MODERN

PEDAGOGICAL TECHNOLOGIES

KGBOU "Novoaltaysk comprehensive boarding school"

Presentation prepared

social educator, methodologist Chicherina E.F.

Target : introduce with the essence and classification of modern pedagogical technologies.

Task minimum : ensure mastering the definition of the concept of "pedagogical technology" and the logical foundations of the classification.

Maximum task : call interest And wish master modern pedagogical technologies.

PLAN.

• Definition pedagogical technology (PT).
• Structure pedagogical technology.
• Criteria manufacturability.
• Classification pedagogical technologies.
• Essence modern pedagogical technologies.
• Analysis And description pedagogical technology.

1 . Definition

pedagogical technology.

Pedagogical technology - This systemic method creation, application and definition of the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

2 . Structure

pedagogical technology.

STRUCTURE OF PEDAGOGICAL TECHNOLOGY.

• Conceptual basis.
• The content of the training :

• goals training (general and specific);
• content educational material.

3. Procedural part(technological process):

• organization educational process (EP);
• methods and forms learning activities students;
• methods and forms activities teachers;
• activity students and teachers in EP management;
• diagnostics OP.

Sources and components of modern PT:

• social transformations;
• new pedagogical thinking;
• development of sciences : pedagogy, psychology, social sciences;
• advanced pedagogical experience;
• experience past: domestic and foreign;
• folk pedagogy.

3. Manufacturability criteria.

Manufacturability criteria.

• Conceptuality:

• scientific concept;
• psychological, didactic, social justification for achieving educational goals.

• Consistency:

• logics OP;
• integrity OP;

• Controllability:

• diagnostic targeting;
• P EP planning;
• step-by-step diagnostics;
• correction of results by varying the means and methods of training.

• Efficiency:

• effectiveness of learning outcomes;
• optimal cost;
• guaranteed achievement

requirements GOS.

• Reproducibility:

• possibility of application in other educational institutions.

4. Classification

pedagogical technologies.

Classification of pedagogical technologies.

1. By level of application :

• general pedagogical;
• private subjects;
• local or narrowly methodical.

2. According to the concept of assimilation:

• associative reflex;
• developing;

3. By organizational form:

• classroom or alternative;
• individual or group;
• collective ways of learning;
• differentiated learning.

4. Approach to the child:

• authoritarian;
• personality-oriented;
• collaboration technologies.

5. According to the prevailing method:

• reproductive;
• explanatory and illustrative;
• dialogical;
• developmental education;
• gaming;
• problem-search;
• creative;
• information (computer).

6. By category of students:

• mass technology;
• compensating technologies;
• technologies for working with difficult

students;

• technologies for working with gifted

students, etc.

5. The essence of modern pedagogical technologies .

ABOUT main types educational process :

• productive , development-oriented creative thinking and involving creative activity and independent search about teaching Yu running;

• personal , formative individuality in the process of creative social interaction;

• essentially - reproductive , aimed at forming skills;

• formal reproductive , acquisitive knowledge .

T un educational process

determines the appropriate didactic appointment pedagogical technologies:

• studying new material ;
• production A skills and abilities;
• generalization, systematization I And

deepening knowledge ;

• control knowledge, skills .

In accordance with didactic appointment pedagogical technologies are selected methods learning:

• dialogic ,

• creative ,
• developing ,
• explanatory - illustrative .

Leading is dialogic method as the most effective And productive.

6. Analysis and description

modern pedagogical technologies.

The structure of the description and analysis of the pedagogical process:

• Name technologies :

• fundamental idea ;
• main quality ;

2 . Conceptual part :

• scientific theories, hypotheses ;
• c ate ;
• technology principles.

Analysis Criteria conceptual part:

• n ovizna;
• A alternativeness;
• G humanism;
• d democratism;
• With modernity.

Criteria for the analysis of the content of education:

• modernity theories , used in corrective schools;
• correspondence social order;
• correspondence principles consistency.

procedural characteristic:

• motivational characteristic;
• organizational forms OP;
• peculiarities methods and means of training;
• control OP;
• category students.

Program-methodical security :

• educational plans And programs;
• educational and methodical allowances;

• didactic materials;

• visual and technical facilities learning;
• diagnostic tools.

Main result activities of an educational institution should not become a system of knowledge, skills and abilities in itself, and the set of key competencies declared by the state

in the intellectual, socio-political, communication, information and other fields.

(Modernization strategy

education in Russia)

slide 1

slide 2

slide 3

slide 4

Traditional Pedagogy The teacher teaches - the student learns The teacher knows everything - the student knows nothing The teacher thinks - the student reproduces knowledge The teacher speaks - the student listens The teacher manages - the student obeys The teacher is active - the student is passive The teacher determines the content of learning - the student adapts to it The teacher is authoritarian - the student is not free Teacher - subject of learning - student - object of learning

slide 5

National educational initiative "Our new school" The result of education is not only knowledge in specific disciplines, but also the ability to apply them in everyday life, to use in further education. The student must have a holistic socially-oriented view of the world in its unity and diversity of nature, peoples, cultures, religions. This is possible only as a result of combining the efforts of teachers of different subjects.

slide 6

Status of development and approval of standards 1. The Federal State Educational Standard of primary general education was approved by order of October 6, 2009 No. 373 (registered by the Ministry of Justice of Russia on December 22, 2009 No. 15785) 2. The Federal State Educational Standard of basic general education was approved by order of the Ministry of Education and Science Russian Federation dated December 17, 2010 No. 1897 and registered by the Ministry of Justice of the Russian Federation dated February 01, 2011 No. 19644. On completion

Slide 7

Sequence of introduction of GEF Introduction of GEF as soon as they are ready Mandatory introduction of GEF

Slide 8

Approximate basic educational program of basic general education to the results of education, structure (content), conditions for its implementation Standard as a set of requirements for the program of the GEF school of basic general education Art. 7 of the Law "On Education"

Slide 9

The standard as a combination of three systems of requirements for the OOP Requirements for the structure of the OOP Requirements for the results of the development of the OOP Requirements for the conditions for the implementation of the OOP Art. 7 of the Federal Law of the Russian Federation "On Education" (achievement of personal, meta-subject, subject results, through the development of "ability to learn" throughout the entire learning process)

slide 10

* Transition to new educational standards From standards containing a detailed list of topics for each subject that are mandatory for each student to study, to new standards - requirements for what school programs should be, what results children should demonstrate, what conditions should be created at school to achieve these results Two parts: compulsory and one that is formed by the school. The older the level, the greater the choice The new standard provides for extracurricular employment The result of education is not only knowledge, but also the ability to apply them in everyday life. The school should create personnel, logistical and other conditions that ensure the development of the educational infrastructure in accordance with the requirements of the time. Financial support will be built on the principles of per capita financing. At the same time, the funds will go to the municipalities and to each school according to the standard, regardless of the form of ownership.

slide 11

New quality of education Knowledge (subject) Personal growth (personal) Application of knowledge in life (meta-subject)

slide 12

On the system-activity approach The development of modern standards of school education is based on the idea of ​​education as an institution of socialization of the individual, arising from the main provisions of the cultural-historical concept mental development schools of L. S. Vygotsky ... ... where the system-activity approach is an ideal form that sets the standard for the socially desirable characteristics of the individual, designing settings, determining the main tasks and directions for the development of the education system. (from the materials "Standards of the second generation")

slide 13

The basis of the Standard is a system-activity approach that provides: formation of readiness for self-development and continuous education; designing and constructing the social environment for the development of students in the education system; active educational and cognitive activity of students; construction of the educational process, taking into account the individual age, psychological and physiological characteristics of students. GEF LLC

slide 14

In the traditional system of the educational process Organizes the student's activity in an innovative educational environment Teacher Changing the role of participants in the pedagogical process Transmits information New quality of education New educational result "Competencies to update competencies" and motivation for learning at different stages of development of students' personalities

slide 15

In life, we constantly have to solve problems! Does the school teach this? The structure of a traditional lesson 1. The teacher checks the students' backgrounds. 2. The teacher announces a new topic. 3. The teacher explains the new topic. 4. The teacher organizes the consolidation of knowledge by students. Solving problems in life Life puts us in a situation of difficulty. We formulate a goal: “What do we want to achieve?” 2. We consider possible solutions, determine whether there is enough knowledge and skills. 3. We try to solve the problem (acquiring new knowledge if necessary) 4. Having received the result, we compare it with the goal. We conclude whether we have achieved our goal or not.

