Report on modern educational technologies and pedagogical innovations as a tool for managing the quality of education. Report on the topic: "Modern technologies as a tool for managing the quality of education"

Modern educational technologies and pedagogical innovations as a tool for managing the quality of education

Improving the quality of education is one of the main tasks of modernizing Russian education. The most important criterion of pedagogical skill in modern pedagogy is the effectiveness of the teacher's work, which is manifested in the one hundred percent success of schoolchildren and their same interest in the subject. That is, a teacher is a master who knows how to teach all children without exception. The professionalism of the teacher is most clearly manifested in good results those students who are considered to be unwilling, unable, unable to learn.

The basis of education quality management is the transition from teaching methods to the introduction of educational technologies into the educational process.

How to distinguish between the concepts of "methodology" and "educational technology"?

The methodology is pedagogical science, which explores the patterns of teaching a particular subject. Teaching methods are the methods of work of the teacher and students, with the help of which the mastery of knowledge, skills and abilities is achieved, the worldview of students is formed, and abilities are developed. The concept of "methodology" expresses the mechanism for using a set of methods, techniques, means and conditions for training and education.

If the methods prescribe the activities of the teacher in the lesson (what and in what sequence to state, what means to use, what tasks to solve, how to organize the generalization of the material, etc.), then in educational technologies, as a rule, the activities of the students themselves are described.

If the methods are soft, recommendatory in nature (the teacher has the right to more or less follow the advice of the teaching aids for the teacher), then the technologies prescribe a certain sequence of students' activities and the teacher's control actions, deviation from which destroys the integrity of the educational process, which may hinder the achievement of the planned result.

There are many definitions of learning technology, in which, as G.K. Selevko, the following criteria of manufacturability are emphasized to one degree or another. These criteria include conceptuality, consistency, manageability, efficiency and reproducibility.

Criterion of conceptuality lies in the fact that each of the technologies is based on one or more theories (philosophical, pedagogical or psychological). For example, programmed learning is based on behavioral theory; developmental education - on theories learning activities and meaningful generalization; integral technology - on the idea of enlargement of didactic units, etc.

Consistency characterized by the logic of construction, the relationship of elements, the completeness and structure of the material and activities.

Controllability is an opportunity effective management educational and cognitive activity of students through diagnostic goal setting; designing the learning process; "built-in" control, which allows you to adjust the results and the very process of selecting means and teaching methods.

Efficiency involves achieving the planned result with the optimal cost of funds and time for training.

Reproducibility implies the possibility of replication, transfer and borrowing of technology by other teachers.

The practical implementation of the methodology is the teacher's lesson plan, which prescribes, in particular, a certain sequence of stages, actions of the teacher, and sometimes students.

The technology will include:

Diagnostic goal setting: planning learning outcomes through the actions of students that they master over a certain period educational process. These actions are written with verbs: recognize, define, name, give examples, compare, apply, etc.; goals can also be defined using a system of multi-level tasks;

The presence of a certain technological chain of pedagogical and educational activities that lead to the planned result;

The presence in the basis of each technology of one or more pedagogical or psychological theories;

The ability to reproduce the technology by any teacher, since the technology is based on objective scientific grounds that do not depend on the personality of the teacher;

Availability of diagnostic procedures that contain indicators, tools for measuring results; these procedures represent the input, current, final control, which is necessary for the correction of knowledge, skills of students and the educational process itself.

Characteristics of modern educational technologies,

ensuring the quality of education

Many technologies are currently described in the literature. In order to better understand the essence of technologies, it is important to put them in order, to find grounds for their systematization. As such grounds, various authors propose: target settings, the content of education, the nature of the interaction between the teacher and students, the method of managing the cognitive activity of students, the scope of application.

The main modern technologies aimed at providing quality education, are characterized by the transition:

From learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;

From a purely associative, static knowledge model to dynamically structured systems mental actions;

From focusing on the average student to differentiated and individualized training programs;

From external motivation of teaching to internal moral-volitional regulation.

AT Russian education the principle of variability has been proclaimed today, which makes it possible to choose and design the pedagogical process according to any model, including author's. At the same time, it is important to organize a kind of dialogue between various pedagogical systems and teaching technologies, and to test new forms in practice.

The effectiveness of a particular technology largely depends on who specifically embodies certain approaches in pedagogical practice. A modern teacher, as a technologist of the educational process, needs to freely navigate a wide range of innovative technologies, not waste time discovering what is already known. Today it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies.

The most popular and widely used are: the technology of student-centered education and upbringing, the technology of pre-profile training and specialized education, project activities, the adaptive learning system, developmental learning, integration, discussion forms of learning, game technologies, the technology of ungraded learning, information and computer technologies, technology of group activity, game technologies, problem-based learning, technology of educational research, technologies various kinds independent work students.

The development of cognitive activity, increasing the learning motivation of schoolchildren and ensuring the quality of education are also facilitated by non-standard forms of organizing a lesson (lesson-game, lesson-competition, lesson-excursion, lesson-travel, multimedia lesson, lesson-conference, business game, lesson-quiz, lesson-lecture, Knight Tournament, teleconference, lesson-performance, lesson-dispute, lesson-KVN, debates).

One of the modern technologies aimed at improving the quality of education is interactive learning.

The advantages of interactive forms of learning are obvious, because:

Students master new material not as passive listeners, but as active participants in the learning process;

The share of class load is reduced and the amount of independent work is increased;

Students acquire skills in modern technical means and technologies for searching, extracting and processing information;

The ability to independently find information and determine the level of its reliability is developed.

Interactive technologies provide an opportunity for constant, rather than episodic (scheduled) contacts between the teacher and students. They make education more personal. At the same time, it is important to understand that the use of network resources should not exclude direct communication between the teacher and students and between students.

The use of interactive forms is effective where it is really needed. Any technology should have certain specifics depending on the age of the students and the content of the material being studied.

In elementary school, technology requirements may be as follows:

The use of a variety of technologies for non-grading education - a non-grading system of assessment throughout the entire primary school, teaching children self- and mutual assessment, the freedom of choice by schools of the assessment system;

Expansion of activity-based forms of education, involving the priority development of creative and search activity in all areas of school life, including teaching;

Building an educational process using technologies for organizing educational cooperation - a significant expansion of the types of joint work of students, their communicative experience in joint activities, a gradual transition from oral to written types of communication, including using the capabilities of information technology;

Usage gaming technologies contributing to the solution of the main educational tasks in the lesson.

In the primary school, the requirements must change. The basis of the interests and needs of adolescents is the orientation to the test of their capabilities in different areas: intellectual, social, interpersonal, personal. In this regard, the technological aspect of the basic school should be to increase the diversity of types and forms of organization of students' activities. Hence, the main requirements for the conditions for organizing the educational process at this stage of school education can be:

Increase in project, individual and group species activities of schoolchildren;

Usage different forms modular or concentrated training;

Strengthening the role of independent work of students with various sources of information and databases;

Introduction of social practice and social design;

Differentiation of the learning environment: workshop, laboratory, library, lecture hall;

Transition to a cumulative assessment system, for example, the use of the "portfolio" technology.

