New innovative pedagogical technologies. Coursework: Innovative pedagogical technologies. Problems of innovation implementation

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 a 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, methods 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, work 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-oriented technologies, 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 for preserving the health of students assumes the responsibility of teachers for compliance physiological characteristics children 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;
• withdrawal increased fatigue and stress;
• prevention of physical and emotional fatigue;
• training in methods of monitoring your condition.

As a result complex impact A school graduate must 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

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

1.2.3 Computer technology

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

2.2 Innovative pedagogical technologies at the legislative level

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. On different stages During its development, society imposed ever newer 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 types, difficulties, methods of introducing innovative technologies, as well as their specificity in 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 purposeful progressive change that introduces educational environment stable elements (innovations) that improve the characteristics of both its individual components and the educational system itself as a whole.

Pedagogical innovations can be carried out both at the expense of the educational system’s own resources (intensive development path) and by attracting additional capacities (investments) - new tools, equipment, technologies, capital investments, etc. (extensive development path).

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. Strengthening bottlenecks the latest technologies, can be increased overall efficiency pedagogical system.

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;

Improved preparation 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 from scientific basis and help move the 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:

Conservatism of a certain part of teachers (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;

Unfavorable socio-psychological conditions of a particular educational institution, etc.

When organizing innovative activities, you should remember that:

In pedagogy, according to K.D. Ushinsky, it is not experience (technology) that is transmitted, but a thought derived from experience;

The teacher must “pass other people’s” experience through himself (through his psyche, established views, methods of activity, etc.) and develop his own method that best suits the level of his personal and professional development;

Innovative ideas must be clear, convincing and adequate to the real educational needs of people and society; they must be transformed into specific goals, objectives and technologies;

Innovation must capture the minds and resources of all (or most) members of the teaching staff;

Innovative activity must be morally and materially stimulated; legal support for innovative activity is necessary;

In pedagogical activity, not only the results are important, but also the ways, means, and methods of achieving them.

Despite the obvious need for innovation in pedagogy, there are nevertheless a number of reasons preventing their implementation in the educational process, which undoubtedly hinders the development of pedagogy to a certain extent.

1.1.3 Innovative educational institutions

According to I.P. Podlasy, an educational institution is innovative if the educational process is based on the principle of environmental conservation, the pedagogical system evolves in a humanistic direction, the organization of the educational process does not lead to overload of students and teachers, improved results of the educational process are achieved through the use of undisclosed and previously unused system capabilities, the productivity of the educational process is not only a direct consequence of the introduction of expensive tools and media systems.

These criteria make it possible to really determine the degree of innovation of any educational institution, regardless of its name. The features of an innovative educational institution can be identified in comparison with traditional institutions (Table 1).

This incomplete comparison shows that the fundamental principles of an innovative educational institution are humanization, democratization, individualization and differentiation.

Table 1 Comparative characteristics of traditional and innovative educational institutions

1.2 Modern innovative technologies in pedagogy

In the context of educational reforms, innovative activities aimed at introducing various pedagogical innovations have acquired particular importance in vocational education. They covered all aspects of the didactic process: forms of its organization, content and technologies of teaching, educational and cognitive activities.

Innovative learning technologies include: interactive learning technologies, project-based learning technology and computer technologies.

1.2.1 Interactive learning technologies

In the psychological theory of learning, interactive learning is learning based on the psychology of human relationships. Interactive learning technologies are considered as ways of acquiring knowledge, developing skills and abilities in the process of relationships and interactions between the teacher and the student as subjects of educational activity. Their essence lies in the fact that they rely not only on the processes of perception, memory, attention, but, above all, on creative, productive thinking, behavior, and communication. At the same time, the learning process is organized in such a way that students learn to communicate, interact with each other and other people, learn to think critically, and solve complex problems based on the analysis of production situations, situational professional tasks and relevant information.

In interactive learning technologies, the roles of the teacher (instead of the role of an informant - the role of a manager) and the students (instead of the object of influence - the subject of interaction), as well as the role of information (information is not a goal, but a means for mastering actions and operations) change significantly.

All interactive learning technologies are divided into non-imitation and imitation. The classification is based on the sign of recreation (imitation) of the context of professional activity, its model representation in training.

Non-imitation technologies do not involve building models of the phenomenon or activity being studied. The basis of simulation technologies is simulation or simulation-game modeling, i.e., reproduction in learning conditions with one or another measure of adequacy of processes occurring in a real system.

Let's consider some forms and methods of interactive learning technologies.

A problem lecture involves the formulation of a problem, a problem situation and their subsequent resolution. Contradictions are modeled in a problem lecture real life through their expression in theoretical concepts. The main goal of such a lecture is the acquisition of knowledge by students with their direct and effective participation. Among the simulated problems there may be scientific, social, professional, related to specific content educational material. Statement of the problem encourages students to engage in active mental activity, to try to independently answer the question posed, arouses interest in the material being presented, and activates the students’ attention.

A debate seminar involves a collective discussion of a problem in order to establish ways of reliably solving it. The seminar-debate is held in the form of dialogical communication between its participants. It involves high mental activity, instills the ability to debate, discuss a problem, defend one’s views and beliefs, and express thoughts concisely and clearly. The functions of the actors at the debate seminar may be different.

Educational discussion is one of the methods of problem-based learning. It is used in the analysis of problem situations when it is necessary to give a simple and unambiguous answer to a question, while alternative answers are assumed. In order to involve everyone present in the discussion, it is advisable to use the methodology of cooperative learning (educational cooperation). This technique is based on mutual learning when students work together in small groups. The basic idea of ​​educational collaboration is simple: students combine their intellectual efforts and energy to complete a common task or achieve a common goal (for example, to find solutions to a problem).

The technology of work of a study group during educational cooperation may be as follows:

Formulation of the problem;

Formation of small groups (microgroups of 5-7 people), distribution of roles in them, explanations from the teacher about expected participation in the discussion;

Discussion of the problem in small groups;

Presenting the results of the discussion to the entire study group;

Continuing the discussion and summing up.

“Brainstorming” aims to collect as many ideas as possible, free students from the inertia of thinking, activate creative thinking, and overcome the usual train of thought when solving a problem. Brainstorming can significantly increase the efficiency of generating new ideas in a study group.

The basic principles and rules of this method are the absolute prohibition of criticism of the ideas proposed by the participants, as well as the encouragement of all kinds of remarks and even jokes.

The didactic game is an important pedagogical means of activating the learning process in a vocational school. During the didactic game, the student must perform actions similar to those that may take place in his professional activity. As a result, there is an accumulation, updating and transformation of knowledge into skills and abilities, accumulation of personal experience and its development. The technology of the didactic game consists of three stages.

Involvement in a didactic game, playful development of professional activity on its model contributes to the systematic, holistic development of the profession.

Internship while performing a job role is an active method of learning, in which the “model” is the sphere of professional activity, reality itself, and imitation mainly affects the performance of the role (position). The main condition of the internship is the performance, under the supervision of a training master (teacher), of certain actions in real production conditions.

Simulation training involves practicing certain professional skills and abilities to work with various technical means and devices. The situation, the environment of professional activity is simulated, and the technical means themselves (simulators, devices, etc.) act as a “model”.

Game design is a practical activity during which engineering, design, technological, social and other types of projects are developed in game conditions that recreate reality as much as possible. This method is different high degree a combination of individual and joint work of students. Creating a common project for the group requires, on the one hand, everyone to know the technology of the design process, and on the other, the ability to communicate and maintain interpersonal relationships in order to resolve professional issues.

1.2.2 Project-based learning technologies

Game design can turn into real design if its result is a solution to a specific practical problem, and the process itself is transferred to the conditions of an operating enterprise or to training and production workshops. For example, work commissioned by enterprises, work in design student bureaus, production of goods and services related to the field of professional activity of students. The technology of project-based learning is considered as a flexible model for organizing the educational process in a vocational school, focused on the creative self-realization of the student’s personality through the development of his intellectual and physical capabilities, strong-willed qualities and creative abilities in the process of creating new goods and services. The result of project activities are educational creative projects, the implementation of which is carried out in three stages.

An educational creative project consists of an explanatory note and the product (service) itself.

The explanatory note should reflect:

Selection and justification of the project topic, historical background on the project problem, generation and development of ideas, construction of supporting schemes for thinking;

Description of the stages of object construction;

Selection of material for the object, design analysis;

Technological sequence of product manufacturing, graphic materials;

Selection of tools, equipment and organization of the workplace;

Occupational health and safety when performing work;

Economic and environmental justification of the project and its advertising;

Use of literature;

Application (sketches, diagrams, technological documentation).

The designed product is subject to such requirements as manufacturability, efficiency, environmental friendliness, safety, ergonomics, aesthetics, etc.

