Zemskova Nadezhda Alexandrovna
Types of innovative technologies in education
Types of innovative technologies
Recently in education the question of the use in working with children is increasingly being raised innovative technologies... Today the teacher is faced with new tasks and new opportunities are opening up, taking into account their application.
Innovative activity is a special type of pedagogical activity. - Innovations define new methods, forms, means, technologies, used in pedagogical practice, focused on the personality of the child, on the development of his abilities.
Innovative technologies is a system of methods, methods, teaching techniques, educational means aimed at achieving a positive result due to dynamic changes in the child's personal development in modern conditions. Use of modern educational technologies provides flexibility educational process, increases the cognitive interest of students, creative activity.
There are the following innovative educational technologies:
Health-saving technologies: their main goal is the formation of a conscious attitude of the child to the health and life of a person, the accumulation of knowledge about health and the development of the ability to protect, maintain and preserve it.
Forms of work: gymnastics (morning, eye exercises, breathing exercises, finger and dynamic gymnastics); physical education classes; sports events; physical education between classes, dynamic pauses; walks.
Project activities: the creation of problematic activities that are carried out by students together with the teacher. The knowledge that learners acquire in the course of working on a project becomes their personal property and is firmly fixed in the system of knowledge about the world around them. The main goal of the project method is the development of a free creative personality, which is determined by the tasks of development and the tasks of the research activities of children.
Projects vary: by the number of participants (individual, paired, group, frontal); by duration (short-term, medium-term, long-term); by priority method (research, creative, informational, game); by subject (patriotic, environmental, social).
Information and communication technologies are used most often. Children are drawn to acquiring computer skills. With the help of fascinating programs for teaching reading and mathematics, for the development of memory and logic, children can be interested in "Sciences"... The computer has a number of significant advantages over the classical occupation. Animated pictures flickering on the screen attract the child, allow them to concentrate their attention. With the help of computer programs, it becomes possible to simulate various life situations. Depending on the child's abilities, the program can be tailored specifically for him, that is, focus on his individual development. In this case, the use of computer technologies becomes especially expedient, as it provides information in an attractive form, which not only speeds up memorization, but also makes it meaningful and long-term.
Examples of forms of classes: lesson-visualization - the presentation of the content is accompanied by a presentation; a practical lesson in the form of a presentation - presentation of the results of project or research activities using specialized software.
Tasks of teachers: keep up with the times, become a guide for the child to the world of new technologies, a mentor in the choice of computer programs, to form the foundations of the information culture of his personality, to improve the professional level of teachers and the competence of parents.
Cognitive research activities: the main goal is to create an experimental activity in which the student is an active participant. The direct participation of students in the course of the experiment allows him to personally see the process and results of his activities. When organizing this technologies students are offered a problematic task that can be solved by researching something or conducting experiments.
Methods and techniques the organization of this activity is: conversations; observation; modeling; fixation of results.
Personality-oriented technology is technology putting the personality of the student at the center of the educational system, providing comfortable, conflict-free, safe conditions for development. Provides for the preparation of individual educational programs corresponding to the needs and capabilities of each individual student. The purpose of this technologies- the creation of democratic partnership humanistic relations between the child and the teacher, as well as providing conditions for the development of the personality of students.
Playroom technology where play helps learning. Practice shows that classes using game situations contribute to the emergence of active cognitive interest. In such classes, there are elements of creativity and free choice. The ability to work in a group develops. when the achievement of the goal depends on the personal efforts of each. Moreover, games have many cognitive and educational functions.
Application innovative teaching technologies promotes:
- professional development of teachers;
- application of pedagogical experience and its systematization;
- quality improvement education;
- improving the quality of training and education;
- use of computer technologies learners for teaching purposes.
Related publications:
Intellectual development of preschoolers in OOD "FEMP" using innovative technologies The introduction of innovative technologies into the educational process of a preschool educational institution is an important condition for achieving a new quality preschool education during.
The use of innovative technologies in preschool educational institutions (from work experience)"The use of innovative technologies in preschool educational institutions" (From work experience) The problem of preserving and strengthening the health of a child in modern conditions.
The use of innovative technologies in the correctional work of a speech therapist-1- No matter what we say, no matter how much we resist progress, the fact remains: the computer persistently enters our daily life.
The use of innovative and developing technologies in the development of speech of preschoolers According to the Federal State Educational Standard of Preschool Education (FSES DO): “speech development includes possession.
The use of innovative technologies in the physical development of preschool children The tree also needs fixing and frequent refreshing with the help of winds, rains, cold weather, otherwise it weakens and withers easily. Similar.
Modern pedagogical technologies.
At present, the concept of pedagogical technology has firmly entered the pedagogical lexicon. Technology is a set of techniques used in any business, skill, art (explanatory dictionary). There are many definitions of the concept of "pedagogical technology". We will choose the following: this is such a structure of the teacher's activity, in which all the actions included in him are presented in a certain sequence and integrity, and the implementation presupposes the achievement of the required result and has a predictable character. Today, there are over a hundred educational technologies.
Among the main reasons for the emergence of new psychological and pedagogical technologies are the following:
The need for deeper accounting and use of psychophysiological and personal characteristics of trainees;
Awareness of the urgent need to replace ineffective verbal
(verbal) way of transferring knowledge using a systemic activity approach;
Design capability educational process, organizational forms of interaction between teacher and student, ensuring guaranteed learning outcomes.
Why did none of the innovations of recent years have the expected effect? There are many reasons for this phenomenon. One of them is purely pedagogical - low innovative qualifications of a teacher, namely, the inability to choose the right book and technology, conduct an implementation experiment, diagnose changes. Some teachers are not ready for innovation methodically, others - psychologically, and still others - technologically. The school was and remains focused on the assimilation of scientific truths embedded in programs, textbooks and teaching aids. Everything is backed up by the dominance of the teacher's authority. The student remained a bondage subject of the learning process. In recent years, teachers have been trying to turn their faces to the student, introducing personality-oriented, humane-personal and other training. But the main problem is that the process of cognition itself is losing its attractiveness. The number of preschool children who do not want to go to school is increasing. The positive motivation for learning has decreased, the children no longer have any signs of curiosity, interest, surprise, desire - they do not ask questions at all.
One and the same technology can be carried out by different performers more or less conscientiously, exactly according to instructions or creatively. The results will be different, however, close to some average statistical value typical for the given technology.
Sometimes the master teacher uses elements of several technologies in his work, applies original methodological techniques. In this case, we should talk about the “author's” technology of the given teacher. Every teacher is a creator of technology, even if he deals with borrowing. Creation of technology is impossible without creativity. For a teacher who has learned to work at a technological level, the cognitive process in its developing state will always be the main reference point.
Traditional technology.
Positive sides | Negative sides. |
The systematic nature of training. Orderly, logically correct presentation of educational material. Organizational clarity. The constant emotional impact of the teacher's personality. Optimal resource consumption for mass training. | Template construction. Irrational distribution of time in the lesson. In the lesson, only an initial orientation in the material is provided, and the achievement of high levels is shifted to homework. Students are isolated from communication with each other. Lack of independence. Passivity or visibility of student activity. Weak speech activity (average speaking time for a student is 2 minutes per day). Weak feedback. Lack of individual training. |
Even the placement of students in the classroom at their desks in a traditional school does not contribute to the educational process - children are forced to see only the back of each other's heads all day. But all the time to contemplate the teacher.
At present, the use of modern educational technologies that ensure the personal development of a child by reducing the share of reproductive activity (reproduction of what remains in memory) in the educational process can be considered as a key condition for improving the quality of education, reducing the workload of students, and making more efficient use of class time.