In high school, the main idea should be associated with a significant expansion of the possibility for each student to choose educational programs from those offered to him, or with the creation of his own individual educational program. When choosing educational technologies for high school it is advisable to be guided by two circumstances:

Priority should be given to those technologies that will allow to differentiate and individualize the educational process within the same class without the use of selective means;

Extremely important role at this stage of education, technologies for the development of independent cognitive activity are acquired.

When formulating the requirements for the selection of educational technologies for each of the three levels, it must be taken into account that all technologies used in school education, must have a certain continuity and there are no technologies that work effectively only at one level of education. The system of educational technologies must be built taking into account the main goals of each stage of education.

Ppedagogical innovations affecting the quality of education

Innovation in education is a process of improving pedagogical technologies, a set of methods, techniques and teaching aids, one of the essential components of the educational activity of any educational institution.

Pedagogical innovations are innovations in the field of pedagogy, a purposeful progressive change that brings to the educational environment stable elements(innovations) that improve the characteristics of both its individual components and the educational system generally.

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

Considering the system of basic concepts of pedagogical innovation, R.N. Yusufbekova identifies three blocks in the structure innovation processes in modern school.

The first block is the block of creating something new in pedagogy. Here we consider such categories as new in pedagogy, classification of pedagogical innovations, conditions for creating a new one, criteria for novelty, a measure of the readiness of a new one for its development and use, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one.

The second block is the block of perception, development and evaluation of the new: the pedagogical community, evaluation and varieties of the processes of mastering the new, conservatives and innovators in pedagogy, innovative environment, readiness of the pedagogical community to perceive and evaluate the new.

The third block is the block of using and applying the new. In this block, patterns and varieties of introduction, use and application of the new are studied.

Innovations aimed at ensuring the quality of education should be associated with changes:

- 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 the system of financing;

- in educational and methodological support;

- in the system of educational work;

- in academic plan and learning programs;

- in the activities of the teacher and the student.

In this regard, all innovations in the field of education can be classified as follows:

1. Intra-subject innovations: innovations implemented within the subject, due to the specifics of its teaching.

2. General methodological innovations: introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area.

3. Administrative innovations: decisions made by leaders of various levels that contribute to the effective functioning of all subjects of educational activity.

4. Ideological innovations: the fundamental principle of all other innovations, are caused by the renewal of consciousness, the trends of the times.

Pedagogical innovations can be pedagogical ideas, processes, means, methods, forms, technologies, content programs, etc.

Pedagogical innovations can be classified as follows:

1) by type of activity:

- pedagogical, providing the pedagogical process;

- managerial, providing innovative management of educational institutions;

2) by validity period:

- short-term;

- long-term;

3) by the nature of the changes:

- radical, based on fundamentally new ideas and approaches;

- combined, based on a new combination of known elements;

- modified, based on the improvement and addition of existing samples and forms;

4) scale of change:

- local, that is, independent of each other changes in individual sections or components;

- modular - interconnected groups of several local innovations;

- systemic - complete reconstruction of the system as a whole.

Pedagogical innovations are carried out according to certain algorithm. The following stages of development and implementation of pedagogical innovations can be distinguished:

Identification of the need for innovations - development of criteria and indicators of the state of the pedagogical system to be reformed.

Determination of the need for reform - a comprehensive check and assessment of the quality of the pedagogical system, the preparation of special tools.

Search for samples of pedagogical decisions of a proactive nature that can be used to model innovations.

Analysis of scientific developments containing creative solutions to actual pedagogical problems.

Designing an innovative model of the pedagogical system as a whole or its individual parts.

Setting tasks, fixing those responsible, finding solutions, establishing forms of control.

Calculation of practical significance and efficiency.

Building an algorithm for introducing innovations into practice - searching for areas for renewal or replacement, modeling innovations, developing an experiment program, monitoring its results, introducing the necessary adjustments, final control.

Rethinking and updating the professional vocabulary, that is, the introduction of new concepts into the professional vocabulary.

Protection of pedagogical innovation from copying the creative method of an innovative teacher without its creative processing.

The creation of highly effective innovative learning technologies allows, on the one hand, students to increase the efficiency of mastering educational material and, on the other hand, teachers to pay more attention to the issues of individual and personal growth of students, manage the quality of education, and ensure their creative development.

Innovative educational technology increases teacher productivity. Monitoring the effectiveness of each student's learning and a feedback system allow students to be trained in accordance with their individual capabilities and character. For example, if one student learns the material the first time, then another, sitting at the computer, can work through the material two or three times or more. Shifting the main function of teaching to teaching means frees up the teacher's time, as a result of which he can pay more attention to the issues of individual and personal development of students. For innovative technology, the goal is determined very accurately, so the use of objective methods of control makes it possible to reduce the role of the subjective factor in the control, the creation of innovative teaching technologies makes it possible to reduce the dependence of the learning result on the level of the teacher's qualifications. Technologization creates the prerequisites for solving the problem of the continuity of educational programs of school and vocational education.

Bibliography

Gorb V.G. Pedagogical monitoring of the educational process as a factor in improving its level and results. Standards and Monitoring, 2000, No. 5

Kainova E.B. Criteria for the quality of education: main characteristics and methods of measurement. - M., 2005

Leonov K.P. Modern educational technologies as a factor in improving the quality of education. M 2007

Korochentsev V.V. and others. Monitoring the quality of education as the most important tool for education management. Innovations in Education, 2005, No. 5

Mayorov A.N. Monitoring in education. - St. Petersburg, 1998

Selevko G.K. Modern educational technologies: Textbook. – M.: public education, 1998. - 256 p.

Subetto A.I. The quality of education in Russia: state, trends, prospects. - M., 2001

Improving the quality of education should be carried out not at the expense of an additional burden on students, but through improving the forms and methods of teaching, selecting the content of education, through the introduction of educational technologies focused not so much on the transfer of ready-made knowledge, but on the formation of a complex of personal qualities of students.

The younger student not only prepares for adulthood, not only acquires knowledge, but participates in various activities. The use of modern pedagogical technologies makes it possible to solve educational problems and form a child's readiness for independent knowledge of the world around him.

Download:

Preview:

Komogorova Svetlana Nikolaevna

Workshop "Modern technologies as a tool for managing the quality of education" (January 2014)

"The child in the pedagogical process

must accompany

Feeling of free choice

(Sh.A. Amonashvili)

The teacher must be proficient in student-centered, developing educational technologies that take into account different levels of readiness for learning at school.

Among the variety of modern educational technologies, I singled out for myself those that, in my opinion, can be used in working with primary school students.

For example: student-centered, developmental, problem-based learning technologies, as well as game, project, portfolio, health-saving and information and communication technologies.

Modern approaches to the lesson:

person-oriented,

activity,

competence

Three postulates form the basis of the new lesson technology:

"The lesson is the discovery of truth, the search for truth and the comprehension of truth in the joint activity of children and the teacher."
"A lesson is a part of a child's life, and living this life should be done at the level of a high universal culture." The teacher must have the courage to live in the classroom, and not frighten children, be open to all manifestations of life
“A lesson is the work of the soul, and the more diligent this work is, the more respectful the child’s attitude to himself, as well as the teacher’s attitude to his own personality.”