The technology of project-based learning contributes to the creation of pedagogical conditions for the development of the student’s creative abilities and personality traits that he needs for creative activity, regardless of his future specific profession.

1.2.3 Computer technology

Computer learning technologies are the processes of collecting, processing, storing and transmitting information to the learner via a computer. To date, the most widespread technological areas in which the computer is:

A means for providing educational material to students for the purpose of transferring knowledge;

A means of information support for educational processes as an additional source of information;

A means for determining the level of knowledge and monitoring the assimilation of educational material;

A universal simulator for acquiring skills practical application knowledge;

A means for conducting educational experiments and business games on the subject of study;

One of the most important elements in the student’s future professional activity.

At the present stage, many professional educational institutions are developing and using both individual software products for educational purposes and automated teaching systems (ATS) in various academic disciplines. AOS includes a set of educational and methodological materials (demonstration, theoretical, practical, monitoring), computer programs that control the learning process.

With the advent operating system Windows has opened up new opportunities in the field of vocational training. First of all, this is the availability of interactive communication in so-called interactive programs. In addition, the widespread use of graphics (drawings, diagrams, diagrams, drawings, maps, photographs) has become feasible. The use of graphic illustrations in educational computer systems makes it possible to convey information to the learner at a new level and improve its understanding.

The increased productivity of personal computers has made it possible to wide application multimedia technologies. Modern professional training is difficult to imagine without these technologies, which make it possible to expand the areas of application of computers in the educational process.

Hypertext technology opens up new opportunities in the vocational education system. Hypertext (from the English hypertext - “supertext”), or hypertext system, is a collection of various information that can be located not only in different files, but also on different computers. The main feature of hypertext is the ability to navigate through so-called hyperlinks, which are presented either in the form of specially generated text or a specific graphic image. There can be several hyperlinks on the computer screen at the same time, and each of them determines its own “travel” route.

A modern hypertext learning system is distinguished by a convenient learning environment in which it is easy to find the necessary information, return to material already covered, etc.

Automated learning systems built on the basis of hypertext technology provide better learning not only due to the clarity of the information presented. The use of dynamic, i.e. changing, hypertext allows you to diagnose the student, and then automatically select one of the possible levels of study of the same topic. Hypertext learning systems present information in such a way that the learner himself, following graphic or text links, can use various schemes working with the material.

The use of computer technologies in the vocational education system contributes to the implementation of the following pedagogical goals:

Development of the student’s personality, preparation for independent productive professional activity;

Implementation of a social order determined by the needs of modern society;

Intensification of the educational process in a vocational school.

Innovative learning technologies that reflect the essence of the future profession form professional quality specialist, are a kind of testing ground where students can practice professional skills in conditions close to real ones.

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

International experience convinces us that the quality of personnel training was, is and will be a priority in the field of vocational education. Based on the analysis of the Soviet vocational school and modern Russia, it should be noted that this issue has always been given great attention both by educational authorities at all levels and by the vocational education institutions themselves. Unfortunately, the result was not always what we would have liked.

IN Soviet period the technology of “fine-tuning” the quality of knowledge, skills and abilities of future workers and specialists directly at state enterprises worked. In new market conditions, this technology no longer works; owners of small and large enterprises do not need unqualified personnel and are not going to be patrons of their training. This is one of the main contradictions of our time.

This state of affairs is pushing heads of educational institutions to search for new technologies to increase the efficiency of personnel training. There are many interesting and, most importantly, practice-oriented developments at the Institute for the Development of Professional Education of the Ministry of Education of the Russian Federation, the authors of which are professors I.P. Smirnov, A.T. Glazunov, academician E.V. Tkachenko and others. The paradox is that in the Russian regions they know about this by hearsay and any new, including proven, developments are brushed aside like annoying flies, while complaining about the lack of necessary recommendations. The reasons are obvious: reluctance to dive into the specified problem; lack of specialists in innovative pedagogical technologies; absence necessary conditions, facilitating their implementation.

The long-term cooperation of the Vocational Lyceum No. 12 of Stary Oskol, Belgorod Region, with vocational schools in Germany, and in particular the city of Salzgitter, confirms the importance and relevance of constant and close attention to the quality of vocational training.

The differences between the Russian and German vocational education systems are as follows:

Vocational education in Germany is based, as is known, on a dual system, which presupposes not only the interest of the vocational school and the enterprise - the customer of personnel, but also responsibility for compliance with the standard of education, the presence of highly qualified teaching staff, the highest professional level of industrial training masters working in enterprises, the availability of modern educational, material and technical base and, finally, independent commissions that take exams both at the certification stage and at the final qualifying exams;

Democratization of the educational process in German vocational schools, permeating all its participants: from students to management. Students’ awareness of the need to acquire knowledge for the purpose of its further application in practice, as well as the fact that the success of their professional activities, and therefore their well-being and place in society, depends on the level of their qualifications;

Quality for Germans is, first of all, a moral category that creates a sense of pride in themselves, their work, and their country.

Along with the above, a new direction in the vocational school in Germany should be noted. This is not just a slogan or appeal, but a whole system of measures providing for high efficiency in the use of budget funds, material resources in achieving the final result. In such conditions, any proposed project or innovation is subject to thorough examination by the council of the vocational school, employers and organizations participating in its financing. If the conclusion is positive, the project receives approval, a grant for its implementation and financial incentives for its developers.

To be fair, it should be admitted that there are quite a few creative teams in domestic vocational education institutions. An example is the professional lyceums of Tatarstan, Belgorod, Orenburg, Chelyabinsk regions, Krasnodar and Khabarovsk territories. However, the general state of the quality of personnel training in the vocational education system remains at a rather low level. The main and well-known reasons for this are: low wages for vocational school workers, hence their low qualifications, lack of motivation to use new pedagogical technologies; the negative impact on the quality of vocational training of the abolition of the institution of basic enterprises, which were the guarantors of vocational educational institutions. The same problem creates uncertainty among graduates about the future. Let me note that the experience of countries with developed economies shows that the well-being of owners directly depends on the well-being of young people, who are in demand in the labor market.

Due to existing objective reasons (collapse of the USSR, low wage educational workers, outdated equipment), the introduction of innovations into the educational system of the Russian Federation is difficult. While the Western education system is subject to changes much more. However, in our country there are institutions in which the pedagogical process takes place using innovative technologies. This is largely due to the enthusiastic teachers.

2.1.2 Innovations in vocational education in Russia

The changing role of education in society has determined most of the innovation processes. From passive, routinized, taking place in traditional social institutions, education becomes active. Educational potential is being updated as social institutions, and personal.

Previously, the absolute guideline of education in Russia was the formation of knowledge, skills, and abilities that ensure readiness for life, understood as the ability of an individual to adapt to society. Now education is increasingly focused on the creation of technologies and methods of influencing the individual, which ensure a balance between social and individual needs and which, by launching the mechanism of self-development, prepare the individual for the realization of his own individuality and changes in society.

Social transformations in our country have brought to the fore the problem of modeling in the educational sphere. Russia's recovery from the crisis, the justification of the educational development strategy, and the determination of immediate and long-term programs require innovative actions and broad modern thinking. Modeling occupies a special place here as a high-tech method of scientific analysis and foresight.

Modeling is a specific multifunctional technology, but its main task is to reproduce another, replacing object (model) based on its similarity to an existing one. Its goals, on the one hand, are to reflect the state of the problem at the moment, to identify the most acute contradictions, and on the other, to determine the development trend and those factors whose influence can correct undesirable development; intensifying the activities of state, public and other organizations in search of optimal solutions to problems.

Let us highlight two groups of requirements that the model must meet:

Be simple, more convenient; provide new information; contribute to the improvement of the object itself;

Contribute to improving the characteristics of an object, rationalizing the methods of its construction, management or cognition.

Therefore, when drawing up an algorithm for developing a model, on the one hand, strict focus must be observed, linking its parameters with the expected results, and on the other hand, sufficient “freedom” of the model must be ensured so that it is capable of transformation depending on specific conditions and circumstances, could be alternative, have the greatest number of options in stock.

Significant changes are taking place in the system of primary vocational education. Thus, on March 25, an extended meeting of the Academic Council of the Kuzbass Regional Institute for the Development of Vocational Education was held in Kemerovo with the participation of directors of primary vocational education institutions in the Kemerovo region. It heard reports from the director of the IRPO I.P. Smirnov, academician of the Russian Academy of Sciences V. Tkachenko “On new principles of organizing NGOs”

The meeting participants noted the relevance of the proposed new principles for organizing primary vocational education. This is due to the fact that in the Modernization Concept Russian education for the period until 2010, the task of accelerated development of primary and secondary vocational education has been formulated, which is new in its formulation. This involves the formation of an open education system, its interaction with the outside world, primarily with labor markets and educational services.