Modern educational technologies include:
Developmental training;
Problem learning;
Multilevel training;
Collective training system;
Technology for Studying Inventive Problems (TRIZ);
Research methods in teaching;
Project teaching methods;
The technology of using game methods in teaching: role-playing, business and other types of educational games;
Collaborative learning (team, group work;
Information and communication technologies;
Health-saving technologies, etc.
PERSONALLY - ORIENTED LEARNING.
Personally - oriented technologies put the student's personality at the center of the entire educational system. Providing comfortable, conflict-free conditions for its development, realizing its natural potentials. A student in this technology is not just a subject, but a priority subject; he is the goal of the educational system. And not a means of achieving something abstract.
Features of a personality-oriented lesson.
1. Designing didactic material of various types, types and forms, determining the purpose, place and time of its use in the lesson.
2. The teacher's thought of the possibilities for the independent manifestation of students. Giving them the opportunity to ask questions, express original ideas and hypotheses.
3. Organization of the exchange of thoughts, opinions, assessments. Encouraging students to complement and analyze the answers of their peers.
4. Using subjective experience and relying on the intuition of each student. The use of difficult situations that arise during the lesson as a field of application of knowledge.
5. The desire to create a situation of success for each student.
TECHNOLOGIES OF PERSONAL - ORIENTED LEARNING.
1. Technology of multilevel training.
The students' abilities were studied in a situation where the time for studying the material was not limited, and the following categories were identified:
Invalid; who are not able to reach the pre-planned level of knowledge and skills even with a large expenditure of study time;
Talented (about 5%), who are often able to do something that everyone else cannot cope with;
About 90% of students whose ability to acquire knowledge and skills depends on the cost of study time.
If each student is allocated the time necessary for him, corresponding to his personal abilities and capabilities, then it is possible to ensure the guaranteed mastering of the basic core of the curriculum. For this, we need schools with level differentiation, in which the student flow is divided into mobile groups. Mastering the program material at the minimum (state standard), basic, variable (creative) levels.
Differentiation options.
Completing classes of a homogeneous composition from the initial stage of training.
Intra-class differentiation in the middle level, carried out through the selection of groups for separate teaching at different levels.
Collective peer learning technology.
It has several names: "organized dialogue", "work in pairs of a shift composition".
When working with this technology, three types of pairs are used: static, dynamic and variation. Let's consider them.
Static pair. In it, at will, two students are united, changing the roles of "teacher" and "student"; two weak students, two strong, strong and weak, can do this on condition of mutual psychological compatibility.
Dynamic pair. Four students are selected and presented with a four-part assignment; after preparing his part of the assignment and self-control, the student discusses the assignment three times, i.e. with each partner, and each time he needs to change the logic of presentation, accents, pace, etc., and therefore, include a mechanism for adaptation to the individual characteristics of his comrades.
Variation pair. In it, each of the four members of the group receives his task, performs it, analyzes it together with the teacher, conducts mutual learning according to the scheme with the other three comrades, as a result, each learns four portions of educational content.
Benefits of peer learning technology:
as a result of regularly repeated exercises, the skills of logical thinking and are improved. understanding;
in the process of mutual communication, memory is switched on, there is a mobilization and actualization of previous experience and knowledge;
Each student feels relaxed, works at an individual pace;
The responsibility increases not only for one's own successes, but also for the results of collective work;
There is no need to restrain the pace of classes, which has a positive effect on the microclimate in the team;
an adequate self-esteem of the individual, their capabilities and abilities, merits and limitations is formed;
discussion of one information with several replaceable partners increases the number of associative links, and therefore provides a more lasting assimilation
Cooperation technology.
Assumes teaching in small groups. The main idea of learning in cooperation is to study together, and not just help each other, to be aware of their successes and the successes of their comrades.
There are several options for organizing training in collaboration. The basic ideas inherent in all options for organizing the work of small groups. - common purpose and objectives, individual responsibility and equal opportunities for success.
4. Modular learning technology
Its essence is that the student completely independently (or with a certain amount of assistance) achieves specific learning goals in the process of working with the module.
A module is a target functional unit that combines educational content and technology for mastering it. The content of training is "preserved" in complete independent information blocks. The didactic goal contains not only indications of the amount of knowledge, but also the level of its assimilation. Modules allow you to individualize work with individual students, dose help for each of them, change the forms of communication between teacher and student. The teacher develops a program that consists of a set of modules and progressively more complicated didactic tasks, providing input and intermediate control, which allows the student, together with the teacher, to manage learning. The module consists of a series of lessons (two and four lessons). The location and number of cycles in the block can be any. Each cycle in this technology is a kind of mini-block and has a rigidly defined structure.
INNOVATIVE TECHNOLOGIES
Any pedagogical technology has means that activate and intensify the activities of students; in some technologies, these means constitute the main idea and the basis of the effectiveness of the results. These include the technology of promising - advanced learning (S.N. Lysenkova), game, problem, programmed, individual, early intensive training and improvement of general educational skills (A.A.Zaitsev).
Advanced learning technology.
Its main conceptual provisions can be called a personal approach (interpersonal cooperation); focus on success as the main condition for the development of children in learning; preventing errors, rather than working on mistakes that have already been committed; differentiation, i.e. availability of tasks for everyone; mediated learning (through a knowledgeable person to teach the ignorant).
S.N. Lysenkova discovered a remarkable phenomenon: in order to reduce the objective difficulty of some questions of the program, it is necessary to anticipate their introduction into the educational process. So, a difficult topic can be raised in advance in some connection with the studied in this moment material. A promising (following after the studied) topic is given at each lesson in small doses (5-7 minutes). At the same time, the topic is revealed slowly, sequentially, with all the necessary logical transitions.
The discussion of the new material (promising topic) involves first strong, then average, and only then weak students. It turns out that all children gradually teach each other.
Another feature of this technology is commented management. It unites the three actions of the student: thinking, speaking, writing down. The third "whale" of the S.N. Lysenkova - supporting schemes, or simply supports, are conclusions that are born before the eyes of students in the process of explanation and design in the form of tables, cards, drawings, drawings. When a student answers a teacher's question using support (reads the answer), stiffness and fear of mistakes are removed. The scheme becomes an algorithm of reasoning and proof, and all attention is directed not to memorizing or reproducing what is given, but to the essence, thinking, awareness of cause-and-effect relationships.
Game technologies.
Play, along with work and learning, is one of the activities not only of a child, but also of an adult. In the game, the conditions of situations, some kind of activity, social experience are recreated, and as a result, self-management of one's behavior is formed and improved. In a modern school, which relies on the activation and intensification of the educational process, play activity is used in the following cases:
As an independent technology;
As an element of pedagogical technology;
As a form of a lesson or part of it;
His extracurricular work.
The place and role of game technology, its elements in the educational process largely depend on the teacher's understanding of the function of the game. Effectiveness didactic games depends, firstly, on their systematic use, and secondly, on the purposeful construction of their programs, their combination with ordinary didactic exercises. Play activities include games and exercises that form the ability to highlight the main characteristic features of objects, compare, contrast them; games that develop the ability to distinguish real from unreal phenomena, educate the ability to control oneself, quick reaction, ear for music, ingenuity, etc.
Business games came to school from the life of adults. They are used to solve complex problems of mastering new material, developing creative abilities, and forming general educational skills. The game allows students to understand and study the teaching material from a variety of perspectives. Such games are subdivided into simulation, operational, role-playing, etc.
In imitations, the activities of any organization, enterprise or its subdivision are imitated. Events, specific activities of people (business meeting, discussion of a plan, conducting a conversation, etc.) can be imitated.
Operating rooms help to practice the implementation of specific specific operations, for example, the skill of public speaking, writing an essay, solving problems, conducting propaganda and agitation. C) Quiet games simulate the corresponding workflow. They are carried out in conditions that mimic real ones.
In role-playing, tactics of behavior, actions, performance of functions and duties of a particular person are worked out. For such games, a scenario of the situation is developed, the roles of the characters are distributed among the students.