The goals of the modern lesson:

The goals of the teacher:

goals focused on the development of the child's personality and the formation of UUD; objective goals

Student Activity Goals

Types of UUD:

Personal

cognitive

Regulatory

Communicative

Problem-Based Learning Technologies

How to make an ordinary lesson unusual, how to present uninteresting material interesting, how to speak modern language with modern children? These and many other questions we ask ourselves when we come to class today.

Problematic dialogue is not a system of leading questions and students' choral answers. Questions for dialogue should be carefully thought out in advance and possible answers of students should be predicted.

When working with the use of problem-dialogical learning, the following develops:
1. mental abilities of students(difficulties that arise make students think, look for a way out of a problem situation);
2. independence(independent vision of the problem, formulation problematic issue, problem situation, independence in choosing a solution plan);
Z. creative thinking(independent application of knowledge, methods of action, search for non-standard solutions).

Information educational technologies

A lesson using information technology becomes more interesting for students, as a result, it becomes more effective assimilation of knowledge; improving the level of clarity in the classroom. Computer technology in the classroom is my main assistant. The computer helps me make the lessons more intense, makes it easier for the children to assimilate the material.

The use of computer technology is superior to traditional education for several reasons:

The classroom creates a positive emotional mood: beautiful graphics, elements of a fairy tale, "magic" in training programs involve children in an atmosphere of creativity. As a result, the motivation for learning increases.
The game goal comes to the fore in comparison with the educational one., therefore, it is possible to organize such training that gives solid knowledge and is not tedious for students. The child saves the space station from meteorites, but in fact the task of improving mental counting skills is being solved. The child is looking for a way out of the dragon's cave, and meanwhile his memory, attention, etc. are developing.
There is an intensification of learning. Pupils solve at their own pace, for example, in 20 minutes about 30 language puzzles or 30-40 examples of oral counting, and instantly receive an assessment of the correctness of their solution.
In parallel, the child develops a need to use the computer as a tool that helps him learn.. He masters the keyboard, knows how to enter the required information, correct a mistake, i.e. acquires user skills.
However The computer does not replace the teacher, but only complements! I am convinced that the reasonable use of the computer in the classroom in elementary school advances students in intellectual development, fosters curiosity, scientific outlook, the desire for self-development and creative growth.

Design technologies

Apply and techniques project activities, since this method stimulates the independence of students, their desire for self-expression,

forms an active attitude to the world around, empathy and involvement in it, develops communicative qualities.

The project is the "five P's":
Problem
Design (planning)
Search for information
Product
Presentation

With each new project (conceived by the child himself, the group, the class, independently or with the participation of the teacher), we solve several interesting, useful and related real life tasks.

Gaming technologies

The game is the strongest means of socialization of the child, it makes it possible to model different situations life, look for a way out. The game is important as a sphere of self-realization as a person, it is a communicative activity.

The game contributes to the creation of an emotional mood among students, causes a positive attitude towards the activities performed, improves overall performance, makes it possible to repeatedly repeat the same material without monotony and boredom.

Health saving technologies

I believe that our task today is to teach the child various techniques and methods for maintaining and strengthening their health. I try to build my lessons, setting myself and my students exactly this goal: how

protect and improve health?

To do this, I use the methods of health-saving technologies.

1. I include elements of student-centered learning:

Entry into the working day.

Starting from the 1st grade, to speed up the entry of the child into the school day, I teach children to smile more often. Our rule: “If you want to make friends, smile!”

When congratulating on a birthday, everyone calls only positive traits birthday boy.

Creating a situation of choice and success.

Creating a favorable emotional and psychological microclimate in the classroom and extracurricular activities also plays an important role.

The use of reflection techniques.

What made the biggest impression on you?

What worked out best?

What tasks seemed the most interesting?

What caused the difficulty?

What do you want to think about?

What advice would you give yourself?

Who wants to compliment?

Will the knowledge of today's lesson be useful to you in the future?

2. I use physical education.

We love, we love, we love

We love everyone around!

Happy, happy, happy

What a friend is next to us !!!

Technology "AMO"

ACTIVE LEARNING METHODS- methods that stimulate the cognitive activity of students. They are built mainly on a dialogue that involves a free exchange of views on ways to resolve a particular problem. A.m.o. are characterized by a high level of student activity.

Innovation Assessment System "Portfolio"

At present, educationalportfolio technology.The use of the Portfolio technology allows you to track the individual progress of the student, helps him to realize his strengths and weaknesses, allows you to judge not only educational, but also creative and communicative achievements.

Mugs "Harmony", "Theatre"

Conclusion

The priority of training should not be the development by students of a certain amount of knowledge, skills and abilities, but the ability of students to learn on their own, acquire knowledge and be able to process it, select the right one, memorize it firmly, connect it with others.

The widespread introduction of innovative technologies creates conditions for improving the quality of education, cognitive activity and educational motivation of schoolchildren.

Therefore, the task of the teacher is to try to build the study of educational material in the classroom in such a way that most of it was mastered by schoolchildren on their own. “Nothing that is important to know cannot be taught - all a teacher can do is indicate the paths,” the English writer believed.Richard Aldington .

It is not always easy for a teacher to prepare a lesson using this or that technology. Often this requires a lot of time, preparation of a large amount of material. But, as a rule, a lesson conducted with the use of technology justifies itself, as it allows students to be involved in the lesson process as much as possible, motivates them to work independently, and, perhaps most importantly, allows them to achieve high-quality assimilation of educational material. Which, in turn, will lead each teacher to the realization of the main goal - improving the quality of education of the student, and, accordingly, will contribute to the implementation of the tasks of the new generation standards.

Our children behave smartly, one teacher has silence in the lesson, the task is completed, and the other can afford a lot. So everything depends on us, dear colleagues, on the chosen, properly constructed line of training. Correctly written by one studentWe don't need to be loved, we need to be understood."

Pedagogical Council on the topic: "Modern technologies as a tool for managing the quality of education"

Completed:

Chipchigina Natalya Gennadievna senior teacher MBDOU kindergarten "Glowworm"
Kuznetsova Elena Vladimirovna Deputy Head of MBDOU Kindergarten "Glowworm" general developing type of Lyantor, Surgut district

Purpose: understanding the need and possibility of using modern technologies as an indicator of pedagogical competence modern teacher.

Tasks:

to systematize theoretical knowledge about socio-pedagogical concepts in education "competence-based approach", "competence" - meanings and content of concepts
analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education
exchange existing experience in designing ways to transition to a competency-based approach in the educational practice of the institution.

Equipment:

a computer, interactive board, music center, magnetic board
presentation "Modern technologies as a tool for managing the quality of education"
questionnaire (Appendix).
drawing paper, ball, pens, clean sheets papers, markers, audio recordings.

Participants: head, deputy head for VMR, senior educator, preschool teachers, elementary school teachers classes No. 4 Lyantor, parents (legal representatives).

