The word innovation means “novelty”, “innovation”, “renewal”. It is applicable to any field: science, medicine, education. In Western European countries, the concept of “pedagogical innovation” has been studied since the late 50s; in Russia, the public began to show interest in them in the early 90s.

Modern education does not satisfy the needs of the information society. Schools do not develop basic competencies and do not teach students to learn and make discoveries. The system is still focused on “transferring” knowledge rather than teaching how to search for it.

This creates a need for educational reform, transition to a new system, and active implementation of pedagogical innovations.

Pedagogical innovation: essence and goals

Pedagogical innovation is the process of developing, implementing, testing and evaluating innovations in the field of education that help effectively achieve set goals.

Innovation and goals are closely related to each other: the educational process changes over time, the labor market makes new demands on future employees, and training is transformed, adjusted to new goals, the achievement of which requires new pedagogical methods, techniques and methods.

The main criterion of innovation is its novelty and relevance.

Innovations in education help achieve the following goals:

• Humanization, democratization of the educational process;
• Intensification of cognitive activity of students;
• Increasing the efficiency of organizing educational and educational work;
• Modifications of educational material from the point of view of methodology and didactics.

New approaches that are actively being introduced into the pedagogical process help to realize the set goals. They are the basis for the development of new methods and techniques of work in educational institutions.

Innovative approaches in modern education

A learning approach is a basic principle, a set of requirements and goals, which is the basis for new technologies.

The requirement of modern education is not to give students as much knowledge as possible, but to teach them to learn independently, not only to know, but also to be able to operate with the information received.

Pedagogical innovations are based on two key approaches:

• A student-centered approach implies focusing the educational process on the personality of each student. Modern pedagogy must take into account the unique experience and character of each student, develop his individuality and talents. The implementation of this approach includes reliance on the principles of choice (students can choose the areas they want to pursue), trust (lack of authoritarian pressure from teachers), creativity and success, subjectivity, individuality;
• The competency-based approach is new for the Russian school. He focuses on the result of learning, and the result is not a body of knowledge, but a set of skills, the student’s ability to solve problems, conflicts, and act in different situations.

It doesn't matter how much the student knows. More important is his ability to respond to change, show flexibility, manage emotions and be able to select the right information. This innovation requires a radical revision of the education system, reform of the principles of assessment and organization of training.

Based on these approaches, teachers and methodologists are developing innovative pedagogical technologies - a set of techniques, methods and techniques for transferring knowledge and assessment, which are introduced into educational institutions.

New pedagogical technologies in the education system

Modern pedagogy offers such innovative pedagogical technologies.

Project work

Project work is a type of activity that helps develop students’ creative abilities and develop their teamwork skills. The purpose of the projects is to update and use in practice, expand and deepen the acquired knowledge. Work on a project can take place individually, in pairs or in microgroups; it involves solving a problem and searching for optimal solutions.

Schools actively use the integration of disciplines in projects, for example, they invite students to explore interdisciplinary connections between language and literature, mathematics and chemistry, history and biology.

This innovation forms and develops complex thinking, the ability to analyze, establish connections and create new ideas, and see a holistic picture of the world.

Gaming technology

Game rooms perform several functions: entertaining, therapeutic, diagnostic, social. During the game, students engage in free developmental activities, receiving pleasure and effect not only from the result, but also from the process.

In the educational process, the game is used as an element of a broader technology, part of a lesson or extracurricular activity. A pedagogical game has a clearly formulated goal, which is presented in the form of a game task; all participants in the game are subject to pre-prepared and voiced rules.

Distance learning

Distance learning is an innovation that is being actively implemented in European countries and the USA. Courses are created on specially designed platforms, which include lecture series, assignments, and a schedule of face-to-face consultations with teaching. Students organize their time independently and discipline themselves for self-study.

There are several platforms where schools and universities offer various courses in the public domain (“Universarium”, “Lectorium”, and from foreign countries – “Coursera”). Schools and universities are developing their own information resources that help students and teachers interact and exchange experiences outside the walls of educational institutions.

Interactive technologies

Interactive technologies are methods that help teachers and students change places. By interacting in groups and working on information, students discover new opportunities for self-learning. This is a whole complex of methods and techniques of work aimed at creating activities during which students interact with each other and work to solve a common problem.

Interactive technologies are implemented through the holding of seminars, debates, problem lectures, discussions in schools, where students can present their thoughts and learn to argue their opinions.

Portfolio

The portfolio helps to assess the dynamics of learning outcomes. With its help you can visualize educational achievements and discoveries. This innovation is implemented through the following methods of accumulating information: electronic portfolios, “folders of achievements,” “growth diaries.” They record all developments and projects, collect materials that confirm participation in projects, discussions, and the results of creative activity.

The listed technologies are used comprehensively, taking into account the main approaches. When choosing a technology, method and method of work, teachers take into account the personal characteristics of students, their inclinations and needs.

Modern pedagogical technologies.

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

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

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

Awareness of the urgent need to replace ineffective verbal

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

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

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

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

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

Traditional technology.

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

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

Modern educational technologies include:

Developmental education;

Problem-based learning;

Multi-level training;

Collective education system;

Technology for studying inventive problems (TRIZ);

Research methods in teaching;

Project-based teaching methods;

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

Collaborative learning (team, group work;

Information and communication technologies;

Health-saving technologies, etc.

PERSONALITY-ORIENTED TRAINING.

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

Features of a personally-oriented lesson.

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

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

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

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

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

TECHNOLOGIES OF PERSONALITY-ORIENTED TRAINING.

1. Technology of multi-level training.

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

Incapable; who are unable to achieve a predetermined level of knowledge and skills even with large amounts of study time;

Talented (about 5%), who are often able to do what everyone else cannot cope with;

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

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

Differentiation options.

Formation of homogeneous classes from the initial stage of training.

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

Technology of collective mutual learning.

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

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

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

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

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

Advantages of collective mutual learning technology:

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

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

Each student feels relaxed and works at an individual pace;

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

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

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

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

Collaboration technology.

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

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

4. Modular training technology

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

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

INNOVATIVE TECHNOLOGIES

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

Technology of promising advanced learning.

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

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

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

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

Gaming technologies.

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

As an independent technology;

As an element of pedagogical technology;

As a form of a lesson or part of it;

His extracurricular activities.

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

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

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

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

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

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

The technology of all business games consists of several stages.