slide 16

New didactic model of education When developing the Standard, the process of formation of a new didactic model of education, which is objectively taking place in the conditions of the information society, was based on a competency-based educational paradigm, which assumes the active role of all participants in the educational process in the formation of a motivated competent personality, capable of: quickly navigating in a dynamically developing and renewing information space; receive, use and create a variety of information; make informed decisions and solve life problems based on the acquired knowledge, skills and abilities. GEF LLC

slide 17

slide 18

GEF: what is evaluated as a result of education? STUDENTS' ACTIVITIES: the ability to solve learning problems based on the formed subject and universal methods of action (skills, not knowledge!) the ability to learn - the ability to self-organize in solving learning problems progress in personal development (emotional, cognitive, self-regulation) * New regulation on certification of teachers : 1st and highest categories only with the introduction of new EDUCATIONAL TECHNOLOGIES

slide 19

The new standard focuses the attention of teachers on the need to use modern educational technologies that can ensure the development of students. It is no coincidence that it is the use of advanced technologies that becomes the most important criterion for the success of a teacher. Thanks to modern technologies, the activities of students are deployed in the classroom.

slide 20

Educational technologies The Federal State Educational Standard documents formulate requirements for a teacher, including: be able to choose and use modern educational technologies use assessment technologies modern technologies for designing an educational environment

slide 21

Technology is a detailed way of carrying out this or that activity within the framework of the chosen method.

slide 22

Pedagogical technology is such a construction of the teacher's activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

slide 23

Criteria that make up the essence of pedagogical technology: an unambiguous and strict definition of learning objectives (why and for what); content selection and structure (what); optimal organization of the educational process (how); methods, techniques and teaching aids (with the help of what); taking into account the necessary real level of teacher qualification (who); objective methods for assessing learning outcomes (is it so).

slide 24

Educational technology: easily fits into the educational process; allows you to achieve the goals set by the program and the standard of education for a particular academic subject; ensures the implementation of the main directions of the pedagogical strategy: humanization, humanitarization of education and a student-centered approach; ensures the intellectual development of children, their independence;

slide 25

provides goodwill towards the teacher and towards each other; a distinctive feature of most technologies is a special attention to the individuality of a person, his personality; a clear focus on the development of creative activity.

slide 26

Three levels of pedagogical technologies: There are three levels of pedagogical technologies: general pedagogical, particular methodological, locally modular. General pedagogical technology characterizes a holistic educational process in a given educational institution, region. In this case, pedagogical technology reflects a complex pedagogical system: it includes a set of goals, content, means and methods of management, an algorithm for the activity of subjects and objects of the process. At the particular methodological (subject) level, pedagogical technology covers certain areas, aspects of the pedagogical system, corresponding, for example, to particular methods, i.e. a set of methods and means for the implementation of a certain content of education and upbringing within the framework of one subject, class, teacher. The local-modular level of technology refers to separate parts of the educational process: technologies for certain types of activities, technology for the formation of concepts, technology for mastering new knowledge, technology for repeating and controlling material, technology for independent work, etc.

slide 27

Technologies: -developing education; -problem learning; - multi-level training; -collective learning system (CSE); - technology for solving inventive problems (TRIZ); -research teaching methods; - project teaching methods; -technology "debate"; - technology of modular and block-modular education; -lecture - seminar - credit system of education; -technology for the development of "critical thinking"; - technology of using gaming methods in teaching: role-playing, business and other types of educational games; -learning in cooperation (team, group work); -information and communication technologies; - health-saving technologies; - the system of innovative assessment "portfolio"; - technology distance learning workshop technology group training, etc.

slide 28

Modern pedagogical technologies Health-saving technologies Integrated learning technologies Project activities (individual, group, collective) Educational and research activities Collaboration technologies Person-centered technologies Training based on learning tasks and situations Information and communication (ICT) Differentiated learning technologies Business games Problem-based learning Students portfolio computer technologies interactive technologies learning

slide 29

The following educational technologies have become widespread: modular technology; project-based learning technology; technology of intra-class differentiation; problem learning technology; didactic game technology.

slide 30

slide 31

About the project Project – purposeful change management fixed in time Design and creativity Design and management Design and development

slide 32

The structure of the project activity Orientation to get results! 1. Description (fixation) of the result 2. Fixation of the deadline for achieving the result 3. Preliminary planning of actions to achieve the result 4. Programming (time planning of individual actions) 5. Implementation of actions with their simultaneous monitoring and correction 6. Obtaining the product of project activities

slide 33

The project method is a way of organizing the cognitive and labor activity of students, which involves determining the needs of people, designing a product of labor in accordance with these needs, manufacturing a product or providing a service, assessing quality, and determining the real demand in the goods market.

slide 34

Basic principles of educational design Reliance on the interest of children, as well as previously learned material; Perhaps greater independence of students; Creative orientation; Practical feasibility of the project; Communication with the needs of society.

slide 35

Basic requirements for educational projects Organizational and pedagogical; Psychological and physiological; Technological and economic.

slide 36

Slide 37

Stages of project activity Choosing directions for collecting information Starts with an introduction and advertising of a topic (already chosen by the teacher) Performed at school in one of the lessons or during class hours The teacher offers the children a tempting scattering of directions for exploring the topic - for every taste Children choose a direction or, by analogy, offer their own, or postpone their choice until tomorrow Result: areas of information collection chosen by children (subtopics)

slide 38

Stages of the project activity Collection of information (search for information) Conducted mainly at home (possibly at school after school hours) Conducted with the active participation of parents If possible, information is collected from observations on excursions (to nature, to enterprises, to museums, etc.) It takes 1-2 weeks in time Result: information found

Slide 39

Implementation of the project Activities of students to implement the chosen idea: Research; Manufacture of the final product.

slide 40

Stages of project activity Completion of work on the topic From the information found, each child highlights the most important and, with the help of parents, enters the selected information on a sheet of a single format (A4) In practice, this sheet is made by the parents themselves, because the task is not the child’s self-expression, but the opportunity for other children to get to know each other with the results of the student's search for new information Design: large clear type, thick paper, illustrations and simple diagrams are desirable Result: collected from separate sheets and stored in the public domain a file cabinet or album with a table of contents created by the teacher or parents

slide 41

Stages of project activities Presentation of results Conducted with the active participation of parents at school outside school hours Events are held, crafts and expositions are presented, research projects are defended (presented) All events, presentations and defenses are photographed Result: completed projects, filled in several pages of the class life history album

slide 42

Project activity at school Project activity develops all universal learning activities!

slide 43

slide 44

The activities of the teacher to achieve the goals of the school of project culture: - develop educational programs that include educational routes (for parallel classes, for a class, for groups, for individual students); - develop software, methodological and didactic support of the educational process; - form educational, information-communicative, reflective competence; - design independent work of schoolchildren with educational literature, additional sources of information, including Internet resources; - carry out diagnostics of the readiness of older students for further education; - create conditions for the development of subjective activity of schoolchildren in educational and extracurricular activities.

slide 45

The project activity of students is a joint educational, cognitive, creative or game activity of students, which has common goal, agreed methods, methods of activity aimed at achieving the social result of activity. The research activity of students is the activity of students associated with the solution of problems by students with a previously unknown solution and assuming the presence of the main stages characteristic of research in the scientific field, normalized based on the traditions accepted in science.

slide 46

Design and research activity is the activity of designing one's own research, involving the identification of goals and objectives, the identification of the principles for selecting methods, planning the course of the research, determining the expected results of the research, and determining the necessary resources.

slide 47

The difference between research activity and design and constructive activity The main result of research activity is an intellectual product that establishes this or that truth as a result of the research procedure and is presented in a standard form. The result of project activities are products that have practical significance, social significance.

slide 48

Stimulate students' interest in certain problems, solving these problems, the ability to practically apply the acquired knowledge. Enables effective design of the educational process.

slide 49

Slide 50

slide 51

slide 52

The use of design and research technologies in the classroom is very promising, as it allows solving a number of important educational tasks: putting forward project topics, developing an independent view of solving a problem, acquiring knowledge and skills in the process of planning and performing work. The experience gained in the process of project activities is based on the interests of students. Contributes to the formation of interdisciplinary and suprasubject communications. The real contribution of students to changing the social situation in the educational community

slide 53

slide 54

Slide 55

Domestic research: problem-based learning: I.A. Ilnitskaya V.T. Kudryavtsev M.I. Makhmutov psychology of creativity: A.V. Brushlinsky A.M. Matyushkin A.T. Shumilin

slide 56

Technology of problem-dialogical learning Lesson explaining new material Lesson "discovery" of knowledge

Slide 57

Traditional lesson by students 4. Expression of a solution, 5. Application of knowledge by students Problem-dialogical technology (since 1999) Purpose - to teach independent problem solving Means - discovery of knowledge together with children Textbooks Submission of material Regulatory UUD Learn to detect and formulate a learning problem together with the teacher. To make plan. Working according to the plan, compare your actions with the goal. Determine the degree of success of your work. (From the UUD formation program)

1 of 42

Presentation on the topic: MODERN LEARNING TECHNOLOGIES

slide number 1

Description of the slide:

slide number 2

Description of the slide:

Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology is a body of knowledge about the methods and means of carrying out production processes." Technology - from the Greek words technë (art, craft, science) and logos (concept, teaching). In the dictionary of foreign words: "technology is a body of knowledge about the methods and means of carrying out production processes." Modern technologies in education are considered as a means by which a new educational paradigm can be implemented.