Unlike games in general, pedagogical play has essential feature- a clearly defined goal of teaching and the corresponding pedagogical result. The functions of the game in the educational process are to provide an emotionally uplifted environment for the reproduction of knowledge, which facilitates the assimilation of the material. During the learning process, the game simulates life situations or conditional interactions of people, things, phenomena - in mathematics lessons, dramatized relationships of heroes - in reading lessons, history. For example, when studying the topic "Clothes at different times", children receive homework in history: dress paper dolls in clothes different eras, cut out of paper, paint, come up with dialogues for conversation.
The technology of all business games consists of several stages.
1. Preparatory. Includes scenario development - conditional display of a situation and an object. The script includes: the educational goal of the lesson, characteristics
problems, substantiation of the task, business game plan, description of the procedure, situations, characteristics of the characters.
2. Putting into the game. The participants, the conditions of the game, experts, the main goal are announced, the statement of the problem and the choice of the situation are justified. Packages of materials, instructions, rules, installations are issued.
3. The process of the game. With its beginning, no one has the right to interfere and change the course. Only the leader can correct the actions of the participants if they move away from the main goal of the game.
4. Analysis and evaluation of the results of the game. Speeches of experts, exchange of views, students' defense of their decisions and conclusions. In conclusion, the teacher states the results achieved, notes the mistakes made, formulates the final result of the lesson.
Problem-based learning technologies
Such training is based on students gaining new knowledge while solving theoretical and practical problems in the problem situations that arise for this. In each of them, students are forced to look for a solution on their own, and the teacher only helps the student, explains the problem, formulates it and solves it. Such problems include, for example, the independent derivation of a law of physics, spelling rules, a mathematical formula, a method for proving a geometric theorem, etc. Problem-based learning includes the following stages:
- awareness of the general problematic situation;
- its analysis, the formulation of a specific problem;
- decision (putting forward, justifying hypotheses, consistently testing them);
- checking the correctness of the solution.
The "unit" of the educational process is the problem -
latent or obvious contradiction inherent in things, phenomena of the material and ideal world. Of course, not every question to which the student does not know the answer creates a genuine problem situation. Questions like: "What is the number of residents in Moscow?" or "When was the Battle of Poltava?" are not considered problems from a psychological and didactic point of view, since the answer can be obtained from a reference book, an encyclopedia without any thought process. An easy task for the student is not a problem (for example, calculate the area of a triangle if he knows how to do it).
There are such rules for creating problem situations.
1. Students are given a practical or theoretical task, the implementation of which will require the discovery of knowledge and mastering new skills.
2. The task must correspond to the intellectual abilities of the student.
3. Problem task given before new material is explained.
4. Such tasks can be: assimilation, question formulation, practical actions.
The same problematic situation can be caused by different types of jobs.
There are four levels of problematic learning.
1. The teacher himself poses a problem (task) and solves it himself with active attention and discussion by students (traditional system).
2. The teacher poses a problem, the students independently or under his guidance find a solution; he also directs an independent search for solutions (partial search method).
3. The student poses a problem, the teacher helps to solve it. The student is brought up the ability to independently formulate a problem (research method).
4. The student himself poses the problem and solves it himself (research method).
In problem learning, the main thing is the research method - such an organization of educational work in which students get acquainted with scientific methods of obtaining knowledge, master the elements of scientific methods, master the ability to independently obtain new knowledge, plan a search and discover a new dependence or pattern for themselves.
In the process of such training, schoolchildren learn to think logically, scientifically, dialectically, creatively; the knowledge they have acquired turns into beliefs; they feel a sense of deep satisfaction, confidence in their capabilities and strengths; self-acquired knowledge is more solid.
However, problem learning is always associated with difficulties for the student; it takes much more time to comprehend and search for solutions than with traditional teaching. High pedagogical skills are required from the teacher. Apparently, it is precisely these circumstances that do not allow such training to be widely used.
DEVELOPMENTAL TRAINING
The developmental teaching methodology is a fundamentally different construction of educational "activity, which has nothing in common with reproductive learning based on coaching and memorization. The essence of its concepts is to create conditions when the child's development turns into the main task for both the teacher and the student himself. The way of organization, content, methods and forms of developmental education are focused on the all-round development of the child.
With such training, children not only master knowledge, skills and abilities, but first of all learn the ways of their independent comprehension, they develop a creative attitude to activity, develop thinking, imagination, attention, memory, will.
The core idea of developing learning is the anticipatory development of thinking, which ensures the child's readiness to independently use his creative potential.
Thinking can be productive and reproductive, creative and primitive. A characteristic feature of productive thinking in comparison with reproductive thinking is the ability to independently discover knowledge. Creative thinking characterizes the highest level of human development. It is aimed at obtaining a result that no one else has achieved before; the ability to act in different ways in a situation where it is not known which of them can lead to the desired outcome; allows you to solve problems in the absence of sufficient experience.
Possession of the methods of assimilating knowledge lays the foundation for the activity of a person and his awareness of himself as a cognizing subject. The emphasis should be on ensuring the transition from unconscious to conscious activity. The teacher constantly encourages the student to analyze his own mental actions, to remember how he achieved the educational result, what mental operations and in what sequence he performed for this. At first, the student only talks, verbally reproduces his actions, their sequence, and gradually develops in himself a kind of reflection of the process of educational activity.
A distinctive feature of developmental education is the absence of traditional school marks. The teacher evaluates the work of schoolchildren according to individual standards, which creates situations of success for each of them. A meaningful self-assessment of the achieved result is introduced using clear criteria received from the teacher. The student's self-assessment precedes the teacher's assessment; if there is a large discrepancy, it agrees with him.
Having mastered the self-assessment methodology, the student himself determines whether the result of his educational actions corresponds to the final goal. Sometimes in verification work specially included is material that has not yet been studied in the lesson, or tasks that are solved in a way not known to the child. This makes it possible to evaluate the formed learning skills, to determine the ability of children to evaluate what they know and what they don’t know, to follow the development of their intellectual abilities.
Educational activities are initially organized in an atmosphere of collective reflection, discussion and joint search for solutions to the problem. The basis of teaching is actually based on dialogue communication both between the teacher and students, and between them.
Interaction of the parties to the educational process
According to the methods of interaction between the participants of the educational process in the mode of developmental education, the following recommendations can be made.
1. The traditional for modern school version of didactic communication "teacher-student" is used only for posing a problem.
- Work in pairs "student-student". She is especially important
on in the field of self-control and self-esteem. - Group work in which the teacher acts as a consultant. Gradually, collective action contributes to the individual solution of educational problems.
- Intergroup interaction, organized by communication, the derivation of general patterns, the formulation of fundamental provisions necessary for the next stage of work.
- Discussion of a particular problem by a student with his parents, and in the next lesson, a story in the class about this, the students' point of view on the problem.
- Individual student work, including mastering the techniques of independent search for knowledge, solving problematic creative tasks.
The teacher's actions in the educational process of a traditional school resemble a guide through an unfamiliar area. In a developing school, the emphasis is shifted to the actual educational activity of students, and the main task of the teacher is to provide a kind of "service" for the teaching of schoolchildren.
Functions of a teacher in developing education
1. The function of ensuring individual goal-setting, i.e. ensuring that the student understands why it is necessary to do this, what expected result to focus on. The goal of the teacher's activity should be consistent with the goal of the student's activity.
- Follow-up function. In order to direct the teaching of schoolchildren from within, the teacher must become a direct participant in the general educational search action.
The function of providing reflexive actions of the student
kov. The goals of reflection are to remember, identify and realize
the main components of the activity, its meaning, methods, problems, ways to solve them, to anticipate the results obtained, etc.