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

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

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

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

Problem-based learning technologies

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

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

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

These are the rules for creating problematic situations.

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

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

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

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

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

There are four levels of learning problems.

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

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

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

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

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

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

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

DEVELOPMENTAL TRAINING

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

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

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

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

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

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

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

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

Interaction between parties to the educational process

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

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

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

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

Functions of the teacher in developmental education

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

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

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

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

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

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

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

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

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

TECHNOLOGIES OF DEVELOPMENTAL TRAINING.

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

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

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

Developmental education system L.V. Zankova

Its main principles are the following:

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

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

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

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

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

Elkonin-Davydov technology

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography.

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

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

Federal Agency for Education Federal State Educational Institution of Higher Professional Education

"Amur Humanitarian and Pedagogical State University"

Department of Pedagogy and Innovative Educational Technologies

Course work

Discipline: "Pedagogical technologies"

Topic: "Innovative pedagogical technologies

Completed by: 3rd year PT student

Groups PO-33

Eremin Alexey Konstantinovich

Checked by: Candidate of Pedagogical Sciences, Associate Professor of the Department of P&IOT

Ponkratenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovations

1.1.3 Innovative educational institutions

1.2 Modern innovative technologies in pedagogy

1.2.1 Interactive learning technologies

1.2.2 Project-based learning technologies

1.2.3 Computer technology

2. Chapter: Practical approaches to the problem of innovative pedagogical technologies

2.1 Innovative trends in vocational education

2.1.1 World experience in vocational education innovations

2.1.2 Innovations in vocational education in Russia

2.2 Innovative pedagogical technologies at the legislative level

2.3 Innovative teaching activities in the capital

Conclusion

Bibliography

Introduction

Development is an integral part of any human activity. By accumulating experience, improving ways and methods of action, expanding one’s mental capabilities, a person thereby constantly develops.

The same process applies to any human activity, including pedagogy. At different stages of its development, society imposed increasingly new standards and demands on the workforce. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. These are fundamentally new ways and methods of interaction between teachers and students, ensuring the effective achievement of the results of teaching activities.

A large number of talented scientists and teachers have been and continue to be engaged in the problem of innovative technologies. Among them V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Colin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastenin and others. All of them made an invaluable contribution to the development of innovation processes in Russia.

The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of research is innovative pedagogical technologies, as an integral part of the object of research.

The purpose of the course work is to identify the types, difficulties, methods of introducing innovative technologies, as well as their specificity in the Russian Federation.

1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies

1.1 Pedagogical innovations

1.1.1 Essence, classification and directions of pedagogical innovations

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 targeted progressive change that introduces stable elements (innovations) into the educational environment 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).

The combination of intensive and extensive paths of development of 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. The highest level includes 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.

1.1.2 Technologies and conditions for the implementation of innovative processes

Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasisty identifies ten stages in the development and implementation of pedagogical innovations:

1. Development of a criterial apparatus and indicators of the state of the pedagogical system subject to reform. At this stage, you need to identify the need for innovation.

2. Comprehensive inspection and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.

All components of the pedagogical system must be subject to examination. As a result, it must be precisely established that it is necessary to reform as outdated, ineffective, and irrational.

3. Searching for examples of pedagogical solutions that are proactive in nature and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical structures can be created.

4. Comprehensive analysis of scientific developments containing creative solutions to current pedagogical problems (information from the Internet may be useful).

5. Design of an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.

6. Executive integration reform. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.

7. Study of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.

8. Construction of an algorithm for introducing innovations into practice. Similar generalized algorithms have been developed in pedagogy. They include such actions as analyzing practice to find areas to be updated or replaced, modeling innovations based on an analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.

9. Introduction of new concepts into professional vocabulary or rethinking of the previous professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.

10. Protection of pedagogical innovation from pseudo-innovators. In this case, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes enormous efforts, material resources, social and intellectual forces are spent on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. The following examples can be cited as false innovations that only imitate innovative activity: formal change of signs of educational institutions; presenting the updated old as fundamentally new; turning into an absolute and copying the creative method of some innovative teacher without its creative processing, etc.

However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:

The conservatism of a certain part of teachers (the conservatism of the administration of educational institutions and educational authorities is especially dangerous);

Blind adherence to tradition like: “Everything is fine with us as it is”;

Lack of necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;

The current level of development of society requires the use of innovations in the practice of secondary education, based on the achievements of psychology, pedagogy and economics. Pedagogical innovation is a new teaching technology, an intra-system change that is designed to develop and improve the pedagogical process. Modern innovative technologies in education justified and carefully selected on the principle of rationality of organizational forms and content. They are results-oriented and are designed to:

• motivate students to learn independently;
• increase the practical value of what is being studied and the level of education in general;
• stimulate the emergence of a new generation of children, and at the same time help improve the skills of teachers;
• intensify the educational and cognitive activity of children.

Innovative pedagogical technologies in Russian education are provoked by socio-economic innovations, the entry of general education institutions into market relations, systematic changes in the composition and scope of academic disciplines, the humanization of the educational process, and the transformation of the role of the teacher.

Innovative technologies in education: the essence of the concept

Despite the fact that the Soviet, and later the Russian, education system was considered one of the best in world practice, it is in need of reformation. Conservatism interferes with advanced trends - augmented reality, interactive whiteboards, online learning, electronic notebooks and textbooks, innovative technologies in education- be involved in the learning process.

At the same time, innovations are already on the threshold of educational institutions and are awaiting testing. One of these innovations could be an electronic student card, which will become a universal multi-passport that allows children to attend classes, helps pay for school canteen services, and also acts as an electronic diary. The introduction of such a technological solution will allow students and their parents to monitor their child’s academic success, homework, and class schedule online.

However, while the mass appearance of electronic cards should not be expected, innovative technologies in school primarily affect the educational process, since personal development depends on the effectiveness of curriculum development, the professionalism of the teacher, a set of proven teaching methods and individual psychological factors. In this regard, there is a need to search for advanced educational technologies that meet the needs of students and include integrated tools, ideas, ways of organizing learning and participants in this process.

The importance of educational technology extends not only to students, but also to teachers. Technology functions:

1. organizational - teachers and students organize joint and individual educational activities;
2. design - participants in the educational process predict learning outcomes and principles of pedagogical interaction;
3. communicative - interaction between students and representatives of the teaching staff;
4. reflective - self-assessment and self-analysis of students and teachers, assessment of their own achievements and failures;
5. developmental - creating the conditions necessary for comprehensive development, ensuring continuous self-education of the teacher and students.