slide number 3

Description of the slide:

The first scientific pedagogical technology was created by Jan Amos Comenius (1592-1670). The first scientific pedagogical technology was created by Jan Amos Comenius (1592-1670). “For a didactic machine,” he wrote, “it is necessary to find: 1) firmly established goals; 2) means precisely adapted to achieve these goals; 3) firm rules on how to use these means, so that it is impossible not to achieve the goal. The described module "goal - means - rules for their use - result" is the core of any technology.

slide number 4

Description of the slide:

“Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education” (UNESCO). “Pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education” (UNESCO).

slide number 5

Description of the slide:

“Pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers” (V. Monakhov). “Pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers” (V. Monakhov).

slide number 6

Description of the slide:

a) conceptual framework; a) conceptual framework; b) the content of the training; - learning objectives - general and specific; - content of educational material; c) procedural part - technological process; - organization of the educational process; - methods and forms of educational activity of schoolchildren; - methods and forms of teacher's work; - activities of the teacher in managing the process of assimilation of the material - diagnostics of the educational process.

slide number 7

Description of the slide:

Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Conceptuality. Each pedagogical technology should be based on a certain scientific concept, including the philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Consistency. Pedagogical technology must have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.

slide number 8

Description of the slide:

Manageability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to correct the results. Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of learning.

slide number 9

Description of the slide:

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

slide number 10

Description of the slide:

slide number 11

Description of the slide:

Students of approximately the same age and level of training make up a class that retains a largely constant composition for the entire period of schooling; - students of approximately the same age and level of training make up a class that retains a basically constant composition for the entire period of schooling; - the class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day; - the main unit of the lesson is the lesson;

slide number 12

Description of the slide:

The lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material; - the lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material; - the work of students in the lesson is supervised by the teacher: he evaluates the results of studies in his subject, the level of learning of each student individually, and at the end of the school year makes a decision to transfer students to the next class; - educational books (textbooks) are used mainly for homework. The academic year, the schedule of lessons, vacations, breaks between lessons are attributes of the class-lesson system.

slide number 13

Description of the slide:

Pedagogy, in which education is seen not as an impact on the child, but as a dialogue between the teacher and the student. Pedagogy, in which education is seen not as an impact on the child, but as a dialogue between the teacher and the student. Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation. The founders of the pedagogy of cooperation are considered to be innovative teachers, such as Shalva Aleksandrovich Amonashvili, Viktor Fedorovich Shatalov, Sofya Nikolaevna Lysenkova and other domestic leaders in education of the 80s of the last century.

slide number 14

Description of the slide:

slide number 15

Description of the slide:

Purpose: Purpose: Ensuring the personal-active nature of the assimilation of knowledge, skills, abilities Essence: Independent cognitive activity aimed at searching, processing, assimilation educational information Mechanism: Game methods for involving students in creative activities

slide number 16

Description of the slide:

Purpose: Purpose: Development of cognitive activity, creative independence of students. Essence: Consistent and purposeful promotion of cognitive tasks for students, solving which students actively acquire knowledge. Mechanism: Search methods; setting cognitive tasks.

slide number 17

Description of the slide:

It is based on adaptive program control with partial use of all other types. It is based on adaptive program control with partial use of all other types. When drawing up programs, goals are clearly formulated, logical elaboration of the content is carried out, basic concepts, ideas and leading logical connections are highlighted. All material is subdivided into small segments that are complete in meaning, they are worked out according to pre-compiled rational algorithms that form generalized approaches and strategies for activity, step-by-step control, timely correction, and correction of errors, if any, are carried out.

slide number 18

Description of the slide:

slide number 19

Description of the slide:

theory of heuristic learning, a pedagogical variety of heuristics - the science of discovering something new. theory of heuristic learning, a pedagogical variety of heuristics - the science of discovering something new. In heuristic learning, the student initially constructs knowledge in the studied area of ​​reality. To do this, he is offered a real meaningful object, but not ready-made knowledge about it. The product of activity received by the student (hypothesis, essay, etc.) is then, with the help of the teacher, compared with cultural and historical analogues - known achievements in the relevant field. As a result, the student rethinks, completes or dramatizes his result.

slide number 20

Description of the slide:

Computer technologies in the lesson can be considered: Computer technologies in the lesson can be considered: Not as a goal, but as another research tool; As a source of additional information on the subject; As a way of self-organization of labor and self-education; As an opportunity for a person-centered approach; As a way to expand the zone of individual human activity.

slide number 21

Description of the slide:

slide number 22

Description of the slide:

Purpose: Purpose: Development of research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, communicate). Essence: Create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems. Mechanism: Research methods, involving students in various activities.

slide number 23

Description of the slide:

German Lernen durch Lehren is a teaching method developed and first put into practice by Eichstätt University Professor Dr. Jean-Paul Martin. Its essence is to teach students and schoolchildren to learn and transfer their knowledge to their classmates. German Lernen durch Lehren is a teaching method developed and first put into practice by Eichstätt University Professor Dr. Jean-Paul Martin. Its essence is to teach students and schoolchildren to learn and transfer their knowledge to their classmates. The teacher is in this case only a director who directs the activities of students.

slide number 24

Description of the slide:

Purpose: Purpose: Creation of the structure of the educational process as close as possible to the natural psychological characteristics of human perception. Essence: Deep study of subjects by combining classes into blocks. Mechanism: Teaching methods that take into account the dynamics of students' performance.

slide number 25

Description of the slide:

Purpose: Purpose: Providing flexibility, adapting it to the individual needs of the individual, the level of his basic training. Essence: Independent work of students with an individual curriculum. Mechanism: Problem-based approach, individual pace of learning.

slide number 26

Description of the slide:

Purpose: Purpose: To ensure the development of critical thinking through the interactive involvement of students in the educational process Essence: The ability to raise new questions, develop a variety of arguments, make independent thoughtful decisions Mechanism: Interactive teaching methods; involvement of students in various activities; observance of three stages of technology implementation: challenge (actualization of subjective experience); comprehension; reflection.

slide number 27

Description of the slide:

Purpose: Purpose: Creation of conditions for the manifestation of cognitive activity of students. Essence: Creation of pedagogical situations of communication in the classroom, allowing each student to show initiative, independence, selectivity in ways of working; providing opportunities for natural self-expression of the student. Mechanism: The use of various forms and methods of organizing educational activities, allowing to reveal the subjective experience of students.

Description of the slide:

Technology of early and intensive teaching of literacy (N.A. Zaitsev) Technology of early and intensive teaching of literacy (N.A. Zaitsev) Technology of improving general educational skills in primary school(V.N. Zaitsev) Technology of teaching mathematics based on problem solving (R.G. Khazankin) Pedagogical technology based on a system of effective lessons (A.A. Okunev) System of phased teaching of physics (N.N. Paltyshev) Combined process organization system teaching chemistry (N.P. Guzik)

slide number 30

Description of the slide:

Learning intensification technology based on schematic and symbolic models of educational material (V.F.Shatalov) Learning intensification technology based on schematic and symbolic models of educational material (V.F.Shatalov) The material is introduced in large doses. Block layout of the material. Registration of educational material in the form of reference outlines

slide number 31

Description of the slide:

Sh.A.Amonashvili's humane-personal technology Sh.A.Amonashvili's humane-personal technology - humanism: the art of love for children, children's happiness, freedom of choice, joy of knowledge; - individual approach: study of personality, development of abilities, deepening in oneself, pedagogy of success; - mastery of communication: the law of reciprocity, publicity, his majesty - a question, an atmosphere of romance; - reserves of family pedagogy: parental Saturdays, gerontology, the cult of parents; - educational activity: methods of materialization of the processes of reading and writing, literary creativity of children.

Description of the slide:

Level differentiation of education based on mandatory results (V.V. Firsov) Level differentiation of education based on mandatory results (V.V. Firsov) Differentiation of education (differentiated approach to education) is: 1) creating a variety of learning conditions for different schools, classes , groups in order to take into account the characteristics of their contingent; 2) a set of methodological, psychological, pedagogical and organizational and managerial measures that provide training in homogeneous groups.

slide number 34

Description of the slide:

Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) Individualization of education is: the organization of the educational process, in which the choice methods, techniques, pace of learning is determined by the individual characteristics of students; various educational-methodical, psychological-pedagogical and organizational-management measures providing an individual approach.