As we can see, the focus of the teacher is not on the explanation of the new material, but on the search for methods of effective organization of the educational and cognitive activity of schoolchildren in obtaining it. For a teacher, not the result itself is of great value (does the student know or does not?), But the student's attitude to the material, the desire not only to study it, to learn new things, but to realize oneself in cognitive activity, to achieve the desired.
The basis of the structure of the educational process in the system of developmental education is the educational cycle, i.e. block of classes. The educational cycle is a system of tasks that guide the activities of students, from setting goals to modeling theoretical generalizations and their application in solving particular practical issues.
The typical scheme of the educational cycle consists of orientation-motivational, search and research, practical (application of the results of activities in the previous stages) and reflective-evaluative acts.
The indicative motivational act includes the joint formulation of the educational task with the children, the motivation of students for the upcoming activity. At this stage, it is necessary to achieve the emergence in children of a feeling of conflict between knowledge and ignorance. This conflict is understood as the next educational task or problem.
In the search and research act, the teacher leads students to independently comprehend new material (missing knowledge), formulate the necessary conclusions, and fix them in a model form that is convenient for memorization.
The reflexive-evaluative act involves the creation of conditions when the student himself makes demands on himself. The result of reflection is the student's awareness of the insufficiency of the available methods of mental actions or knowledge.
DEVELOPMENTAL TRAINING TECHNOLOGIES.
The most famous and popular is the system of developmental education of L.V. Zankov, technology by D.B. Elko-nina-V.V. Davydov, technologies for the development of creative personality traits, etc.
The use of these technologies requires special training of a teacher who is ready to work in a constant experiment, since each of them has to be constantly adapted not only to different ages children, but also to different initial levels of their development.
Let's consider the ways of implementation of the named technologies in the educational process.
The system of developing education L.V. Zankova
Its main principles are as follows:
- training should be conducted on high level difficulties;
- theoretical knowledge should play a leading role in teaching;
- advancement in the study of the material is provided at a rapid pace;
- schoolchildren should themselves be aware of the course of mental actions;
- to seek the inclusion of the emotional sphere in the learning process;
- the teacher should pay attention to the development of each student.
L.V. system Zankova assumes the formation of a cognitive interest in schoolchildren, a flexible structure of the lesson, building the learning process "from the student", intensive independent activity of students, collective search for information based on observation, comparison, grouping, classification, clarification of patterns, etc. in a communication situation.
The central place is occupied by work on a clear delineation of the different features of the studied objects and phenomena. Each element is assimilated in connection with the other and within a certain whole. The dominant principle in this system is the inductive path. By means of a well-organized comparison, they establish in what things and phenomena are similar and in what they are different, differentiate their properties, sides, relations. Then, different sides and properties of phenomena are distinguished.
The methodological goal of any lesson is to create conditions for the manifestation of the cognitive activity of students. The features of the lesson are:
- Organization of cognition - "from the students", ie what they know or don't know.
- The transformative nature of the student's activity: they compare, group, classify, draw conclusions, find out patterns.
- Intensive independent activity of students associated with emotional experience, which is accompanied by the effect of unexpectedness of the task, the inclusion of an orientation-research reaction, the mechanism of creativity, help and encouragement from the teacher.
- Collective search, guided by the teacher, which is provided with questions that awaken the independent thought of students, preliminary homework.
- Creation of pedagogical situations of communication in the lesson, allowing each student to show initiative, independence, selectivity in the way of work; creating an environment for the natural expression of the student.
- Flexible structure. The highlighted general goals and means of organizing a lesson in the technology of developing education are concretized by the teacher, depending on the purpose of the lesson, its thematic content.
Elkonin-Davydov technology
It focuses on the formation of the theoretical thinking of schoolchildren. They learn and get used to understand the origin of things and phenomena of matereal world, abstract concepts reflecting their interconnection, verbally formulate their vision of various processes, including theoretical thinking itself.
The educational process is aimed at obtaining internal results, characterized by the achievement of an abstract level of thinking. A student in the educational process takes the position of a researcher, a creator capable of reflective consideration of the grounds for his own actions. At each lesson, the teacher organizes collective thinking activities - dialogues, discussions, business communication of children.
At the first stage of training, the method of learning tasks is the main one, at the second - problem-based learning. The quality and volume of work is assessed in terms of the subjective capabilities of students. The assessment reflects the personal development of the student, the perfection of his educational activities.
The peculiarities of the content of education are reflected in a special structure of the academic subject that simulates the content and methods of the scientific field, organizing the child's cognition of the theoretically essential properties and relationships of objects, the conditions of their origin and transformation. The system of theoretical knowledge is based on meaningful generalizations. It can be:
- the most general concepts of science, expressing cause-and-effect relationships and patterns, categories (number, word, energy, matter, etc.);
- concepts in which not external, subject-specific features are highlighted, but internal connections (for example, historical, genetic);
- theoretical images obtained by mental operations with abstract objects.
The methods of mental actions, thinking are divided into rational (empirical, based on visual images) and rational, or dialectical (associated with the study of the nature of the concepts themselves).
The formation of the basic concepts of the academic subject in students is built as a spiral movement from the center to the periphery. In the center is the abstract-general idea of the concept being formed, and at the periphery this idea is concretized, enriched and finally turns into a formulated scientific-theoretical one.
Let's look at an example. The teaching of the Russian language is based on the phonemic principle. The letter is regarded as a sign of a phoneme. For children starting to learn a language, the object of consideration is the word. It is a meaningful generalization, representing a complex system of interrelated meanings, the carriers of which are morphemes consisting of certain phonemes. Having mastered the sound analysis of a word (meaningful abstraction), children move on to learning tasks related to sentences and phrases.
Performing various educational activities for the analysis and transformation of phonemes, morphemes, words and sentences, children learn the phonemic principle of writing and begin to correctly solve specific spelling problems.
The peculiarities of the methodology in this system are based on the organization of purposeful educational activity. Purposeful educational activity (MCC) differs from other types of educational activity primarily in that it is aimed at obtaining not external, but internal results, at achieving a theoretical level of thinking. MCC is a special form of child activity aimed at changing oneself as a subject of learning.
The teaching methodology is based on problematization. The teacher not only informs the children of the conclusions of science, but, whenever possible, leads them along the path of discovery, makes them follow the dialectical movement of thought to the truth, makes them accomplices in scientific research.
The educational task in the technology of developmental education is similar to a problem situation. This is ignorance, a collision with something new, unknown, and the solution to an educational problem consists in finding a general method of action, a principle for solving a whole class of similar problems.
In developmental teaching, as already noted, the quality and volume of work performed by the student are assessed not from the point of view of its compliance with the teacher's subjective idea of the student's feasibility, accessibility of knowledge to the student, but from the point of view of the student's subjective capabilities. The assessment should reflect his personal development, the perfection of educational activities. Therefore, if a student works to the limit of his capabilities, he certainly deserves the highest mark, even if from the point of view of the capabilities of another student this is a very mediocre result. The pace of personality development is deeply individual, and the teacher's task is not to bring everyone to a certain predetermined level of knowledge, skills, and abilities, but to bring the personality of each student into the development mode.
Bibliography.
Salnikova T.P. Pedagogical technologies: Textbook / M.: TC Sphere, 2005.
Selevko G.K. Modern educational technologies. M., 1998.
Let's start our analysis by fixing a number of peculiar myths of “innovativeness” or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; second, that innovation and production, the creation of innovations (innovations) are also one and the same, then it is TRIZ (theory of rationalization and inventions). The third misunderstanding is associated with linguistic naturalism: since innovation is a verbal noun, it must be mono-subject.
In fact, innovation (in-nove) appears in Latin somewhere in the middle of the 17th century and means the entry of the new into a certain sphere, implantation into it and the generation of a number of changes in this area. This means that innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to rotate innovation into a certain social practice, and not an object at all.