Methods of innovative technologies in education

Comparison traditional and innovative technologies in education speaks in favor of the latter. Before the reform of the education system, school teaching used reproductive and explanatory-illustrative methods, each of which involved the transfer of ready-made knowledge to students, dispersed attention, provided a load on memory, and work at an average pace of learning:

• reproductive - does not develop the thinking and creative process, although it partly stimulates students to obtain information;
• explanatory and illustrative - the teacher conveys ready-made information to students in various accessible ways (orally, visually, through the printed word) and the children record in their memory what they understand.

As a result of traditional methods, students' independence is at an insignificant level, ensuring only partial assimilation of the material and a complete inability to independently obtain knowledge and make decisions. Unlike them, methods of innovative technologies in education demonstrate the integration of interactive and active forms of work, which provide for an activity-based approach and maximum involvement of children in the process of acquiring knowledge, as well as the use of all individual learning tools (PCs, notebooks, textbooks, interactive tools).

Advanced technologies imply the development of knowledge in the process of cooperation with other students and partnership with the teacher; they stimulate cognitive interest, teach students to independently obtain, and then generalize and classify material, discuss it, defending their own views. Most often in lessons they are implemented through:

• lessons-excursions, lessons-travels;
• group assignments, work in mini-groups or pairs;
• exercises that require a creative (creative) approach;
• business, didactic, educational games;
• use of visual aids, Internet sources, video materials.

A clear demonstration of the differences between innovative and traditional teaching methods is as follows:

Innovative teaching methods - ways of cooperation between students and teachers, are divided into:

1. Organizational - verbal (conversation, explanation, story, working with a book), visual (demonstration of video materials, observation, study of visual material), practical (laboratory and independent work, written and oral exercises).
2. Controlling - oral (frontal or individual questioning), written (dictation, presentation, essay, independent or control work), laboratory control (survey, test, laboratory work).
3. Stimulating - integration of organizational methods necessary to increase motivation for educational activities.

Classification of innovative technologies in education

The essence of pedagogical technology lies in its fundamental role, since it is on it that the entire pedagogical process is built and the achievement of set goals is ensured. It is characterized by consistency, purposefulness, integrity, efficiency, scientific validity and projectability.

Classification of innovative technologies in education is variable, since all technologies carry their own characteristics and were created at different times. Methodologists distinguish technologies: by technological models, components of the method system, principles of combination with traditional methods.

Usually, modern innovative technologies in education They are divided according to the scope of innovative activities into partial, global, massive, fundamental, and also according to the method of occurrence into planned and spontaneous.

According to the principle of the emergence of advanced technologies, they are divided into:

1. Technologies for democratization and humanization of relationships between teachers and students, placing priority on an individual approach and procedural orientation. These include cooperation pedagogy, person-centered technologies, and humane-personal technologies.
2. Pedagogical technologies that activate student activity - problem-based learning, gaming technologies, communicative learning.
3. Technologies that rely on the management of the educational process and the efficiency of its organization - differentiated learning, information and innovative technologies in education, collective and group methods, individualization of training.
4. Nature-appropriate, applying the principles of folk pedagogy and the natural course of children's development.

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Innovative pedagogical technologies in modern education

The deep social and economic processes that modern society is experiencing are reflected in the methodology of education, inclining it towards a personal-activity approach and a general humanization of the educational process. Innovative pedagogical technologies in modern education:

• focused on realizing the child’s natural abilities and capabilities;
• designed to prepare him for success in life in an ever-changing world;
• develop a creative approach to problem solving, mechanisms of innovation and unconventional thinking;
• stimulate the skills of orienting in the information received and independently systematizing it.

Innovative processes in education should combine both the methodological and practical sides of the issue, emphasizing the increasing role of the teacher as an educator, adviser and consultant, as well as a developer, author and promoter of advanced technologies. Today, the key importance is not the broadcast of innovations recommended by the ministry, but the development of our own pedagogical innovations.

Types of innovative technologies in education

Modern teaching refuses to focus on the “average student”, striving to convey information to everyone and equally effectively. It is important not only to convey and stimulate the acquisition of knowledge, but to help children acquire communication and adaptive skills, the ability to find a way out of conflict situations, overcome stress, and perceive information interactively. For this purpose, the educational process uses dozens of innovative technologies, among which ten main ones occupy a special place. The volume and quantity of innovative technologies depends on the status of the school and the conservatism of its administration.

Information and innovative technologies in education

Information and communication technologies or ICT technologies - the integration of computer science into the development of other academic subjects. ICT refers to advanced methods of transmitting and obtaining knowledge, according to which students independently search for sources of new information, cultivating responsibility and independence. Information technologies are successfully integrated into other areas, contributing to a deep and comprehensive mastery of the material.

Children more actively absorb the material they see on an interactive board or monitor screen. Computer programs allow you to simulate life and educational situations and make learning individually oriented. Information and communication technologies are reflected in:

1. Visualization lessons - study of material, which is accompanied by demonstration of audio, photo or video materials.
2. Practical lessons in which the results of research or project activities are presented in the form of a presentation.

To effectively use ICT, teachers should develop the basics of personal information culture in order to successfully mentor children in matters of computer programs, using which he will be able to draw up documentation, create illustrative material for lessons, create presentations, and exchange experiences with colleagues.

Personality-oriented technologies

The child’s personality is central to the educational system, in accordance with the needs and capabilities of which safe and comfortable development conditions are created and individual educational programs are created.

According to the person-centered innovative technology in education at school, the teacher concentrates on stimulating the emotional capabilities and revealing the creative potential of the child, he guides the wards. The teacher creates the conditions necessary for:

• choosing the right way to act in the lesson;
• impartial assessment of the boundaries of one’s own “I”;
• accepting responsibility;
• fair assessment of one’s own and others’ activities.

Taking into account age, psychotype, level of intellectual development, abilities, this approach allows us to form proactive and responsible students. The leading goal is the formation of personality, the development of communication, thinking and creative abilities of children. The implementation of pedtechnologies is possible subject to:

• priority of the child’s identity and individuality;
• unity of teaching and learning;
• complex diagnostic work to identify the social experience of students;
• interaction of subjective and historical experience;
• development of the student’s personality through the transformation of subjective experience and its constant enrichment.