Description of the slide:

"Dialogue of cultures" (V.S.Bibler, S.Yu.Kurganov) "Dialogue of cultures" (V.S.Bibler, S.Yu.Kurganov) Formation of dialogical consciousness and thinking, its liberation from flat rationalism, monophyly of culture. Renewal of the subject content, conjugation in it of various cultures, forms of activity, semantic spectra that are not reducible to each other. Enlargement of didactic units - UDE (PM Erdniev) Enlarged didactic unit - UDE - is a local system of concepts united on the basis of their semantic logical connections and forming a holistically digestible unit of information.

slide number 37

Description of the slide:

Implementation of the theory of the stage-by-stage formation of mental actions (M.B. Volovich) Implementation of the theory of the stage-by-stage formation of mental actions (M.B. Volovich) Provide children with such brief schematic notes - summaries of the material and methods of working with it, which allow, without memorizing anything beforehand , immediately after the teacher's explanations, start independent work with new tasks. As a result, the student has the opportunity to make sure that the material is clear to him, or he has questions that the teacher answers directly during the explanation.

slide number 38

Description of the slide:

Waldorf Pedagogy (R. Steiner) Waldorf Pedagogy (R. Steiner) Harmonious combination of intellectual, aesthetic and practical aspects of education. Wide additional education (museums, theater, etc.). Intersubject communications. Compulsory subjects of art: painting, eurythmy (the art of expressive movements) and the image of forms (complex patterns, graphics), music (playing the flute). A large role is assigned to labor education.

slide number 39

Description of the slide:

Technology of free labor (S. Frenet) Technology of free labor (S. Frenet) Education is a natural process, it takes place naturally, in accordance with development; taking into account the characteristics of the age and diversity of abilities of children. Relations between children and value orientations in their minds are the priority of the educational process. Socially useful work at all stages of education. Great attention to school self-government. Purposefully encouraged emotional and intellectual activity of children. New material means of training and education are used (typography, handwritten teaching aids).

slide number 40

Description of the slide:

slide number 41

Description of the slide:

As grounds for choosing innovative technologies and directions of development, the following should be taken into account: As grounds for choosing innovative technologies and directions of development, the following should be taken into account: the needs of the country, region, city - social order for the school; state documents on the development of the school - state order; successes and achievements of modern human science; advanced pedagogical experience; own professional experience, intuition, creativity of managers and teachers; analysis of the results and the process of functioning of the school.

Block Width px

Copy this code and paste it on your website

Slides captions:

Modern educational technologies The priority of modern education, which guarantees its high quality, can and certainly should be training focused on self-development and self-realization of the student's personality. Four foundations of education Learning to know Learning to do Learning to live Learning to be Modern educational technologies, firstly, allow students to organize independent activities to master the content of education; research, creative and project activities) thirdly, these are technologies for working with various sources of information, since information is used today as a means of organizing activities, and not as a learning goal (information technologies, including distance learning technology, problem-based learning technology) fourthly , these are technologies for organizing group interaction, since partnership and cooperation relations permeate the modern educational process aimed at developing tolerance and corporatism; fourthly, these are technologies for organizing group interaction, since partnership and cooperation relations permeate the modern educational process aimed at developing tolerance and corporatism in Fifthly, these are the technologies of students' metacognitive activity, since the student's subjective position becomes the determining factor in the educational process, and his personal development acts as one of the main educational goals. Foreign approaches to the definition of pedagogical technologies

• M. Clark believes that the meaning of pedagogical technology lies in the application in the field of education of inventions, industrial products and processes that are part of the technology of our time.
• F. Percival and G. Ellington indicate that the term "technology in education" includes any possible means of presenting information. This is equipment used in education, such as television, various image projection devices, etc. In other words, technology in education is audiovisual.
• The modern UNESCO dictionary of terms offers two semantic levels of this concept. And in the original sense, pedagogical technology means the use for pedagogical purposes of the means generated by the revolution in the field of communications, such as audiovisual means, television, computers and others.

Russian approaches to the definition of pedagogical technologies

• V.P. Bespalko believes that "... pedagogical technology is a meaningful technique for implementing the educational process."

this definition is focused on the use of pedagogical technology only in the learning process. Which leads to a sharp narrowing of this concept as a pedagogical definition and the possibilities of using it in practical pedagogical activity.

• V.M. Monakhov: pedagogical technology is a model of joint pedagogical activity thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for the student and teacher.

• M.V. Klarin considers pedagogical technology as a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. This definition is more capacious, since we are talking about general pedagogical goals.

A technological approach to learning means: 1. Statement and formulation of diagnosable learning goals focused on achieving the planned learning outcome. 2. Organization of the entire course of study in accordance with the learning goals. 3. Assessment of current results and their correction. 4. Final evaluation of the results. Signs of pedagogical technology

• goals (in the name of what it is necessary for the teacher to apply it);
• availability of diagnostic tools;
• patterns of structuring the interaction between the teacher and students, allowing to design (program) the pedagogical process;
• a system of means and conditions that guarantee the achievement of pedagogical goals;
• means of analyzing the process and results of the activities of the teacher and students.

In this regard, the integral properties of pedagogical technology are its integrity, optimality, effectiveness, applicability in real conditions.

Examples of modern pedagogical technologies according to G.K. Selevko: Pedagogical technologies based on the personal orientation of the pedagogical process

• Cooperation Pedagogy
• Humane-personal technology (Sh.A. Amonashvili)
Pedagogical technologies based on the activation and intensification of students' activities
• Gaming technologies
• Problem learning
• Technology of communicative teaching of foreign culture (E.I. Passov)
• Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov)
Pedagogical technologies based on the effectiveness of management and organization of the educational process
• S.Nlysenkova's technology: prospective-anticipatory learning using reference schemes with commented control
• Technologies of level differentiation
• Level differentiation of training based on mandatory results (V.V. Firsov)
• Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov)
• Programmed learning technology
• Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)
• Computer (new information) learning technologies
Pedagogical technologies based on didactic improvement and reconstruction of the material
• "Ecology and Dialectics" (L.V. Tarasov)
• "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)
• Consolidation of didactic units - UDE (P.M. Erdniev)
• Implementation of the theory of gradual formation of mental actions (M.B. Volovich)

Examples of modern pedagogical technologies according to G.K. Selevko: Private Subject Pedagogical Technologies

• Technology of early and intensive teaching of literacy (N.A. Zaitsev)
• Technology for improving general educational skills in elementary school (V.N. Zaitsev)
• Technology of teaching mathematics based on problem solving (R.G. Khazankin)
• Pedagogical technology based on the system of effective lessons (A.A. Okunev)
• The system of phased education in physics (N.N. Paltyshev)
Alternative technologies
• Waldorf Pedagogy (R. Steiner)
• Technology of free labor (S. Frenet)
• Technology of probabilistic education (A.M. Lobok)
Nature friendly technologies
• Nature-friendly education of literacy (A.M. Kushnir)
• Technology of self-development (M. Montessori)
Developmental learning technologies
• The system of developing education L.V. Zankov
• Developmental learning technology D.B. Elkonina - V.V. Davydov
• Systems of developmental education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)
• Personally oriented developmental education (I. S. Yakimanskaya)
• Technology of self-developing learning (G.K. Selevko)
Pedagogical technologies of author's schools
• Technology of the author's School of Self-Determination (A.N. Tubelsky)
• School-Park (M.A. Balaban)
• Agroshkola A.A. Katolikova
• School of Tomorrow (D. Howard)

Review of modern pedagogical technologies

• Information (computer, multimedia, network, remote) technologies
• Creative technologies
• Game technologies: simulation; operating rooms; performance of roles; "business theater"; psychodrama and sociodrama
• Modular learning technology
• Trainings
• coaching

For example, Technology of modular For example, Technology of modular learning creates a reliable basis for group and individual independent work of students and saves time without compromising the completeness and depth of the studied material. In addition, flexibility and mobility are achieved in the formation of knowledge and skills of students, their creative and critical thinking develops. The main purpose of this training is to activate the independent work of students throughout the entire period of study. The main purpose of this training is to activate the independent work of students throughout the entire period of study. The implementation of this goal will allow: increase the motivation to study the subject; improve the quality of knowledge; raise the level of the educational process as a whole. Technologies 1. Concepts of problem-based learning

• Problem-based learning - teacher-organized way of active interaction a subject with a problem-represented content of education, during which he is attached to the objective contradictions of scientific knowledge and ways to solve them, learns to think, creatively assimilate knowledge (A.M. Matyushkin).
• Problem-based learning is set of such actions how to organize problem situations, formulate problems, provide students with the necessary assistance in solving problems, verify these solutions, and, finally, manage the process of systematizing and consolidating acquired knowledge (V. Okon).

Problem-Based Learning Concepts

• Problem-based learning is type of developmental education, the content of which is represented by a system of problematic tasks of various levels of complexity, in the process of solving which students acquire new knowledge and methods of action, and through this the formation of creative abilities takes place: productive thinking, imagination, cognitive motivation, intellectual emotions (M.I. Makhmutov).
• Problem-based learning is organization training sessions which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills and abilities and development thinking abilities(G.K. Selevko).

Problem learning

Verbitsky A.A.

Conceptual aspects of problem-based learning

• Leading idea of ​​the concept:
• involvement of students in creative activities through the formulation of problem-formulated questions and tasks;
• activation of their cognitive interest and, ultimately, all cognitive activity.
• The basis for the implementation of the concept is modeling a real creative process by creating a problem situation and managing the search for a solution to the problem.

Stages of productive cognitive activity

• Science has established the sequence of stages of productive cognitive activity of a person in a problem situation:
• The intentional creation of a problem situation is the starting point of problem-based learning, and the resulting problem will be a learning problem.