Innovation activity in its most complete development presupposes a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:
● research activities aimed at obtaining new knowledge about how something can be ("discovery"), and how something can be done ("invention");
● project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, in given conditions, it is necessary to act in order to get what can or should be (“innovative project”);
● educational activities aimed at the professional development of subjects of a certain practice, at the formation of each personal knowledge (experience) about what and how they should do so that the innovative project is embodied in practice ("implementation").
What is “innovative education” today? - This is an education that is capable of self-development and which creates conditions for the full development of all its participants; hence the main thesis; innovative education is a developing and developing education.
What is “innovative educational technology”? It is a complex of three interrelated components:
- The modern content that is passed on to students involves not so much the development of subject knowledge as development competencies adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
- Modern teaching methods are active methods of forming competencies based on the interaction of students and their involvement in the educational process, and not only on passive perception of the material.
- Modern training infrastructure, which includes information, technological, organizational and communication components, allowing you to effectively use the advantages of distance learning.
At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. Nevertheless, the following are the most characteristic innovative technologies.
1. Information and communication technologies (ICT) in subject learning The introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). Awareness of the emerging trend in the process of school informatization is of great importance: from the development of basic information about computer science by schoolchildren to the use of computer software in the study of general education subjects, and then to the saturation of the structure and content of education with elements of informatics, the implementation of a radical restructuring of the entire educational process based on the use of information technologies... As a result, new information technologies appear in the school methodological system, and school graduates are trained to master new information technologies in their future work activities. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying computer science and ICT. Application experience has shown: a) the information environment of an open school, including various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially using method of projects; b) the informatization of education is attractive for the student in that the psychological stress of school communication is removed by the transition from subjective relations "teacher-student" to the most objective relations "student-computer-teacher", the efficiency of student work increases, the share of creative work increases, the opportunity in obtaining additional education in a subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized;
c) informatization of teaching is attractive for the teacher in that it increases the productivity of his work, increases the general information culture of the teacher.
Currently, we can quite definitely talk about several types of design.
First of all, it is psychological and pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as the development of the norms of community in different types of community of people.
Further is socio-pedagogical design educational institutions and developing educational environments that are adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and development prospects of a particular region of Russia.
And finally, actually pedagogical design- as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.
It is here that a special task of design and research activities arises to ensure the transition from traditional education (traditional school, traditional management systems, traditional training and education) to innovative education that implements the general principle of human development.
So, in developmental psychology, it is necessary to specially design age standards (as a specific complex of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.
In developmental pedagogy, this is the design of developing educational programs that are adequate to age standards, translated into the language of educational technologies, i.e., through WHAT? And How? this development will continue.
In educational practice, this is the design of child-adult communities in their cultural and activity specificity, that is, the design of an educational space where this development can be carried out.
In other words, the design of a system of developing and developing education is possible if simultaneously carried out: psychological research of age-normative models of personality development, pedagogical design of educational programs and technologies for the implementation of these models, co-organization of all participants in the educational process, design of conditions for achieving new goals of education and means of solving problems development.
There are probably hundreds of examples of design work that is being carried out in modern domestic education. Let's designate only a few types of such work:
● at the level of an individual teacher - this is the design of educational programs, including educational, educational, pedagogical subprograms;
● at the level of the head of the educational structure - this is the design of the type of education provided by a system of specific educational programs;
● at the level of management in education - this is the design of programs for the development of educational structures of various types, the set of which is adequate to the existing contingent of children, pupils, students;
● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.
2. Personally - oriented technologies in teaching a subject
Personality-Oriented Technologies put the child's personality at the center of the entire school educational system, ensuring comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a subject priority; she happens to be aim educational system, and not a means to an abstract goal. It manifests itself in the development of individual educational programs by students in accordance with their capabilities and needs.
3. Information and analytical support of the educational process and management
the quality of the student's education
The use of such an innovative technology as an information-analytical methodology for managing the quality of education allows you to objectively, impartially trace the development over time of each child individually, class, parallel, school as a whole. With some modification, it can become an indispensable tool for preparing classroom - generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of an individual teacher.
4 . Intellectual development monitoring
Analysis and diagnostics of the learning quality of each student by testing and graphing progress dynamics.
5 . Educational technologies as a leading mechanism for the formation of a modern student
It is an integral factor in the modern learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events according to national traditions, theater, centers of children's creativity, etc.
6. Didactic technologies as a condition for the development of educational process of educational institutions
Here, both already known and proven techniques can be implemented, as well as new ones. This is independent work with the help of a textbook, play, design and defense of projects, training with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice. ...
7. Psychological and pedagogical support for the implementation of innovative technologies
in the educational process of the school
Scientific and pedagogical substantiation of the use of certain innovations is assumed. Their analysis on methodological councils, seminars, consultations with leading experts in this field.
Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in the educational institution, the ability of the teaching staff to perceive these innovations, the material and technical base of the institution.
New educational standards introduce new direction of appraisal activity - assessment of personal achievements. This is implementation related humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of an assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, responsibility.
Therefore, in the standards, the final grade of the student is included and cumulative assessment characterizing the dynamics of individual educational achievements throughout the years of schooling.
The optimal way to organize the cumulative assessment system is portfolio ... This is the way fixing, accumulating and evaluating works, the student's results, indicating his efforts, progress and achievements in various areas over a period of time. In other words, it is a form of fixing self-expression and self-realization. The portfolio provides the transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and does not know how to what he knows and can. A significant characteristic of a portfolio is its integrativeness, including quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of the assessment replenishment.
Technology portfolio implements the following functions in the educational process:
● diagnostic (changes and growth (dynamics) of indicators for 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);
● developing (ensures the continuity of the process of development, education and upbringing from class to class);
should still add:
● training (creates conditions for the formation of the foundations of qualimetric competence);
● corrective (stimulates development within the framework conventionally set by the standard and society).
For the student portfolio is the organizer of his educational activities, for teacher - a means of feedback and a tool for evaluating activities.
Several portfolio types ... The most popular are the following:
● portfolio of achievements
● portfolio - report
● portfolio - self-assessment
● portfolio - planning my work
(any of them has all the characteristics, but when planning it is recommended to choose one, the leading one)
Choice the type of portfolio depends on the purpose of its creation.
Distinctive feature portfolio is its personality-oriented nature:
● the student, together with the teacher, determines or clarifies the purpose of creating a portfolio;
● the student collects material;
● the evaluation of results is based on self-assessment and mutual assessment
An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and way of self-assessment and self-report. Reflection- the process of cognition based on self-observation of one's inner world. / Ananiev B.G. Man as a subject of knowledge. - L. - 1969./ "psychological mirror of oneself".
In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.
Student must learn :
● select and evaluate information
● accurately determine the goals that he would like to achieve
● plan your activities
● give assessments and self-assessments
● track your own mistakes and correct them
In this context, we consider the portfolio as one of the techniques that most correspond to the tasks of development technology critical thinking... It is he who combines the capabilities of the most important strategy of the technology for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-education.
The best way to become familiar with portfolio technology is through practical implementation.
A fundamental distinction must be made between the concepts "Novation" and "innovation". The basis for such a distinction should be the specific forms, content and scale of transformative activities. So, if the activity is short-term, does not have a holistic and systemic nature, sets as its task the renewal (change) of only individual elements of a certain system, then we are dealing with an innovation. If the activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of this system or its fundamental transformation - we are dealing with innovation. You can introduce a number of more specific criteria for distinguishing between these two concepts.
Additional differences in the conceptual apparatus of innovation can be realized if you build a scheme for the full cycle of the emergence and implementation of any innovation in a particular social practice:
● a source of innovation (science, politics, production, economics, etc.);
● innovative proposal (innovation, invention, discovery, rationalization);
● activity (technology) for the implementation of innovation (training, implementation, broadcast);
● innovation process (forms and ways of rooting innovation in practice);
● a new type or new form of social practice.