Today, a more intensive scientific study of the ways of transition to a state-public model of management of vocational education is required, the redistribution of a number of functions in favor of employers, and their inclusion in the formation of the content of state standards of vocational education, curricula and programs. The system of primary vocational education needs to be liberated from social isolation, giving it an open character and the ability for self-development based on new principles of organization, oriented towards the labor market and social partnership.

Discussion of new ways to modernize NGOs in Kemerovo is one of the stages of the public initiative to implement the slogan of “accelerated development of NGOs” declared by the Government of the Russian Federation, but “hung in the air.” This initiative was put forward on December 26, 2003 at a joint meeting of the Rosproftekh Association, the Academy of Vocational Education and the Russian Club of Directors.

2.2 Innovative pedagogical technologies on legislation

During the time that has passed since the adoption of the Federal Law "On approval of the Federal Program for the Development of Education", in the Russian education system and its financial security significant changes have occurred. The implementation of numerous medium- and long-term large-scale experiments has begun to test elements of education modernization at its various levels. In 2001-2003, the Russian Government approved a number of federal targeted programs in the field of education, which are being implemented in parallel with the Federal Education Development Program. The volume of their funding is approaching the volume of funding for this program, and for a program such as “Development of a Unified Educational Information Environment” it is noticeably superior.

The current stage of development of Russian education is characterized by increasing integration into the global educational space. In 2000, Russia, like most countries that are members of the United Nations, signed the Dakar Agreements to implement the Education for All program. In 2003, Russia became one of the European countries participating in the Bologna process. Therefore, in order to develop the Federal Program for the Development of Education for the new period, it was necessary to clarify the purpose, status and structure of the program from the standpoint of their more dilapidated regulation.

It should be noted that a number of issues were resolved when the the federal law No. 122, which introduced changes to the Law “On Education”. In particular, provisions on the competitive procedure for developing the Federal Education Development Program and its legislative approval were excluded, and in terms of status it was equal to other targeted federal programs.

The result of the hard work of the team created by the Ministry of Education and Science of the Russian Federation, with the active participation of Rosoobrazovanie, a large group of scientists and practitioners, were the draft Concepts of the Federal Education Development Program and the program itself, integrated with the Federal Target Program "Development of a Unified Educational Information Environment." Thus, the Federal Target Program for the Development of Education is a logical continuation of these combined programs, a document that largely determines the financial fate of Russian education in the coming years.

By the minutes of the meeting of the Government of Russia of August 11, 2005, the Federal Target Program for the Development of Education was included in the list of federal target programs for 2006. Taking into account comments received from the Ministry of Economic Development, the Ministry of Finance, and other ministries and departments, the text of the program was finalized and submitted for consideration to the Government of Russia, and its activities are closely interconnected with the Priority areas for reforming the educational system of the Russian Federation.

Minister of Education and Science A.A. Fursenko repeatedly emphasized in his speeches that we are faced with the task of forming not a fundamentally new education system, but fundamentally new opportunities for it. Therefore, the Priority directions for the development of the educational system of the Russian Federation, approved by the Government, are a concretization of the main provisions of the Concept for the modernization of Russian education for the period until 2010, taking into account modern conditions.

The federal target program was developed taking into account the priority areas of development of the industry, so the implementation of its activities will become the basis for the effective implementation of the state educational policy of Russia at the present stage.

The fundamental differences between the new program and the 1992 program lie, first of all, in the approaches to its formation and implementation. The most important among them are the focus on achieving measurable results, assessed on the basis of socio-economic indicators, and support for “growth points” (the so-called development programs and projects); the all-Russian and system-wide significance of the problems being solved and the proposed changes; selection of projects from the point of view of their compliance with modern educational and information technologies and world quality criteria: active involvement of civil society institutions in the formation and implementation of events. For the first time, an integrated approach to project implementation was applied, including scientific and methodological support, testing and dissemination of the results obtained, legal, personnel and logistical support, and the introduction of information and communication technologies.

The Federal Target Program for the Development of Education for 2006-2010 is a set of activities interconnected in terms of resources and timing, covering changes in the structure, content and technologies of education, the management system, organizational and legal forms of subjects of educational activity and financial and economic mechanisms. It is noteworthy that the new program plans to pay significant attention to projects related to solving current problems modern school: updating the content and technologies of education, improving the quality of educational services, introducing new models of remuneration for teaching staff and regulatory budget financing, introducing new state standards based on a competency-based approach, specialized training in high school, models of state and public management in educational institutions, creating an all-Russian systems for assessing the quality of education, development of the infrastructure of a unified information educational space.

For example, until now the issue of forming a unified educational space throughout Russia has been dealt with federal programs development and education (content of education, development of educational methods and technologies) and a unified educational information environment (computerization of educational institutions). As a result of the integration of these programs in subsequent years, these areas will be implemented in a single manner: primarily by filling educational Internet resources and providing online access to them for students and teachers.

An increase in the state's contribution should be accompanied by increased efficiency in the use of funds by the education system itself and the elimination of inappropriate expenses.

An important strategic feature of the new program will be the actual abandonment of targeted allocation of funds to the constituent entities of the Russian Federation. It is assumed that the regions themselves will have to determine the best, promising educational institutions that can follow the path of innovative development. They will participate in the competition, the winners of which will be given a government order for the development of educational infrastructure, the purchase of equipment, internships for students studying abroad and other purposes. Thus, the winners will be megaprojects that will result in a system product. In addition, it is planned to provide educational institutions with the opportunity for independent economic activity through autonomization to obtain additional sources of income. And educational institutions that do not meet the necessary requirements for the level of training may be deprived of funding altogether.

The federal target program also involves the implementation of such an important project for the country’s education system as the introduction of normative per capita financing of educational institutions.

The program consists of a system of activities in accordance with the main objectives grouped into four large blocks according to the main areas of activity. The peculiarity of such a block structure is that if there are insufficient financial resources for any event, it will be excluded, and funds will not be redistributed between other events.

According to the plans of the developers, which included specialists from Rosoobrazovanie, the main task of the program is the systemic transformation of the Russian school as a whole (both general education and higher education) to significantly increase the efficiency of using budget funds and create a unified educational information environment.

In accordance with the Concept of the Federal Target Program for the Development of Education, its strategic goal is to provide conditions for meeting the needs of citizens, society and the labor market in quality education by creating new institutional and public mechanisms for regulating the educational sphere, updating its structure and content, developing the fundamentality and practical orientation of educational programs, create a system of continuous education. To achieve the strategic goal, it is necessary to solve a set of specific tasks in the following specific areas: improving the content and technologies of education; development of a system for ensuring the quality of educational services; increasing management efficiency in the education system; improvement of economic mechanisms in the field of education.

The main result of the implementation of the program should be to ensure equalization of access to quality education through the introduction of educational programs for children of senior preschool age, the introduction of specialized training in high school, the introduction of a system for assessing the quality of education, and the creation of a system of continuous professional education. Among the expected results, special mention should be made of the accelerated development of a number of leading universities, designed to become centers for the integration of science and education, and exemplary training of highly professional personnel.

The implementation of the Federal Target Program for the Development of Education is divided into three stages: the first stage (2006-2007) provides for the development of development models in individual areas, their testing, as well as the deployment of large-scale transformations and experiments; the second stage (2008-2009) is designed to implement measures to ensure the creation of conditions for the implementation of effective models developed in the first stage; third stage (2010) - implementation and dissemination of the results obtained in the previous stages.

To assess the effectiveness of solving the program's problems, a system of indicators has been developed that characterize the progress of its implementation and the impact of program activities on the state of the education system. The most significant of them, reflecting strategic priorities, are the development of human capital and the training of professional human resources of the required level of qualifications; promoting the strengthening of civil society institutions, improving the quality of life of the population.

During the implementation of the Federal Target Program for the Development of Education, it is planned to: develop and implement fundamentally new education standards in more than 60% of educational areas; increase the number of vocational education programs that have received international recognition by 1.3 times compared to 2005, which will allow Russia to enter the international labor market; increase the proportion of students studying using information technology by 1.5 times compared to 2005; increase Russia's rating in international surveys of the quality of education to the average for OECD countries, etc.

In addition to federal budget funds, funds from the budgets of constituent entities of the Russian Federation will be attracted to finance program activities, and funds from extra-budgetary sources will be focused on the implementation of joint projects within the framework of federal and regional education development programs.

For the implementation of the Federal Target Program for the Development of Education in 2006-2010, funds were allocated in the amount of 61.952 billion rubles (in prices of the corresponding years), including from the federal budget - 45.335 billion rubles, from the budgets of the constituent entities of the Russian Federation - 12.502 billion rubles, from extra-budgetary sources - 4.116 billion rubles.

The state customer-coordinator of the Federal Target Program for the Development of Education is the Ministry of Education and Science, and the state customers are Rosobrazovanie and Rosnauka.