The technology is based on the student’s subjective experience, its comparison and analysis. That is why teachers design work, providing maximum freedom for students to master knowledge, demonstrating selectivity to the form and type of material. Effective implementation of technology is based on the principles of structuring, algorithmization, creativity, activation and activity orientation. Personally-centered learning is implemented in the form of: multi-level and modular training, collective “mutual learning” and complete mastery of knowledge, thanks to which they adapt to the needs and abilities of students.

Gaming technologies

Gaming activities are more often used in elementary school, since it is prevalent among primary schoolchildren, helping them master new information and gain knowledge. However introduction of innovative technologies into education allowed the use of game forms in middle and high schools. The game is an important mechanism of education and training, which requires the teacher to first develop a plot and rules, and prepare props. The most popular game forms are travel lessons and competition lessons.

Game technologies are in close interaction with didactic ones. Thus, didactic games stimulate interest in what is being studied and implement developmental and educational functions. The means of the game becomes the lesson material, the didactic task becomes a condition for successful participation in it. According to the functional and semantic load, games can be diagnostic, communicative, relaxing, emotional, therapeutic, cultural and sociological.

Experienced teachers use gaming techniques to:

• set a didactic goal in the form of a game task;
• Subordinate educational activities to a game form and rules;
• introduce a competitive element into the learning process, making successful completion of the task the game result;
• use the material being studied as a play tool.

Gaming activities are appropriate at any stage of the lesson, since they involve emotionality, a feeling of satisfaction from the achieved result or empathy, and increase interest in what is being studied and the concentration of children’s attention. Didactic games make learning easier and make the process of overcoming learning difficulties fun.

Problem-based learning technology

According to the didactic system of problem-based learning, the teacher designs problem situations that stimulate the conscious acquisition of knowledge and acquisition of new skills by students. A problematic situation forces the student to look for new knowledge or deepen existing knowledge in order to effectively solve the problem. The student is aware of the contradiction between the skills and knowledge he has and those required to solve it. Independent study of the material or teacher explanation precedes the creation of a problem situation. The problem should interest students, encourage them to learn, and the solution to the problem should be associated with a certain cognitive difficulty that requires the mental activity of children.

Since the main the goal of innovative technologies in education- stimulation of cognitive activity, problem-based learning is the best answer to it, since a certain system of development is used to master complex knowledge:

• complex exercises are divided into small ones;
• There can be only one unknown element in one problem;
• information received by students independently or from the teacher must be differentiated.

Problem-based learning is part of the lesson, and one of the methods of such learning is heuristic conversation.

Health-saving technologies

The technology of preserving the health of students assumes the responsibility of teachers for matching the physiological characteristics of children with the specifics of the educational process. Teachers should strive for the physiological course of the lesson, in every possible way prevent psychological and physical ailments of students, and actively implement preventive measures.

Health-saving innovative pedagogical technologies in education suggest:

• optimization of teaching load;
• relieving fatigue and stress;
• prevention of physical and emotional fatigue;
• training in methods of monitoring your condition.

As a result of the complex impact, a school graduate should not only be healthy, but also be able to monitor his or her health, realizing the importance of leading a healthy lifestyle.

If health-saving technologies are not used or are implemented at an insufficient level, children cannot concentrate on tasks, demonstrate absent-mindedness, lack of ingenuity and creativity, and cannot tune in to study after a break or physical education lesson. However, for the correct implementation of pedagogical technology, methods for preserving children's health must be adapted for a certain age, and the teacher should not be excessively authoritarian. It is enough for the teacher to promptly identify the presence of a problem and help the child (children) balance the educational load.

Corrective technologies

Corrective technologies are used to relieve psycho-emotional stress in the classroom. All of them are aimed at children's experimental activities, during which students will be able to directly participate, as well as see the result of their labors. Corrective technologies rely on observational methods, playful learning, conversations, modeling, work assignments and creativity. Complex material is perceived in a fascinating way through art and the use of artistic images.

Among all species correctional innovative technologies in education have proven their effectiveness:

Interactive or group learning technology

Dialogue forms of the cognition process are key in the implementation of group educational technologies - business games, game modeling, discussions, group work, brainstorming. These educational technologies allow each student to:

• take part in the work, express your opinion and listen to others;
• develop your own communication skills, tolerance, tolerance, listening and hearing skills;
• develop skills of collective creativity and effective cooperation;
• act in an active role as a doer rather than an observer.

Group interaction within the framework of interactive learning activities involves individual work, interaction in pairs and subsequent collective decision-making. In groups there are roles (sage, observer, doer, expert, thinker), each of which must be tested by all participants in the work.

The teacher helps to form groups in which weak students are selected with friendly and patient partners, and students with opposing views are deliberately brought together to get an interesting and lively discussion.

Interactive technology, which allows the formation of a tolerant, communicative personality with powerful organizational and leadership qualities, is in close relationship with the technology of collective mutual learning. The latter helps to increase responsibility for the successes of the mini-group (pair) and the results of collective work, allows you to form an impartial assessment of the individual, develop mental activity, use previous knowledge and experience, activate logical thinking and memory.

Pair work is built in three directions:

1. Static pair - students unite and distribute roles as they wish, therefore, if there is a mutual arrangement, a strong and weak student, two strong or two weak students can successfully interact;
2. Dynamic - to complete a task consisting of four parts, four students are selected, each of whom discusses the exercise with partners on the task, adapting to the individual characteristics of their classmates to achieve maximum results;
3. Variable - each member of a group of four students receives an individual task, the correctness of which he discusses with the teacher, and then provides mutual training to classmates of the group members.

Case method

Case study method - innovative technology in education, examples which allows you to find a problem and ways to solve it or develop a solution to a problem when it has already been posed. In the process of implementing pedagogical technology, students receive from the teacher a package of documents, which they review individually, as part of a group or frontally, presenting the results of the work orally or in writing.

Children can study cases, the sources of which can be not only ready-made developments, but also films, works of art, literary works, scientific or media information, in advance or directly in class. The case method is based on real and real-life problem situations and provides:

• open discussion of the problems identified in the documents;
• gaining experience in classifying, analyzing and isolating information;
• comprehensive analysis of the information received followed by the formation of analytical skills;
• the ability to integrate existing skills and knowledge, introducing logic and creativity;
• gaining the skill of making informed decisions.