Plan of the teachers' council.

Greetings from faculty members. Communication of goals and objectives, work plan, agenda.
On the implementation of the decisions of the previous pedagogical council.
An exercise "Performance" .
Brainstorm "Perfect Kindergarten" .
Warm up "If You Think" .
Parable "The Master and the Worker" .
Creative play .
business game "Problem in the Hand" .
Reflection.
Summing up the results of the pedagogical council.
Communicative game “Applause in a circle.

I. Introduction

Greetings from faculty members. Goals and objectives. Work plan message. On the implementation of the decisions of the previous pedagogical council.
An exercise "Performance" : each participant draws up a business card in any form, where he indicates his name. The business card is attached so that it can be read. 3-4 minutes are given for all participants to make their business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself. The task is to prepare to introduce your partner to the whole group. The main task of the presentation is to emphasize the individuality of your partner, to tell about him in such a way that all other participants immediately remember him. Then the participants sit in a large circle and take turns introducing their partner, starting the presentation with the words: “For… the most important…” (representation of the teacher in the profession).

II. Theoretical, practical part

Host: Among numerous problems preschool education in the new sociocultural conditions, one of the main ones is the problem of its quality, a quality that meets the requirements for a person in today's rapidly changing socio-economic conditions. Today it is not enough to fill the minds of pupils with a mass of information and then check its assimilation. The world is changing rapidly, knowledge becomes obsolete even faster. The leading positions are occupied by those people, organizations and countries that have the most up-to-date information, are able to receive it and apply it effectively. New time defines new goals of education. These goals today are formed by those for whom kindergartens work - children, parents, the state, society. Achieving the correspondence of educational results to the needs of these target groups determines the quality of preschool education and education in general. Let's look at the concept "QUALITY" ? What does the concept mean "The quality of education" ? (answers of teachers).

Moderator: The concept of the quality of preschool education should be understood in three meanings:

as a result characterizing the results social development a child in a preschool educational institution;
as a process that reflects the organization and implementation of a purposeful process of education and training in the interests of the individual at the stage of preschool childhood;
as an educational system that functions as a subsystem in the system continuing education as the initial step.

Brainstorm “An ideal kindergarten through the eyes of a parent, teacher, child, administration kindergarten»

Participants are divided into three groups "learners" , "teachers" , "parents" , kindergarten administration .

First question for discussion: “When is a student not interested in learning?” , “When is a teacher not interested in teaching, educating and developing?”

Within 5 minutes, the participants make a list of reasons and present them for discussion in the audience. Answers are written on the interactive whiteboard.

Second question for discussion: “Will the teacher be interested in teaching, educating, developing, and will the student be interested in learning, if used in educational process modern educational technologies and methods?”

Within 5 minutes, participants select at least 3 arguments that, in the opinion of group members, prove the effectiveness of technology that can increase interest in the learning process. From the answers, experts single out 2-3 most effective, in the opinion of this audience, technologies and voice them.

Host: Now I suggest you take a break. Warm-up to relieve stress and fatigue.

If you think the richest resource for adult learning is experience, clap your hands
If you think that practical information is more important for adults than theoretical information, stomp your feet.
If you are sure that each person has his own individual style learning, touch the tip of the nose
If you think adults learn the same way children do, nod your head.
If you think that adults' desire to learn depends on their needs and interests, wave your hand
If you think that emotions are not so important in learning, close your eyes.
If you enjoy learning and being a student, smile.

Host: The teacher needs to navigate a wide range of modern technologies, ideas, trends, not waste time discovering what is already known. The system of technological knowledge is the most important component and indicator of the pedagogical skill of a modern teacher. Let's look at the concepts of "competence" and "competence", which are almost synonymous.

Parable "The master and the worker

The worker went to the master and said:

Barin! Why do you pay me only five kopecks, and Ivan always five rubles?

Barin looks out the window and says:

I see someone is coming. It seems that hay is being transported past us. Come out and have a look.

The worker left. Came back and says:

True, sir. Like hay.

Don't you know where? Maybe from Semyonovskie meadows?

Don't know.

Come down and find out. The worker went. Enters again.

Barin! Exactly, from the Semenovskie.

Do you know if the hay is the first or the second cut?

Don't know.

So go find out!

The worker left. Returns again.

Barin! First cut!

Don't you know why?

Don't know.

So go find out.

Went down. Came back and says:

Barin! Five rubles.

Don't they give it cheaper?

Don't know.

At this moment, Ivan enters and says:

Barin! Hay was brought past from the Semyonovskie meadows of the first hay. They asked for 5 rubles. Bargained for 3 rubles per cart. I drove them into the yard, and they unload there. The master turns to the first worker and says:

Now you understand why they pay you 5 kopecks, and Ivan 5 rubles? (discussion of the parable). So what is competence?

"Competence" - a set of interrelated personality traits (knowledge, abilities, skills, ways of activity) which allows you to set and achieve goals. How is competency different from competence?

"Competence" - an integral quality of personality, manifested in general ability and readiness for activities based on knowledge and experience. A teacher is considered competent in terms of performance if he is able to apply what he has learned in practice, i.e. transfer competence to certain situations in the real life.

Leading: among teachers, the opinion is firmly established that pedagogical skills are purely individual, therefore it cannot be passed from hand to hand. However, based on the ratio of technology and skill, it is clear that pedagogical technology, which can be mastered, like any other, is not only mediated, but also determined by the personal parameters of the teacher. The same technology can be carried out by different teachers, where their professionalism and pedagogical skills will be manifested.

Creative play "Competence of teachers in open classes" : At the next stage of our teachers' council, it is necessary to assess the professional competence of teachers representing open classes point out the positive and negative aspects of the lesson. (Each participant writes down the positive and negative moments of the lesson, the leader voices). Summing up the results of the game, discussion.

Business game "Problem on the palm"

Facilitator: I invite each participant to look at the problem of improvement professional competence as if from the side, as if you were holding it on the palm of your hand. (Music sounds, the presenter holds the ball in his palm).

I'm looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What qualities and how would I like to develop in myself so that my life and teaching activities would ensure my own professional advancement and development?

Participants alternately hold a ball on their palm, symbolizing the problem, and express their personal attitude, passing the ball in a circle.

Moderator: What did you think during the game? What did you experience? Summing up the game. Reflection.

III. Final part

Summing up, making a decision, reflecting on activities. Participants are asked to fill out a questionnaire by answering questions (Appendix) within 5 minutes.

Host: Let's remember what the king of one planet said in the fairy tale of Antoine de Saint-Exupery "The little Prince" : “If I tell my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine” . What might these words mean to us as educators? (Answers of teachers).

In essence, these words contain one of essential rules: set realistic goals for yourself and for those you educate. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!” .

Diesterweg also said that "A bad teacher teaches the truth, a good teacher teaches to find it" , and for this he must himself have pedagogical competence. We strive to find forms that will help the team successfully master the strategy of a competency-based approach. And the proposed line of action can help us with this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.

Communication game "Applause in a circle" Purpose: relieve stress and fatigue, thank all participants for their work.