Here is just one example deploying a full cycle of innovative transformations- from the history of national education:
● source of innovation - the level of development of pedagogical and developmental psychology in the USSR in the 50s;
● an innovative proposal - the Elkonin-Davydov research team proves the possibility of forming the foundations of theoretical thinking in junior schoolchildren;
● technology of implementation - fundamentally new curricula are being developed in basic subjects in primary school;
● innovation process - the opening of laboratories and experimental schools in different regions of the country for the formation of educational activities in junior school age;
● a new form of practice - the "system of developing education" as a new type of educational practice.
In conclusion, let us ask ourselves - does Russian education have any prospects for transition to the mode of innovative development and self-development? And if so, under what conditions is it possible? Let us note three types of such conditions in three areas of providing innovative education.
In science, these prospects are associated with more ambitious than today, the grounds for the implementation of the main directions of design and research activities; first of all, it is the humanitarian and anthropological foundations of the formation and development of a person in the space of education. Only in this case, meaningful methodology for designing and researching innovative education is possible; general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of various-scale innovative educational projects.
In the vocational education system and professional development:
● this is a consistent introduction to the content of education, the culture of designing innovative educational practices;
● it is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work;
● this is the development of the norms and culture of managing the development of education, the activities of professional pedagogical collectives.
In the field of educational policy:
● it is responsible state and public support for scientific projects and programs related to the design of innovative developing and developing education in Russia.
Classification of innovative technology PORTFOLIO
1. In relation to structural elements educational systems
● in control, in the evaluation of results
2. In relation to the personal formation of subjects of education
● in the development of certain abilities of students and teachers,
● in the development of their knowledge, abilities, skills, methods of activity, competencies
3.In the field of pedagogical application
● in the educational process
4. By types of interaction of participants in the pedagogical process
● in collective learning (student-centered)
Individual, frontal, group form
● in family education
5. By functionality
● product innovations (pedagogical tools, projects, technologies, etc.)
6. By methods of implementation
● systematic
7. By the scale of distribution
● on international level
● at school
● at the federal level
8. Highlighting the sign of the scale (volume) of the innovation
● systemic, covering the entire school or the entire university as an educational system
9. According to the social and pedagogical significance
● in educational institutions of any type
10. Based on innovation potential
● combinatorial
● innovations
11. In relation to its predecessor
● substitute
● opening
The innovative potential of an educational institution
is determined when analyzing an educational institution for the following positions:
- The focus of innovation on changing educational needs addressed to an educational institution, social order
● Aimed at changing the goals, content, organization technology, approaches to assessing the educational results of students
● Integration of teaching, learning and assessment; combining the quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity
● Solving important pedagogical problems:
Create an emotionally comfortable educational environment
Maintain high academic motivation of schoolchildren
Encourage their activity and independence
Expand learning and self-study opportunities
Develop students' reflective and evaluative skills
Build learning skills - set goals, plan and organize your own learning activities
Develop communication skills and abilities
Inform students and their parents about different options choice of educational route
- Orientation of innovation to solving the problems of an educational institution
● Changing the way of teaching, searching for new forms of organizing the learning process, changing requirements for performance, and in general - for the quality of education
● Form of continuous assessment in the process of continuing education
● Portfolio of a teacher - as an alternative form of assessing his professionalism and performance during the examination for compliance with the declared qualification category
● Active involvement of parents in the learning and teaching of the child (more adequate assessment of both the strengths and weaknesses of their child and more active cooperation with the school)
- Resource opportunities of the educational institution
● Systematic work to improve the qualifications of teachers
● Experience in creating an electronic portfolio
● Networked computer equipment of classrooms (3 computer labs, personal computers in the classrooms of subject teachers, administrative network)
● Methodological support of the course
Work folder
Official Portfolio Forms (Appendix to Grade 9 Certificate)
Diagnostic materials
Tables and diagrams for maintaining the "Working folder"
Student aids and instructions
Sample options for classes with students
- The relationship of innovation with the achievements and competitive advantages of an educational institution for the period preceding the current innovation cycle of development
● A promising form of presentation of the individual orientation of the educational achievements of a particular student, corresponding to the tasks of pre-profile training and in the future - profile training
● Optimization of mechanisms for the formation of 10 profile classes
- assessment of the innovative environment in an educational institution, the innovative potential of the team, potential growth points
● OU has long been looking for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment
(it is used in practice-oriented education and provides for the assessment of the formation of the skills and abilities of students in the conditions of placing them in a situation as close as possible to real life)
● Many methodological findings have been accumulated, pedagogical technologies have already been developed to get rid of obsessive labels such as "weak C grade" or "strong good"
- primary forecast of perception of possible innovations in the community of an educational institution, possible resistance to changes
● Implementation requires both the teacher and the student of new organizational and cognitive skills
● Study time issue: takes longer to implement than traditional grading systems
● Real assessment of the capabilities and readiness of students, teachers, parents to provide materials to record the dynamics of his individual progress
Shifting the teaching focus from assessment to self-assessment
Students have poorly developed motivation for achievement, there are difficulties in setting goals, self-planning and organizing their own educational activities, the ability to systematize and analyze their own collected material and experience
Unpreparedness of parents to realize the importance and significance of the portfolio as a document confirming the level of existing knowledge of students and to make the right choice of further training profile
For all positions, the article provides an analysis of a specific educational institution (GOU gymnasium No. 116 of the Primorsky district of St. Petersburg)
Bibliography:
- Amonashvili Sh.A. The upbringing and educational function of assessing the teaching of schoolchildren. M .: Education. - 1984
- Voinilenko N.V. Improvement of control and evaluation processes as a factor in quality management of primary general education. // The world of science, culture, education. - No. 4 (23) - 2010. - p.148-150
- Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. SPb .: Delta Alliance. - 2003
- Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. M .: Education. - 2010
- Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb .: SPb GUPM. - 2002, 2003
- Kotova S.A., Prokopenya G.V. Portfolio system for new primary school... // Public education. - No. 5. - 2010. - p.185-191
- E.V. Mettus Live assessment: The program "Portfolio at school" M .: Globus, 2009. - 272p.
- Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the system of teacher training. SPb .: KARO. - 2008
- Federal state educational standards of primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. - M .: Education. - 2009
Modern education requires solving various problems and problems of our time, first of all, the problems of socialization and adaptation of students. What our graduates will look like depends on the entire system of organizing the educational process. Now the result of a child's education at school has been determined - the formation of key competencies. It is impossible and irrational to form them by the forces of only traditional methods. Innovative technologies come to the aid of the teacher.
Innovative technologies call the pedagogical technologies that have become popular recently:
- ICT or MM - technologies,
- TRIZ,
- interactive technologies,
- design technology, project method
- research technology or technology for conducting educational research,
- AMO and moderation technology,
- health-saving technologies,
- etc.
Innovative technologies are a new generation of pedagogical technologies.
What is their actual novelty or innovativeness?
They represent a pedagogical technology that contains a certain set of methods and stages of implementation.
We all "passed" this, we all know here. But...
At first,unlike traditional technologies, innovative ones are focused on the RESULT, and not on the process. The main thing in these technologies is the achievement of a certain (of course, INNOVATIVE, that is, new in comparison with the traditional result) result.
Secondly, the purpose of the implementation of innovative technologies is not the accumulation of ZUNs by the student, but the ability to apply the received ZUNKs in practical activities (that is, the goal is not knowledge, but the ability to use them for yourself !!! As the cat Matroskin said in the famous cartoon "work for my benefit ...") ...