Research technology

Project activities implement the main challenges of innovative technologies in education- stimulation of cognitive interest, thought processes and self-education, creativity through planning and implementation of projects, forming key competencies that correspond to the interests of the child. The project method allows you to form and develop:

• search skills;
• reflection skills;
• collaboration practices;
• organizational skills;
• communication skills;
• presentation skills.

The educational process, according to the technology of project activities, is built on a dialogue between teacher and child, which takes into account the capabilities, interests and individual characteristics of the student.

The project method is based on problem-based activities, and the knowledge gained in the process of completing a task is consolidated in the system of knowledge about the world and turns into the personal property of the student. Classification of projects involves different approaches:

• by topic they are divided into studies of natural or social phenomena, cultural and historical values, family relationships;
• by duration into long-term, medium-term and short-term;
• according to the number of participants into group, pair, frontal and individual.

Project technology is a real scientific research that begins with the selection and justification of the relevance of the topic, defining the range of tasks and goals, putting forward a hypothesis with its subsequent proof or refutation. Technology allows students to develop adaptive abilities, navigation skills in difficult situations, work in a team, set and achieve goals.

• If the project is practically oriented, the research product can be used in the life of the school or class.
• Information research involves collecting materials about a phenomenon or object, followed by analysis and systematization of information.
• A creative project is based on maximum freedom of action and a creative approach to presenting the results of the work.
• Role-playing research is one of the most difficult, since participants need to impersonate the roles of fictional characters, historical figures or literary heroes.

Technology for developing critical thinking - portfolio

Program of Innovative Technologies in Education involves the assessment of personal achievements, an emphasis on reflective activity, which is associated with the implementation of a person-oriented approach and a humanistic learning paradigm. Self-analysis and self-esteem contribute to the development of responsibility, volitional regulation, motivation for self-education and development.

Portfolio technology best meets the needs of a cumulative system of self-assessment of achievements, recording the student’s results, assessment of his work, progress in achievements and interests. Creating a portfolio requires the interaction of teachers, the student and his parents, performing a number of important functions:

• goal setting - work within the target field designated by the state standard;
• motivation - an incentive for interaction and an active student position;
• diagnostics - recording changes for a selected period;
• content - revealing the entire range of work being implemented and student achievements;
• development - continuity of self-education and development;
• rating - demonstrates a range of skills and abilities.

Students more often choose the forms of portfolio self-assessment, report, achievements and plans. All of them serve as an organizer of educational activities for the child, and as an assessment tool for the teacher. The portfolio assumes a personality-oriented nature and is based on mutual assessment, self-esteem and reflexivity. While working on a portfolio, the student demonstrates the skills of structuring and analyzing information, and impartially assessing the results.

Advanced pedagogical technologies optimize the educational process, but do not replace traditional teaching methods, but only integrate with them. As a result, the load from excessive concentration on a certain topic in children will decrease, the effectiveness of learning and the overall emotional mood will increase. At the same time, it is important to master and use not one, but several innovative technologies at once in order to increase the effectiveness of learning through the integration of educational areas, the formation of mobility and flexibility of thinking, and changes in the worldview of students and teachers.

You can learn more about educational innovations in school practice in the articles:
1. The concept of school development based on innovative management technologies
2. Innovative activities at school
3. Innovative lessons
4. Experience in the use of modern pedagogical technologies in the educational process, aimed at the artistic and aesthetic development and education of schoolchildren

Classification, emergence and dissemination of innovative processes in education.

Innovative processes in education have today become an integral part of social development as the main requirement of the time. It is also addressed to professionals in the education system, in particular, to university teachers.

The innovation process is understood as a complex activity for the creation, development, use and dissemination of innovations. The educational process as such, which occupies a central place in educational activities, can be considered innovative, since its goal is to transfer new knowledge to young people and to form new personality traits. Interest in studying the circumstances associated with the formation of personality, including innovation, has recently been in the field of view of sociologists.

Innovative processes in education must be considered in the context of its social conditionality. This presupposes: compliance of the education system with a complex of vital social needs; the internal consistency of its parts and society’s assessment of each of the structural elements; the focus of education on the progressive development of society; the presence of young people’s need for education, its social orientation.

Modular training

Modular training originated at the end of the Second World War in response to heightened socio-economic needs, when systems for teaching vocational skills in a relatively short period were urgently needed. Industrial problems were studied in detail and instructions were developed for their theoretical and technological application, as well as safety instructions in various fields of industry. This was already a type of modular training, but the term had not yet been adapted to education and vocational training. It was only more than ten years later that authorities in the field of education and vocational training responded to the trend to systematize technical and vocational training on a modular basis.

The ideas of modular training originate in the works of B.F. Skinner and receive theoretical justification and development in the works of foreign scientists J. Russell, B. and M. Goldschmid, K. Kurch, G. Owens. The impetus for the introduction of modular technologies was the UNESCO conference held in Paris in 1974, which recommended “the creation of open and flexible educational and vocational training structures that allow adaptation to the changing needs of production, science, and also adapt to local conditions.” These requirements were best met by modular training, which made it possible to flexibly construct content from blocks, integrate various types and forms of training, and select the most suitable of them for a specific audience of students, who, in turn, had the opportunity to independently work with the individual curriculum offered to them in at a pace that suits them.

Modular learning entered our country in the late 80s thanks to the works of researcher P.A. Jucevicienė and her students.

The authors of this study see the goal of modular training in creating the most favorable conditions for personal development by ensuring flexibility in the content of training, adaptation to the individual needs of the individual and the level of his basic training through the organization of educational and cognitive activities according to an individual curriculum.

Modular learning theory

Modular learning, having absorbed the dynamics of the development of modern didactic theories, synthesized their features, which made it possible to more successfully combine different approaches to the selection of content, its presentation and methods of organizing the educational process. This indicates the continuity of modular learning in relation to other theories and concepts of learning.

Indeed, from programmed learning, modular learning has adopted methods of managing the educational process. Moreover, modular learning allows you to overcome the fragmentation of programming by creating a holistic visual program and problem-based presentation of content in the module, borrowed from problem-based learning. Modular learning is characterized by adaptability, the implementation of which is reflected in specific ways of organizing individually differentiated learning. Such a problem as the large proportion of students’ independent work and the lack of business communication is successfully compensated for in modular training by non-traditional forms and methods of active learning, which make it possible to intensify the cognitive activity of students, develop their curiosity and form communication skills.