All participants sit in a circle. The host begins to clap his hands and looks at one of the participants. They both start clapping. The participant looked at by the facilitator looks at the other participant, including him in the game. Thus, in the end, all participants begin to clap.

Used Books:

Boguslavets L.G., Mayer A.A. Quality management of preschool education. Toolkit. Moscow, 2009.
Volobueva L.M. The work of the senior educator of the preschool educational institution with teachers. Moscow 2005.
Dick N.F. Pedagogical Council in a preschool educational institution. Rostov n/a. 2005.
Miklyaeeva N.V., Miklyaeva Yu.V., Tolstikova S.N. Kindergarten of the future. Moscow 2010.
Potashnik M.M. Education quality management. Moscow 2000.
Sazhina S.D. Control preschool. Moscow 2008.
Chestnova N.Yu. New desk book kindergarten teacher. Rostov n/a 2006.
Tskvitaria T.A. To help the senior teacher. Moscow 2014.
Magazines "Management of a preschool educational institution" № 1 (2007) , №3, №4 (2010) , №8 (2011) , №4 (2015) .

Game technology

Target: understanding the need and possibility of using modern technologies as an indicator of the pedagogical competence of a modern teacher.

Tasks:

- to systematize theoretical knowledge about socio-pedagogical concepts in education "competence-based approach", "competence": meanings and content of concepts;
- to analyze and determine the impact of the use of modern technologies in the context of a competency-based approach on the quality of children's education;
– exchange existing experience in designing ways to transition to a competency-based approach in the educational practice of institutions of additional education

Equipment:

– computer, media projector, media screen, music center;
– presentation “Modern technologies as a tool for managing the quality of education” ( Appendix 1 );
- cards for the game "Consequences" ( Annex 2 );
– leaflets “Conditions for the formation of key competencies” ( Annex 3 );
- business cards, ball, pens, blank sheets of paper, felt-tip pens.

Seminar plan

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

Introductory part
Theoretical part
Practical part

1. Business game
2. The game "Problem on the palm"
3. Game “Consequences”

Reflection
Summary of the seminar

1. Greeting. Goals and objectives of the seminar. Presentation of the plan of work of the seminar.

2. Exercise “Presentation”

Each participant draws up a business card in any form, where he indicates his name. The name must be written legibly and large enough. The business card is attached so that it can be read.

3-4 minutes are given for all participants to make their business cards and prepare for a mutual introduction, for which they pair up, and each tells his partner about himself.

Your task is to prepare to introduce your partner to the whole group. It is necessary to emphasize the individuality of your partner, to talk about him so that all other participants immediately remember him. Introduce your neighbor, starting with the words: "For ... the most important thing ...". For example: For Valentina Arkadyevna, the most important thing is that her children finish the quarter with good progress.

II. Introductory part

1. Epigraph of the seminar.

Who does not want to use new means,
must wait for new troubles

Francis Bacon

Francis Bacon - one of the greatest scholars of the 17th century, a contemporary of Galileo and a predecessor of Newton, the author of the treatise "Experience and Instructions Moral and Political"

Teacher and student grow together:
learning is half learning.

Li Ji

III. Theoretical part

NOT. Shchurkova is one of the most authoritative scientists of the country in the field of education, the author of well-known teaching aids: “The program of education of schoolchildren”, “Applied pedagogy of education”, “Pedagogical technology”, “Education in the classroom”, “Classroom management. Game methods, etc.

In the works of Shchurkova N.E., Selovko G.K. and others, changes in the requirements for students are considered. The “knowledgeable graduate” has ceased to meet the demands of society. There was a demand for a “skillful, creative graduate” with value orientations. A competent approach to learning is intended to help solve this problem.

Consider the concepts of "competence" and "competence", which are almost synonymous.

“Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.

“Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.

A student is considered competent based on the results of activity if he is able to apply what he has learned in practice, that is, to transfer competence to certain situations in real life.

I suggest you consider the educational technology of the game. Shchurkova N.E. offers a technological algorithm of the game in the process of education. It is represented by three main components.

1. Creating a game state for the participants.

2. Organization of gaming communication.

This technological task solved with the help of a number of pedagogical operations:

Establishing personal contact between game participants;

Voluntary acceptance by children of a playing role;

Establishing game rules that are binding on all participants;

Organization of communication "from the child" (the teacher must emotionally identify himself with the playing children).

It is very important to include the educator himself in the playful communication of children, his adoption of a playful position. Play in the process of education cannot exist as a spontaneous interaction of children; only with the pedagogical participation of the educator does the game become the most important means of education. So professional educator must be able to play, meaningfully build their playing position in the children's game. Typical manifestations of the play position of the educator.

A quick and organic transition from a real plan of behavior to play behavior (for example, completely serious obedience to the order of a child who performs a responsible role, participation in general play activities);

The manifestation of a benevolent attitude towards children, optimism, a sense of humor, a certain internal state appeal to your childhood experience, a kind of "infantilization" of their behavior;

Thinly hidden pedagogical guidance of children's play, imperceptible hints, help, without exiting the playing role.

3. Organization of game action.

Thus, the main idea of the technology of the game is aimed at educational impact acquired indirect, hidden forms for children. Education in the game is the more effective, the more exciting it is and the more the teacher is perceived by the children as a welcome participant in their game.

Consider an example of organizing a game with older students.

I consider N.E. Shchurkova's use of gaming technologies to be the most successful.

Game "Problem on the palm"

Game progress:

Each participant is invited to look at the problem as if from the outside, as if he were holding it on his palm.

The facilitator holds a beautiful tennis ball in his palm and addresses the seminar participants: “I am looking at this ball. It is round and small, like our Earth in the universe. The earth is the home in which my life unfolds. What would I do with my life if I had complete control over it?” (musical accompaniment: music of the universe)

Participants alternately hold an object symbolizing the problem on their palms and express their personal attitude towards it.

Comment at the end of the game: The success of the game is possible under two conditions.

First, the presence of an object that symbolizes the problem. It can be a candle, a flower, a nut, a cone ... - almost any object, but most importantly, one that meets the requirements of aesthetic taste. The professionalism of a teacher lies not in the selection of a subject, but in the ability to present it to children. Presenting an object is not material, objective, but in its socio-cultural meaning. Candle - fire, light, human thought, intelligence. A flower is not a plant that produces oxygen, but the Beauty of the world.

Secondly, there can be no “right” or “wrong” answers here. The main thing is the movement of thought. Our problems cannot exist only within us, if existence is understood as life in the human world.

- A person, unlike animals, tends to anticipate events, to foresee the future through logical operations, analysis of events, deeds, words, actions. The ability to anticipate the consequences is influenced by our experience.

Game progress:

The participant reports the action

(actions are written on the cards: “I brought and handed flowers good man”, “I rudely mocked a colleague”, “I like to lie, embellish, blather, brag”, “I started smoking”, “I found someone’s wallet and appropriated money”, “I read a lot”, “Started in the morning do exercises”, “I told the ugly that she is ugly”, “I forget why I come to work”, “I always bring any business to the end”).