2.3 Innovative teaching activities in the capital

In the Address of the President of the Russian Federation V.V. Putin to the Federal Assembly, documents of the State Council dated March 24, 2006, it is clearly stated that the future of our country is determined not by raw materials and natural resources, but by intellectual potential, the level of development of science, and high technology.

To achieve this, education in Russia must move into a special innovative development mode, in which it is possible to preserve the best traditions of our public education and at the same time take into account global development trends educational systems, compare our education with global norms and standards.

The fundamental principles of education are accessibility, transparency, quality, continuity and constant renewal, and competitiveness.

The most important step on this path is the priority national project “Education”, which sets strategic goals for the innovative development of education.

The materials of the report to the State Council say: “... pedagogical universities (already a very weak link in the domestic higher education system) are extremely ineffective both professionally and in terms of the use of public budget funds. Meanwhile, this situation is quite satisfactory for pedagogical universities in terms of their corporate interests, which preserves their excess numbers, prevents them from getting rid of non-core types of educational activities and concentrating on the main tasks of preparing a teacher of the new era, in demand by modern society and all levels of Russian education. The reform of higher pedagogical education should become ahead of the reform schools."

And the capital sets an example in this. It is in the universities of the Moscow Department of Education that the formation of new content of pedagogical education is taking place, without waiting for the introduction of a new generation of state standards of pedagogical education:

Significant strengthening of the share of psychological-pedagogical, philosophical-cultural and environmental-hygienic cycles;

Focus on practice-oriented learning - mastering innovative forms and methods; technologies of educational, educational, organizational, project, psychological and advisory activities and communications;

The introduction of simultaneous training for each future teacher of a secondary school, both in the main subject and additionally (optional) one or two;

Inclusion in the training of primary school teachers of specializations in various areas of musical, artistic, theatrical, technical, applied and folk art;

Preparing teaching staff for computer fluency, the use of information and telecommunication technologies, knowledge bases in the educational process;

One-year compulsory teaching practice (internship), including writing and defending a qualifying thesis based on understanding the experience of one’s own teaching activities in the context of broad educational practice, as well as passing state exams;

Creation of a system of basic educational institutions at pedagogical universities as innovative and resource-methodological centers for the development of education in accordance with the needs of the regions, as well as for organizing effective forms of teaching practice and internship.

Pedagogical universities of the Moscow Department of Education operate in an innovative mode. The direct innovation field of the Moscow City Pedagogical University is provided by the following blocks.

1. Logistics block:

Modern equipment (more than 1200 computers, local fiber optic network, 41 computer classes, 22 multimedia classes), various service departments, modern laboratories for classes;

Training and laboratory areas (18 educational buildings, Istra training center);

Fundamental science Library(650 thousand storage units, electronic catalogue, Russian and international book exchange, single library card system).

2. Block of scientific and pedagogical staff:

Professional qualifications of scientific and pedagogical personnel, professional knowledge of modern pedagogical information technologies (more than 70% of teachers with academic degrees and titles, internships, advanced training);

Continuity and preparation of scientific and pedagogical shifts (postgraduate studies, doctoral studies in 35 scientific specialties, dissertation councils, the Fund for Support of Russian Teachers, competitions “Teacher of the Year” in the nomination “Pedagogical Debut”, “Leader of Education”);

Moral and material incentives (various bonuses, additional payments from the VFU, awards, diplomas, certificates of gratitude).

3. Educational block:

Structure and content of specialist training (training in 35 specialties and 48 areas; continuous teaching practice; elective original courses and programs, elective courses);

Quality control of specialist training (certification and accreditation, University Education Quality Center; University Scientific and Educational District).

4. Research block:

Information and analytical work (participation in government funds, commissions, competitions; monitoring service; Science Days, conferences, " round tables"), examination.

At the interuniversity scientific and practical conference organized by the Moscow Department of Education on the basis of the Moscow State Pedagogical University last summer, it was raised the most important question for the development of education in the Russian Federation about innovative directions in teaching activities:

First Deputy Head of the Moscow Department of Education, Doctor of Economics, Professor V.I. Lisov noted the validity and significance of higher education in innovative development the capital's vocational education system, its special role in the implementation of the priority national project "Education", in creating the basic prerequisites for a breakthrough in innovative development and strengthening the competitiveness of the educational system. They have powerful scientific, methodological and educational potential, and are actively involved in the implementation of a set of measures to ensure the full inclusion of Russian higher education in the Bologna process; in improving the quality and strengthening the practice-oriented nature of vocational education that meets the current and future needs of the region; in the development of university complexes.

Chairman of the Council of Rectors of Universities in Moscow and the Moscow Region, Rector of the Moscow City Pedagogical University, Doctor of Historical Sciences, Professor V.V. Ryabov introduced the audience to the system and mechanisms of innovative and experimental activities that have developed at the university, especially emphasizing that only high-quality education at all levels can become a resource for the sustainable development of society and its competitiveness in the world market.

Rector of the Moscow City Psychological and Pedagogical University, Doctor of Psychology, Professor, Academician of the Russian Academy of Education V.V. Rubtsov noted that the growth of education lies not only in the training of specialists, but also in how it influences the social culture of society. The university has become the lead organization in the development of the service of practical educational psychology, which currently employs about 3 thousand psychologists. About 46 centers for psychological, medical and social support for the younger generation have been created, i.e. practice begins to determine the specifics of the work of specialists.

Rector of the Moscow Institute of Open Education, Doctor of Physical and Mathematical Sciences, Professor, Corresponding Member of the Russian Academy of Education A.L. Semenov touched upon the topic of innovative pedagogy and information technology in additional vocational education, clarifying that the implementation of the ideas of informatization brings the educational system into line with the needs of the information society, providing it with ample opportunities for development.

Rector of the Moscow Humanitarian Pedagogical Institute, Doctor of Pedagogical Sciences, Professor A.G. Kutuzov expressed the opinion that the standards of pedagogical education are not consistent with the standards of general education; all of them, almost without exception, are focused on the teacher’s ability to prepare students only for socialization and nothing more. Therefore, it is necessary to join forces to create an interuniversity group that will be able to develop fundamentally new standards and test them on their own base.

Rector of the Moscow State Academy of Business Administration, Doctor of Philosophy, Professor T.I. Kostina touched upon the problem of forming a new system of interaction between educational institutions and all subjects of the labor market, as well as regional authorities, aimed at maximum coordination and implementation of the interests of all participants in this process by organizing permanent dialogue on a mutually beneficial and equal basis, emphasizing that in the new socio-economic conditions universities are doomed to be innovative.

Director of the Research Institute for the Development of Vocational Education, Doctor of Philosophy, Professor, Corresponding Member of the Russian Academy of Education I.P. Smirnov acquainted those gathered with the tasks of modernizing secondary pedagogical education in the capital, proposing to calculate the economic efficiency of using the city budget for it. As the functions of training preschool and primary education teachers are transferred to pedagogical universities, the mission of secondary pedagogical education can be reduced to training specialists for the additional education sector. The inevitable reduction in the future of training of teachers with secondary vocational training will make it possible to repurpose a number of pedagogical colleges into educational institutions of economic profile with the organization of training in professions that do not require large financial costs ( Social worker, sign language interpreter, assistant secretary, clerk, logistician, etc.), freeing the city’s economic colleges from these functions. On the basis of one of them, it would be possible to implement the concept of a social college specializing in the education of people with disabilities.

In conclusion, the conference participants summarized that innovative activity is not a tribute to fashion, but an engine for the modernization of education, a point of growth. graduate School capital makes a significant contribution to solving various problems, not only education, but also the social sphere of the city in general.

It is quite obvious that Moscow and the Moscow region have the greatest opportunities for integrating innovations into the pedagogical process. This is due to many factors, such as: proximity to Europe, significant concentration of financial resources, in addition, the overwhelming majority of the outstanding minds of the Russian Federation live in the capital.

All these factors determine the importance of the Moscow region for our country. Moscow is a kind of “locomotive” of education in the Russian Federation.

Conclusion

Pedagogy, like any other science, is subject to numerous changes and development. This is due, first of all, to the fact that society has more and more new demands on specialists. NTP helps pedagogy find more effective, efficient ways of transformation common man into a socially significant person.

The consequence of constant development and improvement of pedagogical methods has become innovative technologies, that is, technologies through which the integrative process of new ideas in education occurs.

However, the introduction of such technologies is associated with a number of difficulties (financial resources, conservatism of some officials in the educational sphere, insufficient development of technologies). In addition, despite the obvious need for innovation, it should still be implemented with caution. Otherwise, careless innovation activities can lead to a crisis in the educational system.

And yet, it is important to understand that pedagogical innovations are an integral part of the development of pedagogy and they are necessary to improve the education system.

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Professional education No. 9 2006: Periodical publication / E.Yu. Melnikova – Higher education capitals – innovative development mode – P. 12.