Theoretical analysis of modular training made it possible to highlight the following features:

Modular training ensures mandatory study of each component of the didactic system and their visual representation in the modular program and modules;

Modular training presupposes a clear structuring of the content of training, a consistent presentation of theoretical material, provision of the educational process with methodological material and a system for assessing and monitoring the assimilation of knowledge, which allows adjusting the learning process;

Modular training provides for variability of training, adaptation of the educational process to the individual capabilities and needs of students.

These distinctive features of modular training make it possible to identify its high technological effectiveness, which is determined by:

Structuring the content of training;

A clear sequence of presentation of all elements of the didactic system (goals, content, methods of managing the educational process) in the form of a modular program;

Variability of structural organizational and methodological units.

So, summarizing the analysis of modular training, we can define it as based on an activity approach and the principle of conscious learning (the training program and one’s own learning trajectory are realized), characterized by a closed type of control thanks to a modular program and modules, and being high-tech.

Despite the different understanding by researchers of the goals of modular training, one thing is certain - the main goal of modular training is the creation of flexible educational structures both in content and in the organization of training, "guaranteeing the satisfaction of the needs that a person currently has, and determining the vector of new, emerging interest "

The central concept of the theory of modular learning is the concept of module. Despite the sufficient maturity of modular training both in content and in age aspects, there are still different points of view on the understanding of the module and the technology of its construction, both in terms of structuring the content of training and in terms of developing a system of forms and methods of teaching.

Module structure.

So, a module is a relatively independent unit of an educational program aimed at developing a certain professional competence or group of competences.

The structure of the modular educational program is formed by solving the following tasks:

1. Determination of the circle of potential consumers of a modular educational program, analysis of existing related educational programs, similar in purpose, etc.

2. Determining the list of competencies necessary for mastering.

3. Determination of the list of modules for a modular educational program.

4. Development of missing modules

The technology of pedagogical design of educational modules involves three main stages:

1. Development of module specifications.

2. Development of assessment materials for modules.

3. Development of training materials for modules.

The materials that make up the module must include three components:

1. MODULE SPECIFICATIONS.

The module specification contains its general characteristics, namely: the name of the module, learning objectives, learning outcomes, criteria for assessing results, levels of mastery, requirements for the object of assessment, entrance requirements, standard duration of training, explanatory note.

Module name. The title should reflect the purpose and/or content of the module. When choosing a module name, you need to be especially careful, since not a single name should be repeated.

Learning Objectives. When describing them, a set of professional tasks and functions is indicated that the student will be able to perform upon completion of the module. Goals are activity-oriented in nature and should record planned changes in the student’s methods of activity.

Learning outcomes. The results indicate a list of skills that make up the competency(ies) that are presented for assessment. The results establish what the learner will be able to do upon completion of the training, what standards his activities will meet, or under what conditions he will be able to apply his skills.

When selecting a set of results, you should check the significance of each of them for the formation of the specified skill and the possibility of achieving it within the framework of studying the module.

In addition, it is important that the results are consistent (connected) with each other and do not go beyond the learning objectives.

When checking the achievement of training, the learner's ability to master several necessary skills is checked. The recommended number of learning outcomes for one module is from 3 to 5. This number is sufficient to demonstrate achievement of the learning objective.

When describing learning outcomes, verbs are used that indicate the actions being assessed (“active” verbs).

Criteria for evaluating the result. They are obtained directly from the learning outcome and contain a description of either the method of performing the activity or the product of the activity obtained as a result.

The description of the criteria includes: the object of activity, the action performed, the quality of performance and a reference to the standard of performance of the work. When developing criteria, care should be taken to ensure that only activities that are established as a result of training are specified. 4 to 6 criteria are recommended for each learning outcome.

Mastery level. Reveals the depth and/or range of mastery of the skill necessary to achieve the Learning Outcome. For some learning outcomes, descriptions of mastery levels may not be required, since all the necessary information is fully contained either in the formulation of the outcome itself or in the criteria for its assessment.

Requirements for the object of assessment. Involves a description of the method for students to demonstrate the achievement of Learning Outcomes and their quantity.

The object of evidence may be:

1. Product of activity. The assessment is based on the quality of the product, and the assessment criteria are qualitative signs of achieving the Learning Outcome.

2. Practical activities in which the quality of the activity process is taken into account. The evaluation criteria are based on step-by-step monitoring of the task completion process.

3. Written or oral confirmation of acquired knowledge. It is used in cases where it is important to establish that the student possesses and is fluent in a sufficient amount of information to develop a certain skill.

Entry requirements indicate the levels of education and qualifications that are necessary to master the module.

Standard duration of training. Indicated in training hours or credit units and counted towards the assignment of qualifications.

The explanatory note to the module contains advisory information intended for teachers and training organizers. It provides free-form explanations of the individual components of the module specification; describes the scope of application of the module (professional relevance) for the preparation of modular educational programs for professions, its continuity; the learning objectives and recommended teaching methods are explained; some assessment tools are proposed; explains the procedure for assessing the student’s achievements, etc.

2. EVALUATION MATERIALS.

Assessment materials contain a set of didactic measuring tools to establish the level of achievement of learning outcomes according to all assessment criteria and standards for their implementation.

When developing assessment materials, attention should be paid to ensuring the validity and reliability of the assessment.

Each learning outcome in the final control procedure is assessed separately.

The overall final grade is determined as the arithmetic mean of the grades obtained for individual results.

In some cases, a single assessment per module (comprehensive) is given.

Didactic assessment tools are developed based on the criteria for assessing the result and the requirements for the assessment object of the module specification.

When conducting assessment, in addition to traditional ones, it is advisable to use such methods as: the project method, portfolio, and expert assessment method.

3. TRAINING MATERIALS.

Educational materials contain a set of textual material and didactic tools necessary to ensure that students achieve specified learning outcomes.

To achieve each learning outcome, one unit of educational material is usually developed - an educational element.

The educational element may contain recommendations on the possibility of using existing educational materials (textbooks, reference books, scientific publications, etc.) in the learning process, indicating the necessary links to sources in general or their individual fragments.

To implement feedback in the educational process when developing educational materials, it is necessary to include current control tasks with standards for their implementation in the educational element.

Conclusion

What does modular training provide? The conclusions are based on observations and the results of experimental work, which was carried out in grades 7, 8, 10 of Moscow Gymnasium No. 1504.