The participant appears in turn the Consequences of what happened, saying: “I

your consequence is the first, I tell you…”.

Consequence-1 tells what will follow "now" after the participant committed; Consequence-2 warns that it expects the subject "in a week";

Consequence-3 paints a picture “in a month”;

Consequence-4 foresees the inevitable "in adulthood";

Consequence-5 reports the outcome that the participant will achieve at the end of life.

After listening to the predictions of the future, the participant makes a decision: either he refuses to do what he has done in the future, or he is affirmed in the significance for his life of what he does.

Question to the participants of the seminar at the end of the game: what was thought during the game?

V. Reflection

1. Recall what the king of one planet said in Antoine de Saint-Exupery's fairy tale “The Little Prince”: “If I order my general to turn into a sea gull, and if the general does not follow the order, it will not be his fault, but mine.” What can these words mean for us? (Answers of teachers).

In essence, these words contain one of the most important rules for successful teaching: set realistic goals for yourself and for those you teach. It should be emphasized that any pedagogical innovations must be used competently, and the teacher must always be guided by the principle: “The main thing is not to harm!”

2. Question to the seminar participants:

– What is the condition for the formation or development of competencies.

So, key competencies are formed if (Appendix 3):

The teacher skillfully manages the learning and activities of students. Diesterweg also said that “A bad teacher presents the truth, a good one teaches to find it”, and for this he himself must have pedagogical competence).

VI. Summary of the seminar

1. We strive to find forms that will help the team successfully master the strategy of competency-based learning. And the proposed line of action can help us with this: try it yourself - offer to students - share with colleagues - find like-minded people - join forces. After all, only together can we achieve the best success.

2. The game "Applause in a circle"

Purpose: relieve stress and fatigue, thank all participants for their work.

Bibliography:

1. Pedagogical technologies: textbook for students pedagogical specialties/ edited by V.S. Kukunina. - M .: ICC "Mart": - Rostov n / D, 2006.
2. Shchurkova N.E. Classroom leadership: gaming techniques. - M .: Pedagogical Society of Russia, 2002, - 224 p.
3. Khutorskoy A.V. Article “Technology for designing key competencies and subject competencies”. // Internet magazine "Eidos".
4. Ivanov D.A., Mitrofanov K.G., Sokolova O.V. Competence approach in education. Problems, concepts, tools. Teaching aid. - M.: APK and PRO, 2003. - 101 p.

Annex 2

Consequence-1	Consequence-4
Consequence-2	Consequence-5
Consequence-3
Consequence-4 anticipates the inevitable "in adulthood"	Consequence-1 tells what will follow "now" after the participant committed
Consequence-5 reports the outcome, to which the participant will come at the end of life	Consequence-2 warns that it expects the subject "in a week"
	Consequence-3 paints a picture of "in a month"

Annex 3

REMINDER

Conditions for the formation of key competencies

Key competencies are formed if

learning is active;
there is an orientation of the educational process towards the development of independence and responsibility of the student for the results of his activity (for this it is necessary to increase the share of independence of works of a creative, search, research and experimental nature);
conditions are created for gaining experience and achieving the goal;
such teaching technologies are used, which are based on the independence and responsibility of the teacher for the results of their students ( design methodology, abstract approach, reflection, research, problematic methods, differentiated learning, developmental learning);
there is an increase in the practical orientation of education (through business, simulation games, creative meetings, discussions, round tables);
The teacher skillfully manages the learning and activities of students. Diesterweg also said that “A bad teacher presents the truth, a good teacher teaches to find it”, and for this he himself must have pedagogical competence.

Terminological dictionary

"Competence" - a set of interrelated qualities of a person (knowledge, abilities, skills, methods of activity), which allows you to set and achieve goals.

"Competence" - an integral quality of the personality, manifested in the general ability and readiness for activities based on knowledge and experience.

Knowledge Based Activities

Knowledge, skills, skills

In the most general sense "competence" means compliance with the requirements, established criteria and standards in the relevant areas of activity and in solving a particular type of problem, possessing the necessary active knowledge, the ability to confidently achieve results and control the situation.

Just as for learning technology, a characteristic feature educational technology is the possibility of reproducing the educational chain and its step-by-step analysis.

Consider an example of the most common educational technology in terms of application - the technology of organizing and conducting group educational work (according to N.E. Shchurkova). The general educational goal of any group business is the formation of a relatively stable relationship of a person to himself, others, nature, things.

The technological chain of any educational business can be represented as follows:

Preparatory stage (preliminary formation of attitude to the case, interest in it, preparation of necessary materials)
Psychological attitude (greeting, opening remarks)
Informative (subject) activity
Completion
Projection for the future

Seminar for primary school teachers MOU Zakharovskaya secondary school

Report on the topic: "Modern technologies as a tool for managing the quality of education."

Glazkova A.P. primary school teacher Zakharovskaya secondary school

1 slide

2 slide

“Education is the greatest of earthly blessings,

if it is of the highest quality.

Otherwise, it's completely useless."

Kipling

Ways to improve the effectiveness of training are sought in all countries of the world. In Russia, the problems of learning effectiveness are being actively developed on the basis of the latest achievements in psychology, computer science and the theory of cognitive activity management.

3 slide The quality of education is understood as a set of essential properties and characteristics of the results of education that can meet the needs of schoolchildren, society and customers of education.

What is it made up of?

4 slide From high level professionalism of teachers

From creating comfort in teaching schoolchildren

The strength of students' knowledge

Compliance with sanitary and hygienic standards

From the logistics of the school.

5 slide The main goal of education in elementary school is to teach each child in a short period of time to master, transform and use in practical activities huge amounts of information.

Recognizing the lesson as the main form of learning, we are constantly looking for ways to further improve it.

Components of the quality of education:

the quality of schoolchildren's education in educational areas;

the quality of the formation of general educational skills of schoolchildren (the ability to work with a textbook, text, draw up a plan, the ability to analyze, draw a conclusion, etc.);

the quality of upbringing of schoolchildren (monitored by special methods);

the quality of the development of the personality of schoolchildren (emotionality, will, cognitive interest, motivation, etc.);

quality social adaptation(the ability to find one's "niche" in society).

6 slide Confucius said: “Three paths lead to knowledge: the path of reflection is the noblest; the path of defeat is the easiest path; and the path of experience is the most difficult path.” We must follow all three paths at once. This is a strict requirement of our profession.

The specificity of our pedagogical activity lies in the fact that it is an integral part of the learning process, which consists of teaching and learning.

Understanding the components of educational activity, in order to improve the quality of education, the teacher must manage:

goal-setting of students;

motivation for their activities;

formation of students' skills;

creation feedback"teacher - student";

creating problem situations;

comfortable well-being of all participants in the educational process.

For a professionally working teacher, it is obvious that all this should be in his field of vision, under his managerial influence.

Methodical work in primary school:

following traditions and introducing innovations;

increasing the competence of the teacher;

development and implementation of the latest information technologies;

determination of the causes of typical difficulties of schoolchildren and their correction;

identification of the level of formation of the quality system of students' knowledge;

accumulation and fixation of individual achievements of schoolchildren through the design of a portfolio;

organization of project activities to develop Creative skills students.