Creation (emergence)

problematic

situations

staging

Problems

Search for solutions

Problems

Methods of problem-based learning 1. According to the method of solving problematic problems, four methods are distinguished:

• problem statement(the teacher independently poses the problem and independently solves it);
• cooperative learning(the teacher independently poses the problem, and the solution is achieved jointly with the students);
• study(the teacher poses a problem, and the solution is achieved by the students on their own);
• creative learning(students both formulate a problem and find its solution).

Methods of problem-based learning 2. According to the method of presenting problem situations and the degree of activity of students, six methods are distinguished (M.I. Makhmutov):

• method of monologue presentation;
• reasoning method;
• dialogical method;
• heuristic method;
• research method;
• method of programmed actions.

Monological method

• represents a slight change to the traditional method;
• it is used, as a rule, to convey a significant amount of information and the educational material itself is reconstructed unconsciously;
• the teacher does not create, but nominally designates problem situations.

Reasoning Method

• elements of reasoning are introduced into the monologue of the teacher, the logic of getting out of the difficulties arising due to the peculiarities of the construction of the material;
• the teacher notes the presence of a problematic situation, shows how different hypotheses were put forward and collided;
• the method requires a greater restructuring of the educational material compared to the traditional one;
• the order of the reported facts is chosen in such a way that the objective contradictions of the content are presented especially emphasized and arouse the cognitive interest of students and the desire to resolve them;
• there is not so much a dialogue as a monologue: questions can be asked by the teacher, but they do not require an answer and are used only to attract students.

Dialogic Method

• the structure of the educational material remains the same as in the reasoning method;
• informational questions are asked and to the discussion of the wide involvement of students;
• students actively participate in the formulation of the problem, put forward assumptions, try to prove them on their own;
• the educational process at the same time takes place under the control of the teacher, he independently poses an educational problem and provides not so much assistance to students in finding answers, but their independent statement;
• the ability of students to realize their search activity is characterized.

heuristic method

• the educational material is divided into separate elements, in which the teacher additionally sets certain cognitive tasks that are solved directly by the students;
• the teacher poses problems to be solved, ascertains the correctness of certain methods, which in the future serve as the basis only for the independent activity of students;
• imitation of independent research by students is carried out, but within the guidance and assistance of the teacher.

research method

• structure and sequence of material presentation as in the heuristic method;
• the posing of questions is carried out not at the beginning of one or another element of the study of the problem, but already on the basis of its independent consideration by students;
• the activity of the teacher is not guiding, but evaluative, ascertaining;
• the activity of students acquires an independent character, they are additionally trained not only to solve the problem, but also become able to isolate it, realize it, formulate it.

Programmed Action Method

• the teacher develops a whole system of programmed tasks, in which each task consists of separate elements (or "frames");
• "cadres" contain a part of the studied material or a certain focus, within which students have to independently set and solve the corresponding sub-problems, resolve problem situations;
• after studying one element, the student, having made the appropriate conclusions on his own, proceeds to the next, and the availability of the next stage is determined by the correctness of the conclusions made at the previous one.

The emergence of a problem situation

• The problem situation is generated:
• the logic of the subject;
• the logic of the educational process;
• educational or practical situation.
• In the first two cases, as a rule, they arise objectively, i.e. regardless of the wishes of the teacher.
• The teacher creates problem situations intentionally, if he knows the general patterns of their occurrence.

Ways to create problem situations

• Encouraging students to theoretical explanation phenomena, facts, external discrepancy between them.
• The use of situations that arise when students perform educational tasks, as well as in the course of their normal life, that is, those problem situations that arise in practice.
• Finding new ways practical application students of some other studied phenomenon, fact, element of knowledge, skill or ability.
• Encouragement of students to analyze the facts and phenomena of reality, generating contradictions between everyday (everyday) ideas and scientific concepts about them.

Rules for creating problem situations

• Problem situations should contain a feasible cognitive difficulty.
• Solving a problem that does not contain cognitive difficulties contributes only to reproductive thinking and does not allow achieving the goals that problem-based learning sets for itself.
• On the other hand, a problem situation that is too complex for students does not have significant positive consequences.
The problem situation should arouse the interest of students with its unusualness, surprise, non-standard.
• Such positive emotions as surprise, interest serve as a favorable aid for learning.

Ways to create a problem situation Stages of finding solutions Stages of solving a problem Predicted result

• the ability to think logically, scientifically, dialectically, creatively;
• facilitating the transition of knowledge into beliefs;
• awakening intellectual feelings(satisfaction, self-confidence);
• awakening interest in scientific knowledge.

2. Learner-centered education

this is education that ensures the development and self-development of the student's personality based on the identification of his individual features as a subject of cognition and objective activity.

• (Yakimanskaya I.S.)

Creation

favorable conditions

Learner-centered learning

"Subjective" nature of education in the EMC "Harmony"

manifests itself at all its stages:

• acquisition and systematization of knowledge;
• control and self-control;
• assessments and self-assessments;

Components of student-centered learning

• creating a positive emotional state

for the work of all students during the lesson;

• the use of problematic creative tasks;
• encouraging students to choose

independent use of different

ways to complete tasks;

• application of tasks that allow the student

choose the type, type and shape of the material yourself

(verbal, graphic, conditionally symbolic);

• reflection.

Student-centered education includes the following approaches:

• multi-level
• Differentiated
• Individual
• Subjective-personal

Feature of the personality-oriented approach.

The educational process should be directed to

Interests

inclinations

Level of education

Capabilities

Assimilation of knowledge

Development

cognitive

Methods of assimilation and

thought processes

Development

creative

abilities

To this end:

• individual training programs are developed that model research (exploratory) thinking;
• group lessons are organized

dialogue and simulation role-playing games;

• educational material is designed for

implementation of the research method

projects carried out by the students themselves.

Principles of student-centered learning

• The principle of natural conformity
• The principle of cultural conformity
• The principle of an individual-personal approach
Learner-centered learning promotes development
• figurative perception
• creative thinking
• Emotional and personal attitude to learning

Pedagogical technologies based on a student-centered approach

• Humane-personal technology Amonashvili Sh.A.
• Gaming technologies
• Developmental learning technologies
• Problem learning
• Technology of level differentiationV.V. Firsov

Differences between a student-centered lesson and a traditional one

viewed from four perspectives:

• -in the organization of the lesson itself and activities on it;
• - in a different position of the teacher in relation to the student and to the educational process, to the role of the teacher in it;
• - in a different position of the student himself as a subject of educational activity (it is thanks to a different position of the teacher that the subjective position of the student is cultivated);
• - in a different nature of the relationship between the teacher and the student in the educational process.

Teacher functions:

• Teacher as an interlocutor (function of emotional support);
• Teacher as a researcher (research function);
• The teacher as a person who creates the conditions for learning (facilitating function);
• The teacher as an expert (expert, advisory function).

The main task of the teacher in a student-oriented educational space.

The main thing that a teacher works for in a personality-oriented educational space is the organization of an “event community” with a student, helping him in mastering the position of the subject of his own life.

It is important that the student is able to overcome the passive position in the learning process and open himself as a carrier of an active transformative principle.

3. Group technology or collaboration

Group technologies include the following types of collective educational and cognitive activities:

group work on the principles of differentiation and intergroup work when each group has its own task in a common goal.

Collaboration is the joint work of several people aimed at achieving common goals.

The student has a choice

task level,

work forms,

group composition.

The main features of the organization of group work of students are:

• the class in the lesson is divided into groups to solve educational problems;
• each group receives a task and performs it together under the direct supervision of the group leader or teacher;
• the composition of the group is not permanent, it is selected taking into account the fact that training sessions can be implemented with maximum efficiency for the team.

opportunities for each member

groups.

4. Game technologies Pedagogical technology is a set of psychological and pedagogical methods, teaching methods, educational means.

• -Game is a form of psychogenic behavior,

(D.N. Uznadze)

2. -Game - the space of "internal socialization" of the child, a means

assimilation of social attitudes (L.S. Vygotsky)

3. -Game - the freedom of the individual in the imagination, the illusory realization of unrealizable interests "(A.N.Leontiev)

Technology of developing games - B.P. Nikitin.

Forms of group work: Forms of group work:

• group diagnostics
• developing and correctional-developing classes
• trainings
• psychological games
• master classes for adults.
Group work methods:
• Game therapy
• fairy tale therapy
• Music therapy
• color therapy
Group work methods:
• play exercises,
• role playing and board games,
• brainstorm,
• modeling, discussion, dialogue, etc.

The game is a reasonable and expedient, planned, socially coordinated system of behavior or expenditure of energy subject to known rules. Game Features

cognitive interest,

revitalization

VM development,

logical thinking,

creative

abilities

Communicative

Socialization,

tolerance

International

communication

Raise

self-esteem

Direction of play

• didactic goal in the form of a game task;
• the educational activity of the student is subject to the rules of the game;
• educational material is used as a means of play
• success is associated with the game task;
• introduces an element of competition.