Let us first analyze the meaning of modular training for the student. The children answer this question: the main thing is that everyone works independently, they have the opportunity to get advice from a teacher, help from a friend, they understand the educational content much more deeply, and they can control themselves all the time.

All this and the results of the training allowed us to draw the following conclusions. Indeed, with modular learning, each student is involved in active and effective educational and cognitive activity, working with a program differentiated in content and dose of assistance. Here comes the individualization of control, self-control, correction, counseling, and degree of independence. It is important that the student has the opportunity to self-realize to a greater extent and this contributes to the motivation of learning. This educational system guarantees each student mastery of the standard of education and advancement to a higher level of education. The system also has great opportunities for developing such qualities of a student’s personality as independence and collectivism. There were no violations of discipline or any distractions of students to other matters during any lesson.

The position of the teacher in the educational process also changes fundamentally. First of all, its role in this process changes. The teacher’s task is to motivate students, manage their educational and cognitive activities through the module and directly advise students. As a result of the change in his activity in the educational lesson, the nature and content of his preparation for them changes: now he is not preparing for how best to explain something new, but is preparing for how to better manage the activities of schoolchildren. Since management is carried out mainly through modules, the teacher’s task is to competently highlight the integrative didactic goals of the module and structure the educational content for these goals. This is a fundamentally new content for preparing a teacher for a lesson. It necessarily leads to the teacher’s analysis of his experience, knowledge, skills, and the search for more advanced technologies. Thinking through the goals of students' activities, determining the program of their actions, anticipating possible difficulties, and clearly defining the forms and methods of teaching require the teacher to have a good knowledge of his students. Experience has shown that teachers have grown significantly professionally in the process of mastering modular teaching technology. Therefore, we can conclude that the process of mastering the theory and practice of modular training is a path for professional self-improvement of a teacher, an opportunity for his self-realization.

Assessing students' knowledge and skills is an important part of the educational process, the correct implementation of which largely determines the success of learning. Special literature indicates that assessment is the so-called “feedback” between teacher and student, that stage of the educational process when the teacher receives information about the effectiveness of teaching the subject.

Rating - from English rating - is a mark, some numerical characteristic of some qualitative concept. Rating is an individual numerical indicator for assessing achievements in the classification list. Rating is a method of evaluation, or psychological measurement, based on the judgments of competent judges. Student rating is a method of ordering students by occupied places depending on measured educational achievements and, at the same time, a scientifically based form of organizing not only knowledge control, but also the educational process as a whole.

A rating system is a set of rules, guidelines and the corresponding mathematical apparatus, implemented in a software package that provides information processing on both quantitative and qualitative indicators of students’ individual educational activities, allowing one to assign a personal rating (integral assessment, number) to each student in the context of any academic discipline, any type of activity, as well as generally for a number of disciplines.

The following term has also been adopted - individual, cumulative index (i.e., index based on the sum of marks).

In university practice, a rating is a certain numerical value, expressed, as a rule, on a multi-point scale (for example, 20-point or 100-point) and integrally characterizing a student’s performance and knowledge in one or more subjects during a certain period of study (semester, year etc.).

The purpose of rating training is to create conditions for motivating students' independence by means of timely and systematic assessment of the results of their work in accordance with real achievements.

Streamline, make transparent and expand the possibilities of using various types and forms of current and intermediate quality control of the learning process and results;

Stimulate educational and cognitive activity of students through step-by-step assessment of various types of work;

Improve the quality of studying and mastering the material;

Motivate the student to work systematically in the process of gaining knowledge and mastering educational material throughout the semester;

Intensify independent work of students;

To increase the objectivity of the final examination assessment, increasing its dependence on the results of students’ daily work during the semester;

Ensure a high level of student attendance at training sessions;

Reducing the role of random factors when passing exams;

Uniform distribution of the teaching load of students and teachers throughout the semester.

Recognize the need for systematic and rhythmic work on mastering educational material based on knowledge of one’s current rating in a given discipline;

Clearly understand the system for generating the final grade;

Timely assess the state of your work in studying the discipline, completing all types of academic workload before the start of the examination session;

Master the material being studied in depth, continuously increasing your rating throughout the semester.

Make adjustments during the semester to organize ongoing independent work.

Rationally plan the educational process in this discipline and stimulate the work of students;

Have an objective picture of mastering the material being studied;

Make timely adjustments to the organization of the educational process based on the results of ongoing monitoring;

Accurately and objectively determine the final grade in the discipline, taking into account current performance;

Provide a more accurate gradation of knowledge level assessment compared to the traditional system.

The rating system not only removes many contradictions in monitoring students’ knowledge, but also optimally contributes to solving the problems of increasing motivation for learning activities; shows the dynamics of successes and failures in the learning process. rating system assessment knowledge

Introducing the spirit of competition and rivalry, originally inherent in human nature, finds the optimal way out in a voluntary form that does not cause a negative, repulsive and, most importantly, painful stress reaction. The development of elements of creativity, self-analysis, the inclusion of intellectual reserves of the individual, due to the increased motivation of students, prepares the ground for the gradual erasing of rigid distance boundaries between teacher and student.

The rating system for monitoring knowledge is based on a complex of motivational incentives, including timely and systematic marking of results in strict accordance with the actual achievements of students, and a system of rewarding well-performing students.

The rating system includes continuous monitoring of students' educational activities, differentiation of performance assessment for various types of activities within a specific discipline, a schedule of control activities, and a rating assessment of knowledge in the discipline.

The system is being introduced with the aim of stimulating and activating the current work of students, increasing the objectivity of assessing their knowledge, skills and abilities, and ensuring clear operational control over the progress of the educational process.

The system is aimed at high-quality training of specialists, deep assimilation by students of the material being studied and includes a comprehensive assessment of students’ work in the semester, as well as taking it into account when assigning the final grade in the exam.

Novation is a new or updated product of someone’s creative activity (research, design, production or any other), offered to consumers for further transformation and use.

An innovation may be a new material, a new product, a new method, a new technology, a new program, a new organizational form, or a new service. Innovation is primarily characterized by the new knowledge contained in it and the sign of novelty. Therefore, innovations can include what is the result of creative or intellectual activity (a product of labor containing a new solution), and what is new to the consumer (new equipment for him, new technology for him, etc.).