Thirdly, the difference between innovative technologies lies in the way of acquiring knowledge in the educational process - this is an activity approach. The child does not acquire knowledge in the process of memorizing theory, rules, etc. , but in the process of activities to achieve the goal of the lesson, which is interesting to him. He comprehends knowledge in the process of realized necessity gradually, step by step under the guidance of a teacher.
Fourthly, innovative technologies create conditions for the implementation of the activities of children to achieve knowledge. But knowledge is not set as a goal in the lessons of these technologies. In the first place is the organization of the educational space of the lesson, which acts as an educational environment for the formation of ZUNKs of students.
Fifth, innovative technologies are changing the essence of the relationship between teacher and student in the classroom. The teacher acts as the organizer of this very educational space of the lesson. His role in the lesson is a consultant, an expert. A large role is given to the organization of the lesson, its preparation - preparation is the cornerstone in the organization of such lessons.
At sixth, innovative technologies are personality-oriented technologies, that is, aimed at personal, that is, individual development, focused on the personality of each specific student. In other words, these are pedagogical technologies that create conditions in the lesson or during extracurricular activities for teaching each individual student, taking into account his personal characteristics (stability of attention, memorization, speed and strength of the assimilation of material, the way of perceiving educational information, health status, pace of activity, abilities and inclinations, etc.).
B - seventh, innovative technologies also take into account the fact of socialization of children in the learning process and after leaving school. That is why in their arsenal there are techniques and methods for the formation of communication skills and skills and abilities of working in a pair, group, team, team.
By and large, their use is aimed at the development of all forms of thinking, which will contribute to the formation of a creative and intellectually developed personality and ensure the constant development of the child after graduation.
Thus, the following signs of innovative technologies:
Focused on getting a specific result;
The purpose of the lesson with their use is the acquisition of knowledge in the process of activity;
Individualization of the learning process; - contributes to the socialization of children in the learning process and after graduation;
Uses other innovative technologies;
Requires the teacher to organize the educational space of the lesson;
Establishes a qualitatively new relationship between teacher and student in the lesson;
Promotes the creative and intellectual development of the child's personality.
Innovative technologies - technologies are special!
Their implementation in the educational process must STUDY!!!
Like any pedagogical technology, innovative technologies have their own implementation algorithm, their stages. Missing at least one violates the integrity of the system of pedagogical technology and destroys it.
We offer you the materials of teachers on innovative technologies:
1.Shesterninov E.E.Research work of schoolchildren
2.Zhogoleva E.E. Research technology in the lessons of the Russian language and not only ...
List of used literature:
1.Nemov R.S. Psychology. Book 1: Fundamentals of General Psychology. - M., Education, 1994.
2. Communication and optimization of joint activities. Ed. Andreeva G.M. and Yanousheka Ya.M., Moscow State University, 1987.
3. Babansky Yu. K. Problems of increasing the effectiveness of pedagogical research. M., 1982.
4. Kuzmina NV Professionalism of the personality of the teacher and master of industrial training. - M .; Higher school, 1990 - p. 6
Supervisor
Center for training teachers for certification
Modern innovative technologies.
The modern world exaggerates here and there the term innovative technologies. Come on together in the format of this article, we will try to understand and figure out what is behind this, what modern innovative technologies represent today in one or another area of the development of world science, what and how is developing today and is relevant in the application of the super newest modern innovative technologies ..
We live in some of the most exciting times in human history. Technology is evolving exponentially and not linearly as was previously the case. At the moment, there are predictions for innovative forecasts and technology development for the next hundred years. The study of modern knowledge in the field of the latest technological areas, including innovation management and organization of innovation processes, oversees a unique direction of modernist science - innovation. In essence, the modern innovative technologies we are discussing have a trend towards achieving the satisfaction of the needs of the modern world - both social and vital, directly related to the person himself in conditions of some uncertainty. Often, innovative technologies are associated with a huge number of problem areas and issues and directly with the subject of study and research. If we come to the very essence of the concept of modern innovative technologies, then this is undoubtedly novelty in the field of world trends in technologies and solutions, both with a technical component and concerning management processes, including the coordination of labor, which is based on unique experience, the latest achievements of science and of course same efficiency in methodology. Innovative technologies are aimed at improving the quality of products and the perfection of the production sector itself. The right to life of the term itself, as innovative technologies, implies not just something new or some unusual innovation, but precisely that which is intended and has the ability and competence to radically and seriously increase the effectiveness of any area of responsibility. The introduction of innovative technologies entails the integrity of measures and organizational developments aimed directly at the development, production, operation and maintenance and, if necessary, carrying out and directly repairing and restoring a product or innovation with the most optimally applied work costs and, of course, nominal quantitative characteristics. The introduction of modern innovations is aimed at the perfect and efficient use of both economic and material, social resources. We will present, in our opinion, a rather convenient and comprehensive classification of innovative technologies.
1. By processes of innovation.
A) basic or radical - refer to large-scale inventions or discoveries, as a result of the implementation of which modern generations are formed or a unique trend in the development of technical progress.
B) Innovation of medium potential.
C) Partial, modification innovative inventions. Changing obsolete technologies, techniques and organizational processes in production.
2. By industries of application and scale of value.
A) industry innovation
B) cross-industry innovation
C) regional innovation
D) Innovation within a firm or enterprise
3. The needs of the emergence of innovation
A) Reactive innovations - in the literal sense, they help to maintain the state of the company or firm, with the direct act of introducing an innovative solution by competitors.
B) Strategic innovations - a decision taken ahead of the curve with the direct intention of gaining a competitive edge in the time perspective.
4. The effect of the innovation itself
A) Innovation of an economic nature
B) Social innovation
C) Environmental innovation
D) Integral innovations.
When creating the system of innovative technologies itself, it is often expedient to single out the processes of diagnostics and research of innovations. The term innovation was first seen in Latin, it has been traced back from the middle of the 17th century and has a meaning as the introduction of something new into an already existing area of responsibility, becoming in this area and initiating a complex and processes of change in this area. That is, innovation is a process of implementation, innovation, implementation of the innovation itself in the sphere, and is not a subject. The success of modern innovative technology is associated precisely with a set of interconnected types of work, the interaction between which leads to the direct appearance and achievement of real innovation (modern invention) .What is it exactly Scientific activity and developments aimed at the achievement of new knowledge, for the further use of this as a statement of discovery or a new invention. Design work and processes aimed at achieving new technological tools with the help of which, in given possible conditions, it is advisable to act and make decisions to obtain a goal as an innovative project. To achieve the implementation of a modern innovative project in practice, that is, the implementation of its implementation is not a small factor in the educational process of the subject, which helps the perfect formation of both the knowledge itself and the necessary experience for the implementation of the project.
In the very diagnosis of the innovation process, several stages are distinguished -
1. Before the innovation (by identifying the existing problem areas that have the right to live in the process of implementing the innovation process itself - the information processed in this way is characterized as information of ideological and political color.)
2. At the time of the innovation itself, the rethinking of the previously obtained knowledge makes it possible to make instant revision, design work on the implementation of the innovation with possible clarifications of the emerging situational features.
3. After the implementation of the innovation (a diagnostic process is carried out to compare the environment of the innovation itself and the processes of its implementation.
On the pages of our site, we have already examined in detail the tendencies and development trends from the Future Today Institute -
Brand new analytical predictions from Deloitte and Guardian about modern technologies 2017 goals were presented by us -
The forecast of innovative development of the market from IDC, in our opinion, has unique formulations and analytical calculations, which was presented by us in an article on the website
At the moment, the opinion and tendency is clearly manifested that there is no competitive line of goods and services, there is only competition in the innovative strategy of modern management. At the moment, innovative manufacturing firms do not compete for the product itself, which is rapidly changing and innovating, so it becomes absolutely useless to try to reproduce something. In the modern innovative world, there is a distinct competitive trend in the management model. Undoubtedly, the clear leader in the reproduction of goods belongs to the Chinese business, which at the moment can not only do something permanently, but has adopted a modern management model that allows to implement modern innovative solutions and technologies at unprecedented speeds and completely tight time intervals. It has always been possible to reproduce a product, but only a company that has the most effective management model with its system can win in terms of modern innovative technologies. More than one innovative company that has taken the trend in the development of modern technologies cannot win in this race if it does not improve and transform the business management model. This was perfectly shown by the well-known companies Google, Microsoft, JP Morgan Chase, Uber. The modern innovative world of technology development has swept over agility, armed with flexibility, mobility, speed and even agility. In the world of transformation, the attitude towards commodities is changing, if it used to be gas, fertilizer, oil, etc., now commodity is already video cameras, televisions, telephones, etc.