Professional education No. 1 2006: Periodical publication / V.V. Ryabov – Innovative and experimental activities of Moscow State Pedagogical University in the Moscow education system – P.12-13.

Khamidullina Dinara Ildarovna, GBOU NPO PL No. 3, Sterlitamak RB, mathematics teacher

Modern innovative educational technologies

Currently, teaching methods are going through a difficult period associated with changing educational goals and the development of Federal State Educational Standards based on a competency-based approach. Difficulties also arise due to the fact that the basic curriculum reduces the number of hours for studying individual subjects. All these circumstances require new pedagogical research in the field of methods of teaching subjects, the search for innovative means, forms and methods of teaching and upbringing related to the development and implementation of innovative educational technologies in the educational process.

In order to skillfully and consciously select from the available bank of pedagogical technologies exactly those that will allow achieving optimal results in teaching and upbringing, it is necessary to understand the essential characteristics of the modern interpretation of the concept of “pedagogical technology”.

Pedagogical technology answers the question “How to teach effectively?”

Analyzing existing definitions, we can identify the criteria that constitute the essence of pedagogical technology:

definition of learning objectives (why and for what);

selection and structure of content (What);

optimal organization of the educational process (How);

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

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

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

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

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

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

Modern teaching methods are active methods of developing competencies, based on the interaction of students and their involvement in the educational process, and not just on passive perception of the material.

Modern training infrastructure, which includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

There is no generally accepted classification of educational technologies in Russian and foreign pedagogy today. Various authors approach the solution to this pressing scientific and practical problem in their own way.

Innovative areas or modern educational technologies in the Priority National Project “Education” include: developmental education; problem-based learning; multi-level training; collective education system; problem solving technology; research teaching methods; project-based teaching methods; modular learning technologies; lecture-seminar-credit system of education; use of gaming technologies in teaching (role-playing, business and other types of educational games); cooperative learning (team, group work); information and communication technologies; health-saving technologies.

Other sources highlight:

Traditional technologies : referring to traditional technologies various types training sessions, where any system of means can be implemented to ensure the activity of each student on the basis of a multi-level approach to the content, methods, forms of organization of educational and cognitive activity, to the level of cognitive independence, transferring the relationship between teacher and student to parity, and much more.

Classroom teaching technology - ensuring systematic assimilation of educational material and accumulation of knowledge, skills and abilities.

Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and rotating members, frontal work in a circle). Formation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.

Game technology (didactic game). Mastering new knowledge based on the application of knowledge, skills and abilities in practice, in cooperation.

(educational dialogue as a specific type of technology, problem-based (heuristic) learning technology. Acquisition of knowledge, skills and abilities by students, mastering methods of independent activity, development of cognitive and creative abilities.

Technology of advanced advanced learning. Achievement by students of the mandatory minimum educational content. Learning how to solve problems, consider possibilities, and apply knowledge to specific situations. Providing opportunities for each student to independently determine the paths, methods, and means of searching for the truth (result). Contribute to the formation of methodological competence. Forming the ability to independently solve problems and search for necessary information. Learning how to solve problems.

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

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

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

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

Technology for carrying out collective creative activities. Creating conditions for students’ self-realization in creativity, research, and student teams. Involving students in discussion and analysis of the problems that most concern them, self-assessment of various negative life situations. Formation of organizational abilities of students.

Active learning methods (ALM) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating, by special means, conditions that motivate students to independently, proactively and creatively master educational material in the process of cognitive activity

Communication technologies

Portfolio technology

Development of critical thinking

Modular training

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Every teacher needs to navigate wide range modern innovative technologies, ideas for schools, directions, do not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire extensive arsenal of educational technologies. Moreover, this is reflected in job descriptions and certification materials. The use of innovative educational technologies is one of the criteria for assessing the professional activities of teaching assistants and teachers.

Therefore, we need more intensive implementation of technologies for our conditions. Of course, we do not have enough time, money or even knowledge to apply some of them, since modern technologies use the latest achievements of science, technology, psychology, etc. But elements of technology are quite accessible.

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

Interactive learning technology

or group learning technology

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

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

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

The organization of group interactions in educational activities can be different, but includes the following stages:

individual work;

work in pairs;

making group decisions.

Groups are organized at the discretion of the teacher or “at will.” It is taken into account that a weak student needs not so much a strong student as a patient and friendly interlocutor. You can include students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: observer, sage, knowledge keeper, etc., and each student can play one role or another.

Through work in permanent and temporary microgroups, the distance between students is reduced. They find approaches to each other, in some cases discover tolerance in themselves and see its benefits for the business that the group is engaged in.

Only a non-standard formulation of the problem forces us to seek help from each other and exchange points of view.

A working lesson map is drawn up periodically. It contains:

the issue the group is working on;

list of participants;

self-esteem of each participant from the point of view of the group.

For self-assessment and evaluation, precise criteria are given in the map so that there are no significant disagreements. The guys eagerly participate in evaluating the oral and written answers of their classmates, i.e. take on the role of expert.

Those. the use of interactive learning technology affectsfformation of a person who is sociable, tolerant, has organizational skills and knows how to work in a group; increasing the efficiency of assimilation of program material.

Case method

In the context of interactive learning, a technology has been developed that is called CASE STUDY or CASE METHOD.

The name of the technology comes from the Latincase - confusing unusual case; and also from Englishcase- briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive from the teacher a package of documents (case), with the help of which they either identify a problem and ways to solve it, or develop options for solving a difficult situation when the problem is identified.

Case analysis can be either individual or group. The results of the work can be presented both in written and oral form. IN Lately Multimedia presentation of results is becoming increasingly popular. Familiarity with cases can occur either directly in class or in advance (in the form of homework). The teacher can use ready-made cases and create his own developments. Sources of case studies on subjects can be very diverse: works of art, films, scientific information, museum exhibitions, student experience.

Training based on the case method is a purposeful process built on a comprehensive analysis of the presented situations - discussion during open discussions of the problems identified in the cases - development of decision-making skills. A distinctive feature of the method is the creation of a problem situation from real life.

When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to restore them. Practical skills. Use of academic theories, methods and principles in practice. Creative skills. As a rule, a case cannot be solved by logic alone. Creative skills are very important in generating alternative solutions that cannot be found logically.

The advantage of case technologies is their flexibility and variability, which contributes to the development of creativity in teachers and students.

Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, and the capabilities of the students. The greatest effect can be achieved with a reasonable combination of traditional and interactive teaching technologies, when they are interconnected and complement each other.

Research technology

Project method

The project method is a training system in which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks - projects.

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

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

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

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

Research project the structure resembles a truly scientific study. It includes justification of the relevance of the chosen topic, identification of research objectives, mandatory formulation of a hypothesis with its subsequent verification, and discussion of the results obtained.

Information project is aimed at collecting information about some object or phenomenon for the purpose of its analysis, generalization and presentation to a wide audience.

Creative project assumes the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, videos, etc.

Role-playing project is the most difficult to develop and implement. By participating in it, designers take on the roles of literary or historical characters, fictional heroes. The result of the project remains open until the very end.

The project method, in its didactic essence, is aimed at developing abilities, possessing which, a school graduate turns out to be more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work in various teams, because project activity is a cultural form of activity in which it is possible formation of the ability to make responsible choices.

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

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

Technology for developing critical thinking

New educational standards introducenew direction of assessment activities – assessment of personal achievements. This is due to realityhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of assessment of personal achievements ensures the development of the following components of personality: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.

Therefore, the standards include in the final assessment of studentsaccumulated assessment characterizing the dynamics of individual educational achievements throughout all years of study.

The optimal way to organize a cumulative assessment system isportfolio . This is the wayrecording, accumulation and evaluation of work , the student's results, indicating his efforts, progress and achievements in various fields over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio ensures a transfer of “pedagogical emphasis” from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of a portfolio is its integrativeness, which includes quantitative and qualitative assessments, presupposing the cooperation of the student, teachers and parents during its creation, and the continuity of replenishment of the assessment.

Technology portfolio implements the followingfunctions in the educational process:

diagnostic (changes and growth (dynamics) of indicators over a certain period of time are recorded);

goal setting (supports educational goals formulated by the standard);

motivational (encourages students, teachers and parents to interact and achieve positive results);

meaningful (maximally reveals the entire range of achievements and work performed);

developmental (ensures continuity of the process of development, training and education);

training (creates conditions for the formation of the foundations of qualimetric competence);

corrective (stimulates development within the framework conditionally set by the standard and society).

For the student portfolio is the organizer of his educational activities,for the teacher – a feedback tool and an assessment tool.

Several are knownportfolio types . The most popular are the following:

portfolio of achievements

portfolio - report

portfolio - self-esteem

portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)

Choice The type of portfolio depends on the purpose of its creation.