Target areas:

improving the organization of the educational process and improving learning outcomes;

creating conditions for increasing motivation for learning, self-development, independence in decision-making;

ensuring the educational process at the modern level;

creation of conditions for satisfaction educational needs child;

improving the system of educational work as a means of improving the quality of education;

ensuring the physical development of students, the use of health-saving technologies;

improvement of the material and technical base of the school.

Tasks:

generalization and introduction into practice of the achievements of advanced pedagogical experience;

formation of attitudes towards the development of modern pedagogical technologies, approaches that ensure the preparation of a qualitatively new junior schoolchild;

creation unified system classroom and extracurricular activities of teachers and students, aimed at the diversified development of the educational process;

organization of interaction between primary school teachers, psychologist, speech therapist and parents in order to study and develop the individual abilities of students.

The task of the teacher is to create favorable conditions in the classroom for teamwork and skillfully manage this process.

7 slide Technologies and methods used in elementary school:

technology of personality-oriented education;

level differentiation technology;

game learning technology;

technology of the system-activity approach (problem-based learning);

project activity;

health-saving technologies;

information and communication technologies.

1) An important means of increasing the effectiveness of the lesson is the variety of activities in the lesson. K. D. Ushinsky noted that the child demands activity incessantly and is tired not by activity, but by its monotony, one-sidedness. Younger students learn knowledge better if the lesson alternates between various and short types of work. However, it should be borne in mind that the variety of activities of students in itself does not ensure their activity, if it is not due to the purpose of the lesson, is not its expression.

8 slide 2 ) AT training sessions with younger students, elements of the game are necessary. The game, being the main activity of a preschooler, continues to occupy an important place in life. junior schoolchildren, it is considered as important component main activity of younger students - teaching. Game elements activate the educational activity of students, contribute to the development of independence and initiative, camaraderie and mutual assistance in work. The game is an important means of increasing students' interest in learning.

AT primary education didactic or educational games are widespread. They have cognitive content and are aimed at the mental development of students.

Also, the game is one of the most important means of mental and moral education children; this is a means of removing unpleasant or forbidden experiences for the student's personality.

Games are divided into creative games and games with rules. Creative games, in turn, include: theatrical, role-playing and building games. Games with rules are didactic, mobile, musical and fun games.

What is the significance of the game? During the game, children develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge. Carried away, children do not notice that they are learning: they learn, remember new things, navigate in unusual situations, replenish the stock of ideas, concepts, develop imagination. Even the most passive of the children are included in the game with great desire, making every effort not to let down their playmates.

Of all the existing variety of different types of games, it is didactic games that are most closely related to the educational process.

9 slide 3) Already in elementary school, most students take a passive role in the educational process and begin to lose interest in learning. Therefore, it is important to develop the abilities and support the student's aspirations, not to teach him, but to help him learn and develop. The ability to self-development should be the result of cognitive activity. Most constructive solution The problem is the creation of such conditions in learning in which the student can take an active personal position and fully express himself, his individuality. The collective form of cognitive activity deserves attention.

What does she represent? This is a form in which the team trains each of its members, and at the same time, each member of the team takes Active participation in the education of all its other members. - work in pairs, groups.

The use of modern educational technologies is a necessary condition for achieving a new quality of education. State educational standards for almost all academic subjects require students to master a number of research, project, information and communication skills, which means the presence of relevant types of educational activities in the classroom. It is possible to organize such activities, control and evaluate its results only with the help of adequate educational technologies, which a modern teacher should own.

The basis of the Standard is a system-activity approach,
which provides:

formation of readiness for self-development and continuous education;

design and construction social environment development of students in the education system;

active educational and cognitive activity of students;

construction of the educational process, taking into account individual age, psychological and physiological features students.

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.

The documents of the Federal State Educational Standard formulate requirements for the teacher, including:

be able to choose and use modern

educational technologies

use evaluation technologies

modern design technologies educational environment

10 slide Technology -

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

Pedagogical technology -

this 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.

The criteria that make up the essence of pedagogical technology:

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).

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 pedagogical strategy: humanization, humanitarization of education and student-centered approach;

provides intellectual development children, their independence;

provides goodwill towards the teacher and towards each other;

The hallmark of most technologies is Special attention to the individuality of a person, his personality;

a clear focus on the development of creative activity.

Technology

Developmental education;

Problem learning;

Multi-level training;

Collective Learning System (CSE);

Technology for solving inventive problems (TRIZ);

Research teaching methods;

Project-based teaching methods;

Technology "debate";

Technology of modular and block-modular education;

Lecture-seminar-test system of education;

Technology for the development of "critical thinking";

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

Training in cooperation (team, group work);

Information and communication technologies;

Health-saving technologies;

The system of innovative assessment "portfolio";

distance learning technology

workshop technology

group training

The following educational technologies have become widespread:

11 slide

communication technologies

gaming technology

research technologies

(method of projects, experiment, modeling)

What is technology and how does it differ from a program and methodology?

The program is, first of all, a document that defines the tasks of upbringing and the content of the education of a preschool child.

And technology is a toolkit with the help of which these tasks are solved.

That is, the program answers the questions “what to do?” and “why do?”.

And technology - to the question "how to do it?".

The authors of some programs are now trying to prescribe not only the goals, objectives and content of education, but also to answer the question "how to achieve this?" - develop technology for implementing their program. But the teacher himself is able to look for the answer to the question “how to implement program tasks?”, i.e. may well become a developer of its own technology.

Dear colleagues! In the concept of the Federal State Educational Standard of general education, a cultural-historical system-activity approach to the education of students is highlighted. Therefore, the most effective will be those technologies that are aimed at cognitive, communicative, social and personal development schoolboy. At the same time, it should also be borne in mind that the choice of teaching and upbringing technology depends on many factors (the age of students, their resource capabilities, the preparedness and readiness of the teacher and the availability of various conditions etc.). We recommend giving priority to productive, creative, research, design technologies (without denying the use of others).

Regardless of the implemented teaching materials, in order to achieve a new quality of education, new standards are recommended to be used in the educational process.

technology of the activity method - to build the learning process on the basis of learning situations;

portfolio technology;

educational dialogue as a specific type of technology;

problem-based (heuristic) learning technology;

level differentiation technologies;

communication technologies

gaming technology

research technologies (method of projects, experiment, modeling)

technologies of additional education in the following areas: sports and recreation, artistic and aesthetic, scientific and educational, military patriotic, project activities;

technologies for identifying and supporting gifted children, etc.

Research and project?

Quite often, teachers ask the question “How is research activity different from project activity?”. This is a rather serious question.

The main difference between design and research activities is the goal:

the purpose of the project activity is the implementation of the project intent,

and the purpose of research activity is to understand the essence of the phenomenon, the truth, the discovery of new patterns, etc.

Both types of activity, depending on the goal, can be subsystems of each other. That is, in the case of the implementation of the project, research will be one of the means, and, in the case of a study, design can be one of the means.