In the world of modern innovations, completely new multipliers of the market capitalization of companies are also emerging. Very interesting and vivid examples of the development and rise of Netflix and undoubtedly Uber.
The modern world and, of course, technologists are experiencing major changes and transformations that are visible in almost all sectors of the economy.
So in the banking sector, JP Morgan and Citigroup are moving to storing their information and data already in public clouds (Amazon Cloud), and undoubtedly, all development is perfection with Big Date, the volumes of information storage are increasing and growing at cosmic speeds. What changes and changes are noticeable in the financial sector of the economy of the modern world is undoubtedly the transition of many to agile, remote banking customer service, personal finance, perfect lending platforms and corporate banking. Innovative fintech companies have emerged that have brought modern reorganizations to the process, which they do completely free of charge for their clients and learn to make profits for themselves. Many banks are trying or will switch in the near future only to mobile technologies and versions of their products and will soon completely move away from offices and terminal-hardware versions. Undoubtedly, the modern banking world expects an explosive growth in the use of innovative PFM (personal financial manager) platforms that use artificial advisors, machine learning and even deepmachine in their technologies and customer consultations. At the moment, the Bank of England and even the financial sector of Kazakhstan are operating in their markets and are practically completing pilot projects using blockchain as virtual currencies based on artificial intelligence, which undoubtedly puts the banking sector in a very difficult and completely new competitive environment, and you can even say in the struggle for survival.
In our opinion, the state of affairs in modern innovative medicine is not badly highlighted, including in our past articles and site reviews -
Achievements in sports with the help of modern innovations, we also paid attention to
The main priority and the most important value of almost all of humanity is to receive a high-quality modern education.
Here, advances in interactive innovation and multimedia come to the aid of learning. In everyday life, the new term "smart school" is equipped in modern conditions not only with projectors and computers, but also with completely unique innovative technologies in the field of education itself.
Let's take a look at some of the current and widely reported popular and somewhat unique innovations -
1. Predictive or predictive analytics.
Predictive analytics using in their methods intellectual database analytics, processing past and current events to detail the future.
Modern smartphones are an innovative product that processes and receives a huge number of events, information of various kinds. Through the smartphone of a modern person, both information about the owner himself, his relatives and many acquaintances, and information related to the location of events, photographs and applications used - with the help of what you can work out and reproduce unique future predictive models about people and their behavior in the future.
Undoubtedly, in our opinion preferably use this baggage and methods forecasting for the benefit of individuals and society. The benefit of the applications of this innovation is many - starting from forecasting business models, use in medicine, pharmaceuticals, urban planning, and more.
2. Electronic devices to the human body
This type of practically invisible innovative devices are mainly designed to control the work of human organs and its state and well-being, or to help a person in vital situations. For example, headphones, embedded and invisible in the auricle - take the indicators of the cardiovascular system, there are sensors in the form of a temporary tattoo on the body that allow you to monitor the state of body posture and if it is corrected to manipulate the treatment process, moreover, the tattoo will remove and take out a lot of information that is not required about the work and other important organs of the human body, and the glued tactile electronic soles in a situation of need will show you the right way and direction using the GPS signal and vibration. This technology represents a kind of electronic guide for a blind person.
The well-known wearable and already gaining popularity innovative electronics Google Glass is also used in medicine during surgical interventions for cancer patients.
3
.Neurocomputer interface is a neural system created for the possibility of free exchange of information between an electronic device and the human brain on the other hand, often relying on the biofeedback method.
This innovation makes it possible to control a computer device with just the power of thought.
This "brain-computer" technology is also widely used and is being tested and tested in medicine (with paralysis of the arms, legs and other ailments).
In ophthalmology, brain implants capable of restoring human vision are being developed and tested.
4 . Extraction of metals from seawater concentrate.
Everyone knows the world ecological problem of mankind - how constantly decreasing natural reserves of fresh water.
Artificial desalination can significantly increase the global supply of fresh water, but this technology borders on serious shortcomings and problems of environmental practice. Directly to carry out the desalination procedure, a lot of energy is needed and in the process of the reaction itself, a waste is obtained in the form of a strong concentrated salt water. When direct return of this concentrate to the sea, you can get a natural disaster in the form of a negative impact on the flora and fauna of the oceans.
Scientists have invented a new innovative approach to solving the problematic issue with this waste. From the concentrate of sea salt water, they learned to extract the most valuable and, most importantly, substances and minerals that are very necessary for mankind — potassium, uranium, magnesium, lithium, soda and potassium compounds.
The development of methods for obtaining gold from sea water is unique today. According to scientific statistics and calculations, the world's oceans contain at least 8-1 billion tons of gold. If you calculate, then this supply is quite enough to make every person on the planet earth a millionaire.
5 .Innovative pharmacology from PHK threads
Scientists have invented an innovative vaccine preparation from the smallest networks of the molecular composition of RNA ( ribonucleic acid) capable of restore the patient's immunity, from the information received about the bacterial or viral protein removed by the RNA networks.
At direct the introduction of these drugs with RNA, it becomes possible in the natural conditions of the human body to optimize medicinal protein proteins and the ratio of natural protein, if it is in pathological norms. V pharmacological the world is traced by this innovation symbiosis in the work of private clinics, large scientific centers and pharmaceutical companies.
6.Innovative composite materials.
Scientists have invented ultralight nanostructured fibers for unique composite materials used in automotive industry and construction of modern spacecraft, hydroelectric power stations, ballistic missiles. Ultralight vehicles consume much less fuel, moreover, they are less toxic in air pollution.
- Innovative probiotics in the treatment of human diseases.
Another unique technology in modern medicine that helps to cure serious intestinal disorders and diseases in humans. Probiotics are living microorganisms located in the human body, the normal balance of which leads to a positive effect on the state and health of a person, including the owner of this microflora.
Scientific methods in the innovative development of perfect probiotics and the technologies for their creation and production are in constant perfection.
8.Digital cytoscope.
Newly innovative technology for the benefit of human health and related to the category of medical technologies. The cytoscope adapter is tied to a cloud storage database, where all the information about the patient's heartbeat and pulmonary respiration heard in the patient is accumulated in the cloud and further analyzed. And that's not all - all information can be transferred to a smartphone via a special application. Having at the disposal of a huge database of clinical sounds and previously conducted diagnostics with the patient, the diagnosis is made in the shortest possible time and the correct and timely treatment is prescribed.
9.Mobile DNA laboratory.
A modern diagnostic innovative study of the DNA chain carried out by an almost desktop laboratory and in a completely short period of time, three hours, earlier, even in stationary and standard methods of this study, which took a day.
10. Space technologies.
In the modern world, the scientific world of a number of countries and companies is working on programs that in the coming years can completely change our knowledge and the position of man in space.
The development of a space elevator is no longer a fantasy, but a real development of a person, where, due to centrifugal force, a lift will rise along a cable, which will also receive acceleration due to the rotation of the earth. This is a cheaper way to launch a cargo into space than using rocket boosters. The problem of launching this innovative invention into industrial operation is the insufficient strength and hardness of materials that science has at this stage of time.
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