Distinctive feature portfolio is its personality-oriented nature:

the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;

the student collects material;

self-assessment and mutual assessment are the basis for evaluating results.

Important characteristic technology portfolio is its reflexivity. Reflection is the main mechanism and method of self-attestation and self-report.Reflection – the process of cognition based on introspection of one’s inner world. /Ananyev B.G. Man as an object of knowledge. – L. – 1969 ./ “psychological mirror of oneself.”

In addition to general educational skills to collect and analyze information, structure and present it, a portfolio allows you to develop higher-order intellectual skills - metacognitive skills.

studentmust learn :

select and evaluate information

define exactly the goals he would like to achieve

plan your activities

give assessments and self-assessments

track your own mistakes and correct them

The introduction of modern educational technologies does not mean that they will completely replace traditional teaching methods, but will be an integral part of it.

Annex 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Modern traditional training (TO)

II. Pedagogical technologies based on personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-personal technology of Sh.A.Amonashvili
3. E.N. Ilyin’s system: teaching literature as a subject that shapes a person

III. Pedagogical technologies based on the activation and intensification of students' activities.
1. Gaming technologies
2. Problem-based learning
3. Technology of intensification of learning based on schematic and symbolic models of educational material (V.F. Shatalov).

4 Level differentiation technologies
5. Technology of individualization of training (Inge Unt, A.S. Granitskaya, V.D. Shadrikov).

6. Programmed learning technology
7. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

8. Group technologies.
9. Computer (new information) teaching technologies.

IV. Pedagogical technologies based on didactic improvement and reconstruction of material.
1. “Ecology and dialectics” (L.V. Tarasov).
2. “Dialogue of Cultures” (V.S. Bibler, S.Yu. Kurganov).
3. Consolidation of didactic units - UDE (P.M.Erdniev)
4. Implementation of the theory of stage-by-stage formation of mental actions (M.B. Volovich).

V. Subject pedagogical technologies.
1. Technology of early and intensive literacy training (N.A. Zaitsev)..

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

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

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

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

4. Workshop technology.

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

2 Technology of self-development (M. Montessori)

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

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

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

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

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

2. Model “Russian school”.

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

5. Agricultural school of A.A.Katolikov.
6. School of Tomorrow (D. Howard).

Model "Russian school"

Supporters of the cultural-educational approach try to maximally saturate the content of education with Russian ethnographic and historical material. They widely use Russian folk songs and music, choral singing, epics, legends, as well as material from native studies. Priority place in the curriculum is given to such subjects as the native language, Russian history, Russian literature, Russian geography, Russian art.

School Park

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

Waldorf schools

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

Appendix 2

Problem-based learning technology

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

Problem situation characterizes a certain mental state of the student, arising as a result of his awareness of the contradiction between the need to complete a task and the impossibility of accomplishing it with the help of his existing knowledge and methods of activity.

In problem-based learning, there is always a formulation and solution of a problem - a cognitive task put forward in the form of a question, task, task.

The problem to be solved exists objectively, regardless of whether the situation has become problematic for the student or whether he has realized this contradiction. When the student realizes and accepts the contradiction, the situation will become problematic for him.

Problem-based learning is carried out using almost all teaching methods and, above all, in the process of heuristic conversation. Problem-based learning and heuristic conversation are related as a whole and a part.

Requirements for problematic situations and problems

The creation of a problem situation should, as a rule, precede an explanation or self-study students of new educational material.

The cognitive task is drawn up taking into account the fact that the problem should be based on the knowledge and skills that the student possesses. It should be sufficient to understand the essence of the issue or task, the final goal and solutions.

The problem should be interesting for students and stimulate the motivation of their active cognitive activity.

Solving a problem should cause a certain cognitive difficulty, requiring active mental activity of students.

The content of the problem in terms of difficulty and complexity should be accessible to students and correspond to their cognitive capabilities.

To master a complex system of knowledge and actions, problem situations and corresponding problems must be applied in a specific system:

• • a complex problem task is divided into smaller and more specific ones;

    each problem is allocated one unknown element;

    The material communicated by the teacher and assimilated by students independently must be differentiated.

Problem-based learning is most often used as a part of a lesson.

Gaming technology

Usage didactic games

An increase in the workload in lessons makes us think about how to maintain students’ interest in the material being studied and their activity throughout the lesson. An important role here is given to didactic games in the classroom, which have educational, developmental and nurturing functions that act in organic unity. Didactic games can be used as a means of teaching, education and development. The game form of classes is created during lessons using game techniques and situations. The implementation of gaming techniques and situations occurs in the following areas:

The didactic goal is set for students in the form of a game task;

Educational activities are subject to the rules of the game;

The educational material is used as a means of play;

An element of competition is introduced into educational activities, which transforms a didactic task into a game one; the success of completing a didactic task is associated with the game result.

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

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

Business games

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

Signs of business games and requirements for them:

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

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

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

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

Pedagogy of cooperation

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

Fundamentals of “pedagogy of cooperation”

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

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

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

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

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

Multidimensional technology V.E. Steinberg

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

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

MDT is based on a number of principles:

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

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

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

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

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

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

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

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

Channel design - to the direct design channel teaching models and the reverse channel of comparative evaluation activities using technological models.

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

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

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

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

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

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

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

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

6. The principle of universality, i.e. versatility of tools, suitability for use in lessons different types, in various subjects, in professional, creative and managerial activities.

7. The principle of programmability and repeatability of basic operations , carried out in the multidimensional representation and analysis of knowledge: the formation of semantic groups and “granulation” of knowledge, coordination and ranking, semantic linking, reformulation.

8. The principle of autodialogue, implementing in dialogues of various types: internal interhemispheric dialogue of mutual reflection of information from figurative to verbal form, external dialogue between the mental image and its reflection in the external plane.

9. The principle of supporting thinking - support on models of a reference or generalized nature in relation to the designed object, support on models when performing various types of activities (preparatory, teaching, cognitive, search), etc.

10. The principle of compatibility of properties of the image and model tools, in accordance with which the holistic, figurative and symbolic nature of certain knowledge is realized, which makes it possible to combine the multidimensional representation of knowledge and the orientation of activity.

11. The principle of compatibility of figurative and conceptual reflection , according to which, in the process of cognitive activity, the languages ​​of both hemispheres of the brain are combined, thereby increasing the degree of efficiency in handling information and assimilating it.

12. The principle of quasi-fractality deployment of multidimensional models for representing values ​​by repeating a limited number of operations.

The main purpose of introducing MDT - reduce labor intensity and increase the efficiency of the teacher’s activity and the student’s activity through the use of multidimensional didactic tools.

The most effective and promising tool for use in the educational process of multidimensional didactic technology isLogical-semantic models (LSM) knowledge (topics, phenomena, events, etc.) in the form of coordinate-matrix frames of a support-nodal type for a visual, logical and consistent presentation and assimilation of educational information.

Logical-semantic model is a tool for representing knowledge in natural language in the form of an image – a model.

The semantic component of knowledge is represented by keywords placed on the frame and forming a connected system. In this case, one part of the keywords is located at the nodes on the coordinates and represents connections and relationships between elements of the same object. In general, each element of a meaningfully related system of keywords receives precise addressing in the form of a “coordinate-node” index.

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

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

When using MDT, a transition occurs from traditional teaching to a person-oriented one, the design and technological competence of both the teacher and students develops, and a qualitatively different level of the teaching and learning process is achieved.

anonymous
Innovative pedagogical technologies for the development of preschool children

Innovative pedagogical technologies for the development of preschool children

MBDOU « Kindergarten Kalininsk, Saratov region"

teacher Shunyaeva O.N.

At the present stage development Russia is undergoing changes in educational processes: the content of education becomes more complex, emphasizing teachers preschool education for development creative and intellectual abilities of children, correction of emotional-volitional and motor spheres; for changing traditional methods active methods of teaching and upbringing are coming, aimed at activating cognitive child development. In these changing conditions preschool teacher education, it is necessary to be able to navigate the diversity of integrative approaches to child development, in a wide range of modern technologies.

Innovative technologies- is a system of methods, methods, teaching techniques, educational means aimed at achieving a positive result through dynamic changes in personal development child in modern sociocultural conditions. Pedagogical innovations can either change the processes of education and training, or improve them. Innovative technologies combine progressive, creative technologies and stereotypical elements of education that have proven their effectiveness in the process pedagogical activity.

The following reasons can be identified innovations in preschool education:

Scientific research;

Sociocultural environment - need preschool educational institutions in new pedagogical systems; creative variability teachers; parents' interest in achieving positive dynamics in child development.

Conceptuality presupposes reliance on a certain scientific concept, including philosophical, psychological, didactic and social pedagogical justification for achieving educational goals.

Systematicity includes the presence of all signs systems: the logic of the process, the relationship of all its parts, integrity.