Typology of pedagogical games according to the nature of the game methodology

• subject,
• plot,
• role-playing,
• business,
• imitation
• dramatization games
• The specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, desktop, indoor, outdoor, on the ground, computer and with TSO, as well as with various vehicles.

Possibilities of using gaming technologies: 1) Role-playing games in the lesson (staging); 2) Game organization of the educational process using game tasks ( lesson - competition, lesson - competition, lesson - journey, lesson - KVN); 3) Game organization of the educational process using tasks, which are usually offered in a traditional lesson (find a spelling, perform one of the types of parsing, etc.); 4) Using the game at a certain stage of the lesson (beginning, middle, end; acquaintance with new material, consolidation of knowledge, skills, repetition and systematization of what has been learned); 5) Different kinds extracurricular activities(linguistic KVN, excursions, evenings, olympiads, etc.), which can be held between students of different classes of the same parallel.

• Information computer technology is understood as a process that uses a set of means and methods for collecting, processing and transmitting data (primary information) to obtain information of a new quality about the state of an object, process or phenomenon (information product).

5. Information computer technologies

I.V.Robert

I.V.Robert understands software, hardware and software as means of modern ICT.

The problem of the widespread use of computer technologies in the field of education in the last decade has attracted increased interest in domestic pedagogical science.

• The problem of the widespread use of computer technologies in the field of education in the last decade has attracted increased interest in domestic pedagogical science.
• A great contribution to solving the problem of information computer technology of education was made by Russian and foreign scientists: G.R. Gromov, V.I. Gritsenko, O.I. Agapova, S. Papert, B. Hunter and others.

The advantage of using information computer technology

• the great interest of children and adolescents to engage in everything related to computers;
• wide multimedia possibilities;
• the ability to take into account the individual characteristics and capabilities of each child;
• interactivity of computer programs;
• saving time resources.

Computer resources used in the work of a school teacher finished product:

• Computer simulators;
• battery of computer tests;
• adventure quests and educational games;
• books, textbooks and encyclopedias;
• email newsletters;

• self-developed toolkit:
• games and presentation programs compiled using the Microsoft Power Point program;
• web pages and website;
• collections of computer tests typed in the test creator;
• digital videos, etc.

The use of information computer technology offers the following list of benefits

• Access to a variety of information sources thanks to the Internet;
• Opportunity for mediated counseling and education;
• Accuracy and speed of processing of diagnostic material;
• Great interest of students in modern information technologies (this can be used to increase educational motivation);
• Availability of computer developing simulators;
• High quality and visibility of stimulus material

INNOVATIONS IN THE EDUCATION SYSTEM

• Innovation(from lat. in- V, novus- new) means innovation, innovation.
• The main indicator of innovation is a progressive start in the development of the university in comparison with established traditions and mass practice.

innovations in the education system are associated with changes:

• in purpose, content, methods and technologies, forms of organization and management system;
• in the styles of pedagogical activity and the organization of the educational and cognitive process;
• in the system of control and evaluation of the level of education;
• in educational and methodological support;
• in the system of educational work;
• in the curriculum and curricula;
• in the activities of the student and teacher.

To use the preview of presentations, create a Google account (account) and sign in: https://accounts.google.com

Slides captions:

MOU "Topkanovskaya basic comprehensive school" PEDAGOGICAL COUNCIL "Modern educational technologies" » Modern educational technologies Venina V.A. teacher of Russian language and literature Modern educational technologies

Application of modern educational technologies and/or methods Modern educational technologies

Technologies and Methods What is the difference between methodology and technology? (according to V.I. Zagvyazinsky) Teaching methodology is a set of methods and techniques used to achieve a certain class of goals. The methodology can be variable, dynamic, depending on the nature of the material, the composition of the students, the learning situation, and the individual capabilities of the teacher. Well-established standard methods are transformed into technologies. Technology is a rather rigidly fixed sequence of actions and operations that guarantees the achievement of a given result. The technology contains a certain algorithm for solving problems. The use of technology is based on the idea of ​​complete controllability of learning and reproducibility of standard educational cycles. Modern educational technologies

Educational technology Modern educational technologies

Technology and methodology Goals Content Methods Forms Means Techniques Modern educational technologies

The term "EDUCATIONAL TECHNOLOGIES", which appeared in the 1960s, means building a pedagogical process with a guaranteed result Modern educational technologies

TECHNOLOGY (from Greek téchne - art, skill, skill and Greek logos - study) - a set of organizational measures, operations and techniques aimed at manufacturing, maintaining, repairing and / or operating a product with nominal quality and optimal costs Modern educational technologies

Pedagogical technology V.M. Monakhov "A model of pedagogical activity thought out in all details, including the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers." G.Yu. Ksenozov "Such a construction of the teacher's activity, in which all the actions included in it are presented in a certain integrity and sequence, and the implementation involves the achievement of the desired result and has a probabilistic predictable character." V.V. Guzeev "This is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of the predicted result in the changing conditions of the educational process." V.P. Bespalko "A set of means and methods for reproducing the processes of education and upbringing, which make it possible to successfully achieve the educational goals." UNESCO "A systematic method of creating, applying and defining the entire process of teaching and learning, which sets as its task the optimization of forms of education." M.V. Klarin "The system set and the order of functioning of all personal, instrumental, methodological means used to achieve pedagogical goals." Modern educational technologies

Manufacturability criteria Educational technology must meet the main requirements (technological criteria): Conceptuality Consistency Manageability Efficiency Reproducibility Modern educational technologies

Manufacturability criteria Conceptuality. Each educational technology should be based on a scientific concept, including a philosophical, psychological, didactic and socio-pedagogical justification for achieving educational goals. Modern educational technologies

Manufacturability criteria Consistency. Educational technology must have all the features of a system: the logic of the process, the interconnection of all its parts, integrity. Modern educational technologies

Manufacturability criteria Controllability implies the possibility of diagnostic goal-setting, planning, designing the learning process, step-by-step diagnostics, varying means and methods in order to adjust the results. Modern educational technologies

Manufacturability criteria Efficiency. Modern educational technologies exist in a competitive environment and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education. Modern educational technologies

Manufacturability criteria Reproducibility implies the possibility of using (repetition, reproduction) of educational technology in other educational institutions of the same type, by other subjects. Modern educational technologies

Educational technologies Pedagogical technologies based on the personal orientation of the pedagogical process - Pedagogy of cooperation - Humane-personal technology of Sh.A. Amonashvili - E.N. Ilyin's system: teaching literature as a subject that forms a person Pedagogical technologies based on the activation and intensification of students' activities - Game technologies - Problem-based learning - Technology of communicative learning of a foreign culture (E.I. Passov) - Technology of intensification of learning based on schematic and sign models of educational material (V.F. Shatalov) Modern educational technologies

Educational technologies Pedagogical technologies based on the effectiveness of management and organization of the educational process Technology by S.N. Lysenkova: perspective-anticipatory learning using reference schemes with commented management -Technologies of level differentiation -Level differentiation of education based on mandatory results (V.V. Firsov) - Culture-educating technology of differentiated learning according to the interests of children (I.N. Zakatova). - Technology of individualization of learning (Inge Unt, A.S. Granitskaya, V.D. Shadrikov) - Technology of programmed learning - Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko) - Group technologies - Computer (new information ) learning technologies. Modern educational technologies

Educational technologies Pedagogical technologies based on didactic improvement and reconstruction of the material - "Ecology and dialectics" (L.V. Tarasov) - "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov) - Consolidation of didactic units - UDE (P .M. Erdniev) - Implementation of the theory of the phased formation of mental actions (M.B. Volovich) Particular pedagogical technologies - Technology of early and intensive literacy training (N.A. Zaitsev) - Technology of improving general educational skills in elementary school (V.N. Zaitsev ) - Technology of teaching mathematics based on problem solving (R.G. Khazankin) - Pedagogical technology based on a system of effective lessons (A.A. Okunev) - System of phased teaching of physics (N.N. Paltyshev) Modern educational technologies

Educational technologies Alternative technologies - Waldorf pedagogy (R. Steiner) - Technology of free labor (S. Frenet) - Technology of probabilistic education (A.M. Lobok) - Technology of workshops Nature-friendly technologies - Nature-friendly education of literacy (A.M. Kushnir) - Technology self-development (M. Montessori) Developmental learning technologies - General principles of developing learning technologies - Developmental learning system L.V.Zankova - Developmental learning technology D.B.Elkonina-V.V.Davydova. - Systems of developmental education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov) - Personality-oriented developmental education (I.S. Yakimanskaya) - Technology of self-developing education (G. K.Selevko) Modern educational technologies

