. Typology of lessons using pedagogical technologies (characteristics of the current state of learning using pedagogical technologies). Lesson summary on the topic "Simple one-part sentences."

course work, added 12/29/2014

Receiving secondary education and spiritual development depending on the inclinations and interests of students. The study of innovative forms of training, their classification, the possibility of their positive implementation in the process of differentiated learning in practice.

abstract, added 12/24/2013

The concept and features of additional education institutions: characteristics of types, history of formation and development. Analysis of the system of additional education in the post-Soviet period, consideration of the main socio-pedagogical technologies and methods.

thesis, added 01/15/2013

a brief description of features of the use of theatrical methods in the classroom. Systematization according to G.K. Selevko. Five directions of theatrical work. The main goals of the exercises. Examples of games for children, rules for playing them: “Arms and feet”, “Palm tree, cactus, willow”.

conference materials, added 10/29/2013

The need to orient the pedagogical process towards the psychology of the age-related and individual development of the child. Characteristics of the game teaching method. Analysis of the results of a study of the use of innovative technologies in the lessons "Man and the World".

course work, added 11/28/2011

Justification of pedagogical innovation processes. Qualitative difference between innovative and traditional teaching. Application of the case-study method in the process of conducting practice in the discipline "Regional Economics" at the Department of "Finance and Management".

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

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

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

Methods of innovative learning – modular learning, problem-based learning, distance learning, research methodological teaching, 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.Purpose innovation 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 TVE in modern stage is to train specialists who are able to respond in a non-standard, flexible and timely manner to changes that occur in the world. Therefore, to prepare students for professional activities in the future, innovative teaching methods are used in TVET. These methods include problem-based learning, which involves developing skills for solving problematic problems that do not have a clear answer, independent work on the material, and developing the ability to apply acquired knowledge in practice. Innovative teaching methods also include interactive learning. It is aimed at active and deep assimilation of the material being studied, developing the ability to solve complex problems. Interactive activities include simulation and role-playing games, discussions, and simulated situations. One of 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, the ability to present and defend 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 at developing a new type of specialist who would be able to independently obtain, process, analyze the necessary information and effectively use it in right moment. This can be achieved with the transition to multi-level training of highly qualified specialists (bachelor - master - doctor).

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

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

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

Innovative technologies:

gaming

design

problem-based learning technology

differentiated learning technology

technology of educational and research activities in the classroom

Educational innovative technologies:

health-saving technologies

group activity technology

KTD technology (collective creative activities).

The relevance of innovative training is as follows:

Compliance with the concept of humanization of education;

Using student-centered learning;

Finding conditions for unleashing the student’s creative potential;

Correspondence to the sociocultural needs of modern society

independent creative activity.

The main goals of innovative training are:

Development of intellectual, communicative, linguistic and

creative abilities of students;

Formation personal qualities students;

Development of skills that influence educational and cognitive

activity and transition to the level of productive creativity;

Development of different types of thinking;

Formation of high-quality knowledge, skills and abilities.

These goals also determine the tasks of innovative training:

Optimization of the educational process;

Creating an environment of cooperation between student and teacher;

Development of long-term positive motivation for learning;

Involving students in creative activities;

Careful selection of material and methods of presentation.

Innovative learning is based on the following technologies:

Developmental education;

Problem-based learning;

Develop critical thinking;

Differentiated approach to learning;

Creating a situation of success in the classroom.

The main principles of innovative teaching are:

Creativity (orientation to creativity);

Assimilation of knowledge in the system;

Non-traditional forms of lessons;

Use of visuals.

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

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

Associative series;

Supporting notes;

Brain attack;

Group discussion;

Essay;

Key terms;

Video films;

Didactic game;

Linguistic maps;

Text Research;

Working with tests;

Non-traditional forms of homework, etc.

INNOVATION IS MOVEMENT FORWARD!!!

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 the middle of the 17th 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 the formation of each person’s personal knowledge (experience) about what and how they should do in order for an innovative project to be embodied in practice (“implementation”).

What is “innovative education” today? - 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:

1. 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 educational materials that are transmitted using modern means of communication.
2. 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.
3. 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 the 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 information technologies appear in the school methodological system, and school graduates are prepared to master new information technologies in their future careers. This direction is implemented through the inclusion in the curriculum of new subjects 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 using 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 receive additional education in a subject within the school walls is expanding, and in the future, a purposeful choice of a university and a prestigious job is realized;

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 conditions for a person to become a true subject of his own life and activity: in particular, learning - 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 that implements general principle 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.

There are probably hundreds of examples of project work carried out in modern domestic education. 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 for educational structures of various types, the set of which is adequate to the available contingent of children, pupils, 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 put the child’s personality at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, its implementation 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 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 a 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 are being introduced 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 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);

● 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 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.

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 your own mistakes and correct 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 transformative activity. 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 - Elkonin-Davydov’s scientific team proves the possibility of forming the foundations of theoretical thinking among junior schoolchildren;

● implementation technology - fundamentally new ones are being developed learning programs in basic subjects in primary school;

● innovation process - opening laboratories and experimental schools in different regions of the country to develop educational activities at primary 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 the structural elements of 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

Innovative potential of an educational institution

determined by analyzing the educational institution according to the following positions:

1. 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 assessing the educational results of 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

1. 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 Education Assessment Form

● A teacher’s portfolio – as an alternative form of assessing his professionalism and work performance during 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 of both the strengths and weaknesses of their child and more active cooperation with the school)

1. 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 classes, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the 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

1. The relationship between innovation and the achievements and competitive advantages of an educational institution for the period preceding the current innovation development cycle

● Perspective form of representing individual orientation educational achievements specific student, meeting the objectives of pre-professional training and further specialized training

● Optimization of mechanisms for the formation of 10 specialized classes

1. 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”

1. 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:

1. Amonashvili Sh.A. Educational and educational functions of assessing schoolchildren's learning. M.: Enlightenment. – 1984
2. Voynilenko N.V. Improving control and evaluation processes as a factor in quality management of primary general education. // World of science, culture, education. - No. 4 (23) – 2010. – p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb.: Alliance "Delta". - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M.: Enlightenment. - 2010
5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
6. Kotova S.A., Prokopenya G.V. Portfolio system for a new primary school. // Public education. - No. 5. – 2010. – pp. 185-191
7. Mettus E.V. Live assessment: Program “Portfolio at school” M.: Globus, 2009. – 272 p.
8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the teacher training system. SPb.: KARO. – 2008
9. 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 fields activities of mankind.

Innovative educational technologies

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

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

Types of pedagogical innovations

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

The most common innovations in the education process:

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

ICT

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

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

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

Student-centered learning

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

This requires the teacher's knowledge of psychological, emotional and cognitive features 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, staffing a class according to a certain sign 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 belongs to the teachers.

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