Controllability makes it possible to set diagnostic goals, plan, design the learning process, stage-by-stage diagnostics, and vary the means and methods in order to correct the results.

Efficiency considers optimality in terms of costs and a guarantee of achieving a certain standard of training.

Reproducibility implies the possibility of application (repetition, reproduction) educational technology in other educational institutions of the same type, by other entities.

To be today pedagogically it is impossible to become a competent specialist without studying the extensive arsenal of educational technologies.

Concept "game educational technologies» includes a fairly extensive group of methods and techniques of organization pedagogical process in the form of various pedagogical games.

Unlike games in general, pedagogical the game has an essential feature - a clearly defined learning goal and corresponding to it pedagogical result, which can be justified, identified explicitly and characterized by a cognitive orientation.

Game form pedagogical activities are created by play motivation, which acts as a means of inducing and stimulating children to educational activities.

Gaming technologies widely used in preschool age , since play is the leading activity during this period. The child masters role play by the third year of life, becomes familiar with human relationships, begins to distinguish between the external and internal aspects of phenomena, discovers the presence of experiences and begins to navigate them.

The child’s imagination and symbolic function of consciousness are formed, which allow him to transfer the properties of some things to others, orientation in his own feelings arises and skills of their cultural expression are formed, which allows the child to be involved in collective activities and communication.

TRIZ technology.

TRIZ is the theory of solving inventive problems. The founder is G.S. Altshuller. The main idea of ​​it technology is, What technical systems emerge and do not develop"at random", but according to certain laws. TRIZ transforms the production of new technical ideas into exact science, since the solution of inventive problems is based on a system of logical operations.

The purpose of TRIZ is not just develop children's imagination, but to teach to think systematically, with an understanding of the processes taking place.

TRIZ program for preschoolers- these are collective games and activities with detailed methodological recommendations for educators. All activities and games require the child to independently choose a topic, material and type of activity. They teach children to identify contradictory properties of objects and phenomena and resolve these contradictions. Resolving contradictions is the key to creative thinking.

The main means of working with children is pedagogical search. Teacher He should not give children ready-made knowledge, reveal the truth to them, he should teach them to find it. Development technologies training is presented in the main provisions pedagogy of Maria Montessori. The central point in Montessori’s ideas is the maximum possible individualization of educational activities, the use of a clearly thought-out and skillfully instrumented program development of each child.

As components pedagogical process M. Montessori emphasized the need for anthropometric measurements, organization environment, classroom furniture, fostering independence, abolition of competitions between children, lack of rewards and punishments, proper nutrition child, gymnastics, education of feelings, strength development.

Montessori didactic materials and work with them attract great attention. Games, activities, exercises with didactic materials allow develop visual perception of sizes, shapes, colors, recognition of sounds, determination of space and time, contribute to mathematical development and development of speech.

The deep humanism of M. Montessori’s educational system is determined by the need for training, education and child development able to function successfully in society.

Under alternative technologies It is customary to consider those that oppose the traditional teaching system in any way, be it goals, content, forms, methods, relationships, positions of participants pedagogical process.

As an example, consider vitagenic technology(life) education with a holographic approach. Given innovative direction of study and development of preschool children presented in the works of A. S. Belkin.

According to the author, this technology should help unleash the creative potential of not only children, but also adults. The essence pedagogical interaction, the author believes, primarily in spiritual exchange, in the mutual enrichment of teachers and students.

Main directions pedagogical Activities include organizing play activities, helping the family organize meaningful communication, and developing reasonable material needs. A. S. Belkin offers the following specific techniques for forming the necessary needs: "satisfaction of needs", "advanced proposal", "switching to repayments", "emotional envelopment"

Information technologies in pedagogy everyone calls learning technologies using special technical information media (computer, audio, video).

The purpose of computer technologies is the formation of skills to work with information, development communication skills, personality training "information society", formation of research skills, abilities to make optimal decisions.

Alternative technologies suggest a rejection of both traditional conceptual foundations pedagogical process(socio-philosophical, psychological, generally accepted organizational, substantive and methodological principles, and replacing them with other, alternative ones.

Technology of educational games B. P. Nikitina is a gaming activity, it consists of a set educational games, which, with all their diversity, come from a general idea and have characteristic features.

Each game is a set of problems that the child solves with the help of cubes, bricks, squares made of cardboard or plastic, parts from a mechanical designer, etc. In his books, B. P. Nikitin suggests educational games with cubes, patterns, frames and Montessori inserts, unicube, plans and maps, constructors. Subject developing games are at the heart of construction, labor and technical games and are directly related to intelligence. IN developing games manage to connect one of the basic principles of learning - from simple to complex - with the very important principle of creative activity independently according to ability, when a child can rise to the limit of his capabilities.

Developmental games can be very diverse in their content, like any games, they do not tolerate coercion and create an atmosphere of free and joyful creativity.

Currently, pedagogy is experiencing a number of crisis phenomena associated with changes in the goals of education, the introduction of Federal State Standards and the inclusion of educational technologies in the pedagogical process.

The term "technology" has Latin roots and is translated as “the science of art” (techne - art, skill; logos - word, teaching, knowledge) and means the way of guaranteed production of a certain product with given properties.

The most sufficient and broad concept is the concept of “pedagogical technology”; it covers the processes of education, training and upbringing. The definition of “educational technology” has been given by many authors:

• - a systemic set and order of formation of all personal, instrumental and methodological means used to achieve pedagogical goals (M. V. Klarin);
• - a consistent, interdependent system of teacher actions associated with the use of one or another set of educational methods and carried out in the pedagogical process in order to solve various pedagogical problems (V. A. Slastenin, I. F. Isaev,

A. I. Mishchenko, E. N. Shiyanov);

An orderly system of procedures, the strict implementation of which will lead to the achievement of a certain, planned result. Pedagogical technology is characterized by two points: the guarantee of the final result and the design of the future educational process (V. A. Monakhov).

S. Yu. Trapitsyn (2015) offers a list of classifications of modern pedagogical technologies on various grounds:

• - personal orientation of the pedagogical process: collaborative pedagogy; humane-personal technology by Sh. A. Amonashvili; E. N. Ilyin’s system (literature as a subject that shapes a person);
• - activation and intensification of student activities: gaming interactive technologies; problem-based learning; technology of communicative teaching of a foreign language E. I. Passova; technology of intensification of learning based on schematic and symbolic models of educational material by V. F. Shatalov; promising advanced training using reference schemes with commented control by S. N. Lysenkova; technology of level differentiation; cultural education technology of differentiated education according to the interests of children I. N. Zakatova; technology of individualization of training by V. D. Shadrikova, A. S. Granitskaya; technology of programmed training; collective way of teaching V. K. Dyachenko; group technologies; computer (information) technologies;
• - didactic improvement and reconstruction of material: technology “Ecology and dialectics” by L. V. Tarasov; dialogue of cultures by V. S. Bibler, S. Yu. Kurganov; consolidation of didactic units of UDE by P. M. Erdnieva; theory of the gradual formation of mental actions by P. Ya. Galperina, M. B. Volovich;
• - private subject technologies: technology of early intensive literacy training by N. A. Zaitsev; technology for improving general educational skills in primary schools by N. A. Zaitsev; technology of teaching mathematics based on solving problems by R. G. Khazankin;
• - alternative technologies: Waldorf pedagogy of R. Steiner; technology of free labor S. Frenet; technology of probabilistic education A. M. Lobok; workshop technology;
• - nature-compatible technologies: nature-conforming literacy education A. M. Kushnir; self-development technology M. Montessori;
• - developmental education technologies: technology of developmental education by D. B. Elkonina, V. V. Davydova; developmental education system by L. V. Zankova; a system of developmental education with a focus on developing the creative qualities of the individual I. P. Volkov, G. S. Altshuler, I. P. Ivanov; personality-oriented developmental training by I. S. Yakimanskaya, technology of self-development training by G. K. Selevko;

The main features of pedagogical technologies are the following characteristics:

• - the technology is developed for a specific pedagogical plan, it is based on a certain methodological position of the author;
• - the technological chain of pedagogical actions is built strictly in accordance with targets that have the form of a specific expected result;
• - technology provides for the interconnected activities of an adult and a child, taking into account the principles of individualization and differentiation, optimal implementation of human and technological capabilities, and dialogic communication;
• - elements of pedagogical technology must guarantee the achievement of planned results (state standards) by all schoolchildren;
• - an organic part of pedagogical technology are diagnostic procedures, containing criteria, indicators and tools for measuring performance results.

The definition of pedagogical technology is presented in the work of G. K. Selevko in a multifaceted and diverse way:

• - pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B. T. Likhachev);
• - pedagogical technology is a meaningful technique for implementing the educational process (V. P. Bespalko);
• - pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov);
• - pedagogical technology is a model of joint pedagogical activity thought out in all details for the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers (V. M. Monakhov);
• - pedagogical technology means a systemic set and order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M. V. Klarin).