Teaching methods Classical domestic methods - The system of education of M.V. Lomonosov - The free school of L.N. Tolstoy - Didactics of P.F. Rivina Innovative teaching methods - Programmed learning - Developmental learning - Problem based learning - Heuristic learning - Nature-based learning - Personality-oriented learning - Productive learning Methodological College - School of Self-Determination Foreign Methods - Socrates System - New school S. Frenet - M. Montessori System - Waldorf School - School of Tomorrow (D. Howard) - Dalton Plan and other learning systems (A.V. Khutorskoy. Workshop on didactics and methods) Modern educational technologies

SELEVKO G.K. MODERN EDUCATIONAL TECHNOLOGIES Modern educational technologies

Selevko German Konstantinovich (1932-2008) - Honored Worker of the Higher School, Academician of the IANPO, Professor, Candidate pedagogical sciences, author of the Encyclopedia of Educational Technologies, author of the school of personal self-development Modern educational technologies

Modern educational technologies

Pedagogical technologies based on the personal orientation of the pedagogical process Modern educational technologies Pedagogy of cooperation

Pedagogy of cooperation Features of the methodology: a humane-personal approach to the child - a new look at personality as the goal of education, humanization and democratization of pedagogical relations, rejection of direct coercion as a method that does not give results in modern conditions, the formation of a positive self-concept. Didactic activating and developing complex: - the content of training is considered as a means of personal development, - training is conducted primarily on generalized knowledge, skills, ways of thinking, - variability and differentiation of training, - creating a situation of success for each child. Modern educational technologies

Pedagogy of cooperation The concept of education: - transformation of the school of Knowledge into the school of Education, - placing the student's personality at the center of the entire educational system, - humanistic orientation of education, the formation of universal values, - the development of the child's creative abilities. Pedagogization environment: - cooperation with parents, - interaction with public and state child protection institutions, - activities in the school district. Modern educational technologies

Technology for the Development of Critical Thinking Critical thinking is the ability to analyze information from the position of logic and a person-oriented approach in order to apply the results obtained both to standard and non-standard situations, questions and problems. Critical thinking is the ability to ask new questions, develop a variety of arguments, and make independent, thoughtful decisions. Modern educational technologies

Technology for the development of critical thinking The purpose of the technology is to ensure the development of critical thinking through the interactive inclusion of students in the learning process. Initial scientific ideas: Critical thinking: promotes mutual respect of partners, understanding and productive interaction between people; makes it easier to understand different "views of the world"; allows pupils to use their knowledge to fill situations with a high level of uncertainty with meaning, to create a basis for new types of human activity. Modern educational technologies

Technology for the development of critical thinking Criteria for evaluating the result in terms of technology for the development of critical thinking of students The main criterion for evaluating the result is the criticality of thinking, which can be revealed through the following indicators: Evaluation (Where is the error?) Diagnosis (What is the reason?) Self-control (What are the shortcomings?) Criticism (Do you agree? Refute. Give counterarguments?) Forecast (Build a forecast). Modern educational technologies

Technology of project-based learning The original slogan of the founders of the system of project-based learning: "Everything from life, everything for life." The purpose of project-based learning: to create conditions under which students: independently and willingly acquire the missing knowledge from different sources; learn to use the acquired knowledge to solve cognitive and practical problems; acquire communication skills by working in different groups; develop research skills (ability to identify problems, collect information, observe, conduct an experiment, analyze, build hypotheses, generalize); develop systems thinking. Modern educational technologies

Technology of project-based learning Initial theoretical positions of project-based learning: the focus is on the student, promoting the development of his creative abilities; the learning process is based on the logic of activities that have personal meaning for the student, which increases his motivation in learning; the individual pace of work on the project ensures that each student reaches his own level of development; an integrated approach to the development of educational projects contributes to the balanced development of the basic physiological and mental functions of the student; deep, conscious assimilation of basic knowledge is ensured by their universal use in different situations. Modern educational technologies

Technology of project-based learning The essence of project-based learning is that the student, in the process of working on a training project, comprehends real processes, objects, etc. It involves the student living in specific situations, introducing him to the penetration into the depths of phenomena, processes and the construction of new objects. Modern educational technologies

Pedagogical technologies based on the activation and intensification of students' activities Modern educational technologies Game technologies Problem-based learning

Game technologies Game is the freest, natural form of human immersion in real (or imaginary) reality for the purpose of its study, manifestation of one's own "I", creativity, activity, independence, self-realization. The game has the following functions: psychological, relieving stress and promoting emotional relaxation; psychotherapeutic, helping the child to change his attitude towards himself and others, change the way of communication, mental well-being; technological, allowing to partially withdraw thinking from the rational sphere into the sphere of fantasy, transforming reality. Modern educational technologies

Game technologies A didactic goal is set for students in the form of a game task, learning activity is subject to the rules of the game, educational material is used as a means of playing, in learning activities the element of competition is included, the successful completion of the didactic task is associated with the game result. Pedagogical games according to the nature of the pedagogical process are divided into groups: a) teaching, training, controlling and generalizing; b) cognitive, educational, developing; c) reproductive, productive, creative; d) communicative, diagnostic, career guidance, psychotechnical. Modern educational technologies

Game technologies According to the game method: subject, plot, role-playing, business, imitation, dramatization. Junior school age - games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them. Modern educational technologies

Game technologies Primary school age - games and exercises that form the ability to identify the main, characteristic features of objects, compare, contrast them. *Groups of games for the generalization of objects according to certain characteristics. *Group of games that develop the ability to control oneself, the speed of reaction to a word, phonetic hearing, ingenuity, etc. Game technologies - characters of "The Wizard of the Emerald City", "The Adventures of Pinocchio", "Sam Samych" by V.V. Repkin and others. Modern educational technologies

Game technologies Game technologies in middle and senior school age. Stage of preparation - 1. Development of the game: scenario development, business game plan, general description of the game, briefing content, preparation of material support. Entering the game: * setting problems, goals, * regulations, rules, * distribution of roles, * formation of groups, * consultations. Stage of implementation: 1. Group work on the task - work with sources, training, brainstorming. 2. Intergroup discussion - presentations of groups, protection of results, work of experts. Stage of analysis and generalization: * conclusion from the game, * analysis, reflection, * assessment and self-assessment of work, * conclusions and generalizations, * recommendations. Modern educational technologies

Problem-based learning Problem-based learning is the organization of training sessions, which involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them. The result of problem-based learning: Creative mastery of knowledge, skills, abilities and development of mental abilities. Modern educational technologies

Problem-based learning Methodological techniques for creating problem situations: - the teacher leads students to a contradiction and invites them to find a way to resolve it themselves; - confronts contradictions in practical activities; - expresses different points of view on the same issue; - invites the class to consider the phenomenon from different positions (for example, commander, lawyer, financier, teacher); - encourages students to make comparisons, generalizations, conclusions from the situation, compare facts; - raises specific questions (for generalization, substantiation, concretization, logic of reasoning); - defines problematic theoretical and practical tasks (for example: research); - sets problem tasks (for example: with insufficient or redundant initial data, with uncertainty in the formulation of the question, with conflicting data, with obviously made mistakes, with a limited solution time, to overcome "psychological inertia", etc.). Modern educational technologies

Pedagogical technologies based on the effectiveness of management and organization of the educational process. Modern educational technologies Technology of level differentiation of training Group technologies Computer (new information) technologies

Technology of level differentiation Differentiated learning is a form of organization of the educational process, in which the teacher works with a group of students, composed taking into account the presence of any significant common qualities for the educational process (homogeneous group). Individual psychological characteristics of children that form the basis for the formation of homogeneous groups: * by age composition (school classes, age parallels, groups of different ages), * by gender (male, female, mixed classes, teams), * by area of ​​interest (humanitarian, physical and mathematical, biological and chemical and other groups) * by the level of mental development (level of achievement), * by the level of health (physical education groups, visual impairment groups, etc.) Intra-class (intra-subject) differentiation (N.P. Guzik): *intraclass differentiation of learning, *developing cycle of lessons on the topic. Modern educational technologies

Technology of level differentiation. There are five types of lessons for each educational topic: 1- lesson of a general analysis of the topic (lecture), 2-combined seminars with in-depth study of educational material in the process of independent work of students (from 3 to 5 lessons), 3- lessons of generalization and systematization of knowledge (thematic credits), 4-lessons of interdisciplinary generalization of the material (lessons for the protection of thematic tasks), 5-lessons-workshops. Multi-level tasks for students (didactic material for independent work, problem solving, laboratory and practical tasks): the first option C- corresponds to the required learning outcomes (standard), the second option B-involves the inclusion of additional tasks and exercises from the textbook, the third option A- inclusion additional tasks from auxiliary educational and methodical literature. The choice of the study program for each of the subjects is provided to the student himself. When knowledge is controlled, differentiation deepens and turns into individualization - individual accounting of the achievements of each student. Modern educational technologies

Group technologies Goals - *ensuring the activity of the educational process, *achieving a high level of mastering the content. Features of the organization: - the class in the lesson is divided into groups to solve specific educational problems, - each group receives a certain task and performs it together under the guidance of a group leader or teacher, - tasks in a group are performed in a way that allows you to take into account and evaluate the individual contribution of each member group, - the composition of the group is not permanent, it is selected taking into account the fact that the learning opportunities of each member of the group can be realized, depending on the content and nature of the work to be done. Modern educational technologies