Innovation (innovation) is considered from several sides:

Firstly, as some complete general process of receiving, mastering, adapting to an innovation (adaptation to it), transforming and beneficially using an innovation;

Secondly, as part of the process, limited by the framework of the company, the framework of the consumer, who carries out his operations of transformation and beneficial use of innovation;

Thirdly, as a series of results of the process of obtaining and using innovation, when as a result:

1) market diffusion, the innovation has become known to the consumer and the consumer realizes the need and need for the innovation,

2) an innovation strategy for using the innovation is selected;

3) on the part of the consumer there is a desire to search for and acquire innovations;

4) adaptation to the innovation took place (the consumer, if necessary, transformed the innovation, rebuilt his system to accommodate the innovation, and prepared to use the innovation);

5) the process of transferring innovation as a complex of new into a complex of ordinary and familiar and even “routine” has been carried out, that is, routinization of innovation has been carried out (the consumer has mastered the innovation, included it in his technology of business or everyday processes, made it part of the organizational culture, now he conducts his business or household operations using updated technology, with new skills);

6) the consumer used the innovation in his business process (the innovation is used), as a result of which he increased his competence (a new level of competence and a new price for his work, as well as the new value of the company, which includes the performer), and received benefit from the innovation in the form of an impulse of novelty (new routine), new knowledge, higher technological level and new properties of the products and services they produce (reduced costs, increased productivity, increased quality, new level of service).

In a broad sense, innovation is included in the concept of “innovation” as part of a single process.

Now let’s understand the concept of “innovation”. In the economic dictionary, it is interpreted as “a purposeful change that introduces new stable elements (innovations) into the implementation environment, causing a transition of the system from one state to another.” The philosophical dictionary defines innovation as “a complex, complete, purposeful process of creating, disseminating and using an innovation, aimed at meeting the needs and interests of people with new means, which leads to certain qualitative changes in the state of the system and contributes to an increase in its efficiency, stability and viability.” In the modern encyclopedia, innovation is understood as “the creation, use and dissemination of a new means, product, process (technical, economic, organizational, cultural, etc.).”

8. Computerization– modern direction of development of education. It consists of using the latest achievements of mankind in the field of electronics and communication in education (for example, computers, smartphones, tablet devices, etc.). It began in the 60s of the last century in the USA under the influence of B.F. Skinner and N. Crowder. But along with the spread of computerization, the number of its rivals has increased, believing that the use of these tools negatively affects education.

9. Humanization of education– a process characterized by increased attention to each student, each individual, to its qualities and characteristics. That is, if earlier teaching was carried out for a group of students at once, now there is a more individual approach. For example, a student can choose a profile that is closer to him (biological-chemical or physical-mathematical), additional sections, and elective classes.

10. Characteristics of modular training technology.

Modular learning is based on the following basic idea: the student must learn on his own, and the teacher must manage his learning: motivate, organize, coordinate, advise, control. According to the authors of this technology, it integrates everything progressive that has been accumulated in pedagogical theory and practice. Thus, from programmed training the idea of ​​student activity is borrowed in the process of his clear actions in a certain logic, constant reinforcement of his actions based on self-control, and an individualized pace of educational and cognitive activity. From the theory of the gradual formation of mental actions, its very essence is used - the indicative basis of activity. The essence of modular learning is that the student completely independently (or with a certain dose of help) achieves specific goals of educational and cognitive activity in the process of working with the module. A module is a target functional unit that combines educational content and technology for mastering it into a system of a high level of integrity. Thus, the module acts as a means of modular learning, because it includes: a target action plan, a bank of information, and methodological guidance for achieving didactic goals. It is the module that can act as a training program, individualized in content, teaching methods, level of independence, and the pace of the student’s educational and cognitive activity. The essential characteristics of modular training include its difference from other training systems.

Classification of innovative pedagogical technologies.

According to the level of application, general pedagogical, specific (subject) and local (modular) technologies are distinguished.

According to the philosophical basis: materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion, and other varieties.

According to the leading factor of mental development: biogenic, sociogenic, psychogenic idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a specific technology can take into account or rely on any of them, consider it the main one.

According to the scientific concept of assimilation of experience, they are distinguished: associative-reflexive, behavioristic, gestalt technologies, internalization, developmental. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By focusing on personal structures: information technology (formation of school knowledge, abilities, skills in subjects - ZUN); operational (formation of methods of mental action - SUD); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and income (formation of an effective practical sphere - SDP).

Based on the nature of the content and structure, technologies are called: teaching and educational, secular and religious, general education and professionally oriented, humanitarian and technocratic, various industry-specific, particular subject, as well as mono-technologies, complex (polytechnologies) and penetrating technologies.

Based on the type of organization and management of cognitive activity, V. P. Bespalko proposed the following classification of pedagogical systems (technologies). The interaction of a teacher with a student (control) can be open (uncontrolled and uncorrected activity of students), cyclical (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies:

Classical lecture training (control - open-loop, scattered, manual);

Learning with the help of audiovisual technical means (open-ended, dispersed, automated);

"Consultant" system (open-loop, directional, manual);

Learning with the help of a textbook (open-ended, directed, automated) - independent work;

System of “small groups” (cyclical, scattered, manual) - group, differentiated teaching methods;

Computer training (cyclical, scattered, automated);

"Tutor" system (cyclical, directed, manual) individual training; “programmed training” (cyclical, directed, automated), for which there is a pre-compiled program.

14 Question: In the process of studying at school with the help of information technology, the child learns to work with text, create graphic objects and databases, and use spreadsheets. The child learns new ways of collecting information and learns to use them, his horizons expand. When using information technologies in the classroom, learning motivation increases and students' cognitive interest is stimulated, and the efficiency of independent work increases. The computer, together with information technology, opens up fundamentally new opportunities in the field of education, in student learning activities and creativity. For the first time, a situation arises when educational information technologies become the main tools for a person’s further professional activity. Education is truly integrated into life throughout its entirety.

When using information technologies, it is necessary to strive to realize all the potentials of the individual - cognitive, moral, creative, communicative and aesthetic.

15 Question: Play, along with work and learning, is one of the main activities of a child. A game is a type of activity in situations aimed at recreating and assimilating social experience in which self-control of behavior is developed and improved.

In human practice, gaming activity performs the following functions:

Entertaining: this is the main function of the game - to entertain, give pleasure, inspire, arouse interest;

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties that arise in other types of life activities;

Diagnostic: identifying deviations from normative behavior, self-knowledge during the game;