The concept of “educational technology” can be represented by three aspects:

• - scientific - pedagogical technologies are a part of pedagogical science that studies and develops the goals, content and methods of teaching;
• - procedural-descriptive - description (algorithm) of the process, a set of goals, content, methods and means to achieve the planned learning outcomes;
• - activity-based - the implementation of the educational process, the functioning of all personal, instrumental and pedagogical means.

Thus, educational technology in general is understood as a complex consisting of planned learning outcomes, diagnostic tools for the current state of students, a set of learning models and criteria for choosing the optimal model for given specific conditions.

Technology contains a didactic component (methods and forms) and pedagogical technology (means and techniques), which are refracted by the personal characteristics of the teacher, his intuition, demeanor, energy, and inspiration.

The concept of “educational technology” is included by many researchers in the generalized concept of “pedagogical technology”, which back in the 60-70s. XX century was associated mainly with the methodology of using technical teaching aids. In this sense, it is still used in many foreign publications.

Educational technology is a set of forms, methods, techniques and means of reproducing a theoretically based upbringing process that allows achieving educational goals, is based on appropriate scientific modeling (design) and retains the possibility of objective step-by-step measurements and assessment of a person’s personal properties and qualities at a specific stage of his development .

Educational technology is understood as a model of joint activity, thought out in every detail, containing a system of scientifically based techniques and techniques that contribute to the establishment of such relationships between the teacher and students, in which specific educational goals are optimally achieved.

In any pedagogical system, “educational technology” is a concept that interacts with educational objectives. But if the educational task expresses the goals of training and education, then educational technology is the educational ways and means of achieving them. At the same time, in the structure of the educational task, certain personal qualities of students, subject to formation and development, act as the goals of education in specific conditions, which generally determines the specifics of the content of education.

Modeling of educational technology is considered in two aspects: as a method of studying objects on their analogue models of a certain fragment of natural or social reality; and as the construction and study of models of actually existing and constructed objects and phenomena, for example, physical, chemical, social, etc. Consequently, the use of modeling in the development and implementation of educational technologies makes it possible to study them as an integral pedagogical phenomenon and its individual elements.

The form of modeling depends on the models used and the scope of its application. In the question of the use of modeling in the construction (design) and research of the effectiveness of educational technology, we can talk about a specific approach to the construction of social models, called “pedagogical modeling”. It is necessary to take into account that modeling in educational technology has two aspects: modeling the content that students must learn, and modeling the educational interaction of subjects and objects of the pedagogical process, without which full-fledged education is impossible. The stated theoretical foundations for the use of modeling in the development and implementation of educational technologies allow us to identify several relatively independent, but interacting and interdependent elements (components): subject-objective, target, content-based, activity-based and effective.

The subject-object component is recognized as the main one in the model of educational technology. It is understood as a person or group of persons providing education, as well as a person or group of persons in whose interests educational interaction is organized.

The direction of educational technology in its model is represented by a target component, the content of which is formed at the stage of goal setting. The goal of pedagogical interaction is a system-forming element of educational technology. The remaining elements depend on it: content, methods, techniques and means of achieving an educational effect. A goal as a scientific concept is an anticipation in the consciousness of the subject of the result towards which his activity is aimed. As a result, in pedagogical literature the goal of education is considered as a mental, predetermined idea of ​​the result of pedagogical interaction, of the qualities and state of the individual that are supposed to be formed. Determining the goals of education is of great practical importance. The pedagogical process is always a purposeful process. Without a clear idea of ​​the goal, it is impossible to achieve the effectiveness of the pedagogical technology used. All this predetermined the essence of the concept of goal setting in educational technology, which means the process of identifying and setting goals and objectives of pedagogical (educational) activities.

In educational technology, goals can be of different scales and form a certain hierarchy. The highest level is state goals, public order. We can say that these are goals-values ​​that reflect society’s idea of ​​a person and a citizen of the country. They are developed by specialists, adopted by the government, and recorded in laws and other documents. The next stage is goals-standards, goals of individual educational systems and stages of education, which are reflected in educational programs and standards. The lower level is the goals of education and upbringing of people of a certain age.

At the last two levels, goals in educational technology are usually formulated in terms of behavior, describing the planned actions of those being educated. In this regard, a distinction is made between actual pedagogical tasks and functional pedagogical tasks. The first of them are tasks to change a person - transferring him from one state of education to another, as a rule, more high level. The latter are considered as tasks for the development of specific personality qualities.

The activity component is very important in the model of educational technology. Depending on various pedagogical situations, it includes a certain system of forms, methods, techniques and means of educational interaction. A separate task of the formation of educational technology is the selection and optimal choice of methods, techniques and means of educational interaction. They determine the specifics of each of them and should reflect existing conditions pedagogical activity, personal characteristics of the teacher and his teaching experience.

The pedagogical tools of educational technologies are a set of forms, methods, techniques and means of pedagogical interaction between subjects and objects of education. They, as it were, represent specific (pedagogical) tools with the help of which the formation of the necessary personal properties and qualities of a person is carried out, as well as diagnostics of the level of their formation at a specific point in time.

It should be noted that the terminology of pedagogical tools in domestic pedagogy is currently not clear. As a result, the same concepts (for example, lecture or individual conversation) in various educational sources are called both forms and methods of education. As a result, almost every teacher develops his own subjective idea of ​​them, depending on the specific goals and objectives of pedagogical interaction with the student.

At the same time, most teachers understand the forms of education as the organizational side of this type of pedagogical activity, revealing a certain composition and grouping of those being educated, the structure of educational activities, the place and duration of their implementation. In other words, this is the external expression of the educational process, which has various aspects of manifestation. As a result, it is quite difficult to classify forms of education. However, they can be combined into three groups according to quantitative criteria: frontal (mass), group (collective) and individual forms of education.

Educational methods, in contrast to forms, reveal the technological side and represent a set of the most common ways (techniques and associated means) of implementing educational interactions. Educational methods are also considered as a set of methods and techniques of educational work for the development of the need-motivational sphere and consciousness of those being educated, the development of behavioral habits, its adjustment and improvement. However, in this case, the method of educational interaction lacks one important element - the means of education.

Educational techniques are considered as specific operations of interaction between the teacher and the student (for example, creating an emotional mood during a conversation) and are determined by the purpose of their use. In the pedagogical literature they are often interpreted as the smallest structural unit of educational interaction, a cycle of actions aimed at solving elementary pedagogical problems. Moreover, the same techniques can be implemented in different methods of education.

Educational means- these are relatively independent sources of formation and development of a person’s personal sphere, ensuring the implementation of pedagogical techniques within the framework of a specific method of education.

These include various objects (toys, multimedia), works and phenomena of spiritual and material culture (art, social life, media products), etc.

The final component of the educational technology model is the effective component. It characterizes one or another educational technology according to the degree to which the set educational goals are achieved.

Thus, with the help of modeling, it is possible to reduce elements of educational technology that are difficult for practical application to simple ones, invisible ones to tangible ones, etc. And this, in turn, allows us to deepen the theoretical understanding of the relationship and interdependence of various components of a teacher’s educational activity. At the same time, in the pedagogical literature Special attention focuses on its activity and effectiveness components, revealing the forms, methods, techniques and means of pedagogical interaction and forming the so-called “pedagogical tools” of educational technologies.

To create and implement educational technology, a generalized scheme of the functioning algorithm can be used. It covers several stages: orientation (forming an idea of ​​educational goals); execution (implementation of methods, techniques and means of education in the prescribed sequence), control and adjustment.

Each educational technology also uses a control algorithm, which is a system of rules for tracking, monitoring and correcting its functioning to achieve the goal. To achieve each of the designated educational goals, a strictly defined algorithm for managing the educational activities of teachers is used. This allows not only to evaluate the success of the education process, but also to design processes with a given efficiency in advance.

Many researchers include the following as pedagogical conditions for the implementation of educational technology:

• - individual characteristics of the teacher - erudition, originality of the individual, his culture, interests, hobbies, etc.;
• - attitude towards students, expressed in pedagogical tact and optimism, in a major tone (determines the type of technology);
• - professionalism of the teacher - deep knowledge of the laws of the educational process and child psychology, knowledge of diagnostic methods.

• - technology required by N. E. Shchurkova;
• - technology for nurturing social creativity in the conditions of collective creative work (CTD) by I. P. Ivanov;
• - technology of personality-oriented collective creative activity by S. D. Polyakov;
• - technology of pedagogical support for personality self-determination of O. S. Gazman.

Thus, the considered theoretical provisions make it possible to present pedagogical technologies as an integral pedagogical phenomenon aimed at achieving the main goals of education and upbringing.