Group technologies Technological process of group work: 1.Preparation for a group task - *setting a cognitive task (problem situation), *instructing on the sequence of work, *distribution of didactic material in groups. 2. Group work: * familiarization with the material, * planning work in the group * distribution of tasks within the group, * individual task completion, * discussion of individual results of work in the group, * discussion of the general task of the group (remarks, additions, clarifications, generalizations), * summarizing the results of the group task. 3. The final part - * a report on the results of work in groups, * an analysis of the cognitive task, * a general conclusion about group work and the achievement of the task. Varieties of group technologies: * group survey, * non-traditional lessons - * lesson-conference, * lesson-court, * lesson-travel, * lesson-game, * integrated lesson, etc. Modern educational technologies

Computer (new information) learning technologies Goals: the formation of skills to work with information, the development of communication skills, the preparation of the personality of the "information society", to give the child as much educational material as he can learn, the formation of research skills, the ability to make optimal decisions. The main feature of the methods computer learning is that computer tools are interactive, they have the ability to "respond" to the actions of the student and teacher, "enter" with them in a dialogue. Modern educational technologies

Computer (new information) learning technologies The computer is used at all stages of the learning process - * when explaining new material, * when consolidating knowledge, * when repeating, * when controlling ZUN. As a teacher, the computer represents: * a source of educational information; * visual aid (a qualitatively new level with multimedia and telecommunications capabilities); *individual information space; * training apparatus; * means of diagnostics and control. Modern educational technologies

Research activity Educational research activity is an activity aimed at teaching students the algorithm of conducting research, developing their research type of thinking. and generalization of the collected material Presentation of the results of the work Modern educational technologies

Technologies of developing education Personally-oriented developmental education Technologies of developing education

Technologies of developing education The system of developing education L.V. Zankova, technology of developmental education D.B. Elkonina-V.V. Davydova, systems of developmental education with a focus on the development of creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov), personality-oriented developmental education (I.S. Yakimanskaya). Modern educational technologies

Developmental learning technologies A new, active-activity way of learning, replacing the explanatory-illustrative one. Developing education takes into account and uses the laws of development, adapts to the level and characteristics of the individual. In developing education, pedagogical influences lead, stimulate, direct and accelerate the development of the personality's hereditary data. In developmental education, the child is a full-fledged subject of activity. Developing education is aimed at developing the entire set of personality traits. Developmental learning occurs in the child's zone of proximal development. Modern educational technologies

Personally-oriented developmental education The technology of personality-oriented learning is a combination of learning, understood as a normatively consistent activity of society, and learning, as an individually meaningful activity of an individual child. Its content, methods, and techniques are mainly aimed at revealing and using the subjective experience of each student, helping to develop personally significant ways of cognition by organizing a holistic educational (cognitive) activity. Modern educational technologies

Personally-oriented developmental education For each student, an educational program is compiled, which, unlike the educational program, is individual in nature, based on knowledge of the characteristics of the student as a person with all of its inherent characteristics. The program should be flexibly adapted to the student's abilities, the dynamics of his development under the influence of training. Modern educational technologies

Personally oriented developmental education Since the center of the entire educational system in this technology is the individuality of the child, its methodological basis is the individualization and differentiation of the educational process. The starting point of any subject methodology is the disclosure of the individual characteristics and capabilities of each student. Modern educational technologies

Personally oriented developmental education Constantly observing each student performing different types of educational work, the teacher accumulates a data bank about the individual cognitive “profile” that is being formed in him, which changes from class to class. Professional observation of a student should be drawn up in the form of an individual map of his cognitive (mental) development and serve as the main document for determining (choosing) differentiated forms of education (specialized classes, individual training programs, etc.). Modern educational technologies

Technology of self-developing education (G.K. Selevko) The activity of the child is organized not only as a satisfaction of the cognitive need, but also a number of other needs of self-development of the individual: in self-affirmation (self-education, self-education, self-determination, freedom of choice); in self-expression (communication, creativity and self-creation, search, identification of one's abilities and strengths); in security (self-determination, career guidance, self-regulation, collective activity); in self-actualization (achieving personal and social goals, preparing oneself for adaptation in society, social tests). Modern educational technologies

The technology of self-developing learning (G.K. Selevko) Features of the content The technology of self-developing learning includes three interrelated, interpenetrating subsystems 1. "Theory" - mastering theoretical foundations self-improvement. An essential, fundamentally important component of the course "Self-Improvement of the Personality" from grades I to XI is introduced into the school curriculum. 2. "Practice" - the formation of experience in self-improvement activities. This activity represents the child's extracurricular activities in the afternoon. 3. "Methodology" - the implementation of forms and methods of self-developing learning in teaching the basics of science. Modern educational technologies

Technology of self-developing education (G.K. Selevko) The course "Self-improvement of the personality" gives the child basic psychological and pedagogical training, a methodological basis for conscious control of his development, helps him find, realize and accept goals, a program, learn practical techniques and methods of his spiritual and physical growth and improvement. This course implements the position on the leading role of theory in the development of personality; it is the theoretical basis for all academic subjects. Modern educational technologies

Technology of self-developing education (G.K.Selevko) The course is built taking into account the age possibilities and presents the following structure by classes: I-IV classes - The beginnings of ethics (self-regulation of behavior); Class V - Know yourself (personality psychology); VI class - DIY (self-education); VII class - Learn to learn (self-education); VIII class. - Culture of communication (self-affirmation); IX class - Self-determination; X cl. - Self-regulation; XI class. - Self-actualization. Modern educational technologies

Technology of self-developing education (G.K. Selevko) In the process of classes, half of the study time is devoted to practical, laboratory and training forms of work, including psychological and pedagogical diagnostics and self-diagnosis of students; drawing up self-improvement programs for sections and periods of development; comprehension, reflection of life; trainings and exercises on self-education, self-affirmation, self-determination and self-regulation. Modern educational technologies

Health-saving technologies Creation of a health-saving infrastructure Implementation of modular educational programs Program for the formation of a healthy and safe lifestyle culture Effective organization physical education and health work Educational work with parents Rational organization of educational and extracurricular life of students Modern educational technologies

Technology "Debate" Forms skills The ability to think critically The ability to separate important information from the secondary The ability to identify and isolate the problem The ability to identify causes and possible consequences The ability to identify facts and opinions The ability to effectively solve problems The ability to evaluate evidence The ability to work in a team Modern educational technologies

Technologies "TRIZ" (technology for solving inventive problems) TRIZ - pedagogy aims to form a strong thinking and education of a creative person, prepared to solve complex problems in various fields of activity. Its difference from the well-known means of problem-based learning lies in the use of world experience accumulated in the field of creating methods for solving inventive problems. Of course, this experience has been revised and agreed with the goals of pedagogy. The method of solving inventive problems primarily refers to techniques and algorithms developed within the framework of TRIZ, as well as such foreign methods as brainstorming. Modern educational technologies

Portfolio Portfolio is a technology that allows solving the problem of objective performance evaluation Portfolio is a professional career planning technology Types of achievements portfolio, thematic presentation, complex New forms of portfolio Electronic portfolio Passport of competencies and qualifications European language portfolio (a single European model adopted by the Council of Europe) Modern educational technologies

Modernization technology Moderation is an effective technology that can significantly improve the effectiveness and quality of the educational process. The effectiveness of moderation is determined by the fact that the techniques, methods and forms of organizing cognitive activity used are aimed at enhancing the analytical and reflective activities of students, developing research and design skills, developing communication skills and teamwork skills. The process of joint work, organized with the help of moderation techniques and methods, contributes to the removal of communication barriers, creates conditions for the development of creative thinking and making non-standard decisions, forms and develops the skills of joint activities. Modern educational technologies

Modernization Technology Moderation also uses the well-known today problem solving techniques and the search for optimal solutions - cluster, morphological analysis, mental maps, six thinking hats, synectics, etc. the learning process, maintaining high cognitive activity of students throughout the lesson, guaranteed achievement of the goals of the lesson. Thus, the optimal use of the time of the lesson (extracurricular activity), as well as the energy and potential of all participants in the learning process (teacher, educator, students) is ensured. Modern educational technologies

Modern pedagogical technologies used by the school staff Information and communication Health-saving Multi-level learning Game Group Project-based Problem-based learning technology? %? %? %? %? %? %? % Developmental training? % Modern educational technologies

The Law of the Russian Federation "On Education" prescribes in training to focus on ensuring the self-determination of the individual, creating conditions for its self-realization. And today a tool has been created that allows us to solve this problem, that is, to build an educational space in which the active abilities of students develop most effectively. Such a tool is innovative learning technologies.

Any activity can be either technology or art. Art is based on intuition, technology is based on science. Everything begins with art, ends with technology, so that everything starts all over again. V.P. Bespalko Modern educational technologies

Creative success and effective work Modern educational technologies