Secondly, the study involves putting forward hypotheses and theories, their experimental and theoretical verification. Projects can be without research (creative, social, informational). And from this it follows that the hypothesis in the project may not always be, there is no research in the project, there is no hypothesis.

Thirdly, design and research activities differ in their stages.

The main stages of the project activity are:

Determination of the thematic field and theme of the project, search and analysis of the problem, setting the goal of the project, choosing the name of the project;

Discussion options research, comparison of proposed strategies, choice of methods, collection and study of information, determination of the form of the product and product requirements, drawing up a work plan, distribution of responsibilities;

Implementation of planned technological operations, making the necessary changes;

Preparing and defending a presentation;

Analysis of the results of the project, evaluation of the quality of the project.

Stages scientific research:

Formulation of the problem, substantiation of the relevance of the chosen topic.

Statement of the purpose and specific objectives of the study.

Definition of the object and subject of research.

Choice of a method (technique) of carrying out research.

Description of the research process.

Discussion of the research results.

Formulation of conclusions and evaluation of the results.

Fourthly, the project is an idea, a plan, creativity according to a plan. Research is the process of developing new knowledge, true creativity.

Educational technologies of activity type

(UMK "Planet of Knowledge")

problem-dialogical technology;

mini-study technology;

technology of organization of project activities;

technology for evaluating educational achievements (educational success);

Technology classification

I. Modern traditional education.

II. Pedagogical technologies based personal orientation pedagogical process:

Pedagogy of cooperation;

Humane-personal technology Sh.A. Amonashvili (Amonashvili Shalva Alexandrovich - Academician of the Russian Academy of Education, well-known Soviet and Georgian teacher);

E.N. system Ilyina: teaching literature as a subject that forms a person (Ilyin Evgeny Nikolaevich - teacher of literature, St. Petersburg),

III. Pedagogical technologies based on the activation and intensification of students' activities:

Gaming technologies;

Problem learning;

Technology communicative learning foreign language culture (Passov Efim Izrailovich - professor of the Lipetsk Pedagogical Institute);

School intensive training G.A. Kitaygorodskaya (Kitaygorodskaya Talina Alexandrovna - Professor of Moscow State University named after M.V. Lomonosov);

Learning technology based on reference signals V.F. Shatalova (Shatalov Viktor Fedorovich - Professor of the Donetsk Open University).

IV. Pedagogical technologies based on the effectiveness of management and organization of the educational process:

Technology of advanced learning with commented control S.N. Lysenkova (Lysenkova Sofia Nikolaevna - primary school teacher, Moscow);

differentiated learning;

Level differentiation of training based on mandatory results V.V. Firsova (Victor Vasilyevich Firsov - head of the Education for All Center, Moscow);

Culture-educating technology of differentiated learning according to the interests of children I.N. Zakatova (Zakatova Irina Nikolaevna - director of the culturological complex, Yaroslavl);

The technology of individualization of education (Inge Unt - Professor of the Research Institute of Pedagogy of Estonia, Granitskaya Antonina Sergeevna - Professor of the Maurice Thorez Institute of Foreign Languages, Shadrikov Vladimir Dmitrievich - Doctor of Psychology, leader of the experiment on the application of individually-oriented educational progress).

Programmed learning technology (B.Skinner - American psychologist, V.P. Bespalko);

Group and collective learning (Dyachenko Vitaly Kuzmich - Professor, Krasnoyarsk);

Computer (new information) learning technologies.

V. Pedagogical technologies based on didactic improvement and reconstruction of the material:

Implementation of the theory of gradual formation of mental actions (M.B. Volovich);

"Ecology and dialectics" (Tarasov Lev Vasilievich - professor);

"Dialogue of Cultures" (Bibler Vladimir Solomonovich - Russian Humanities University, Moscow, Kurganov Sergey Yurievich - teacher, Kurgan);

Enlarged didactic units (Erdniev, Purvya Muchkaevich - Academician of the Russian Academy of Education).

VI. Developmental learning technologies:

The system of developing education L.V. Zankov (Zankov Leonid Vladimirovich (1901-1977) - teacher and psychologist, academician of the Academy of Sciences of the USSR);

Developmental education D.B. Elkonina-V.V. Davydov (Elkonin Daniil Borisovich (1918-1959) - the most prominent Soviet psychologist, Davydov Vasily Vasilyevich - academician);

Technology of self-developing education (Selevko German Konstantinovich - scientific director of the author's school, Rybinsk).

VII. Private pedagogical technologies:

Technology of early and intensive teaching of literacy (Zaitsev Nikolai Alexandrovich - teacher-innovator, academician of the Academy of Creative Pedagogy);

Mathematics teaching technology based on problem solving (Roman Grigorievich Khazankin - teacher, Beloretsk);

Pedagogical technology based on a system of effective lessons (Okunev Anatoly Arsenievich - teacher of mathematics, St. Petersburg);

The system of phased teaching of physics (Paltyshev Nikolai Nikolaevich - teacher of physics, Odessa);

Methods of leveling and developing teaching of computer science (Andreeva Elena Vladimirovna - teacher of computer science, Moscow, Falina Irina Nikolaevna - teacher of computer science, Moscow

We have looked at theoretical level modern pedagogical technologies, the use of which provides high efficiency educational process. I would like to end with the words of V.P. Bespalko “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.”

4) Educational project"The use of modern equipment and technologies in building an educational environment based on the activity method."

5) The project "Development of memory" in the lessons of the Russian language.

6) Subject decades in elementary school.

7) The use of ICT allows you to immerse yourself in another world, see it with your own eyes. According to research, 1/4 of the material heard, 1/3 of what is seen, 1/2 of what is seen and heard, 3/4 of the material remains in the memory of a person if the student is involved in active actions in the learning process. The computer allows you to create conditions for improving the learning process: improving the content, methods and organizational forms. With the active use of ICT, even in primary school, students are more successfully achieved common goals education, it is easier to form competencies in the field of communication: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written language, discover something new, make choices and make decisions.Information and communication technologies

With the equipping of schools with interactive equipment, I began to study and actively implement information and communication technologies in my work. Thanks to visibility and interactivity, the class is involved in the work, perception is sharpened, concentration of attention is increased, understanding and memorization of the material is improved.

I use information technology at any stage of the lesson, whether it is updating, introducing new knowledge or control, as well as in extracurricular activities. I actively use ready-made training computer programs and create my own presentations. One of the main areas of application of ICT in my practice is the use of materials electronic aids in the subjects "Russian language", "Mathematics", " The world”,“ Technology ”,“ Literary reading ”audio application I use at the stage of primary perception literary work and at the stage of teaching expressive reading (after analyzing the work)

At the stage of primary consolidation of knowledge, I use

interactive game

New, bicycle, rolls, steering wheel, wheel, passed, you, round, they, fast, she, trip, overtake, me.

Classify words into parts of speech (noun, adjective, verb, pronoun)

A game "Help the Elk brothers to descend to the ground!"

Exercise. Sort the words into groups based on the pronouns that can replace them.

He she it they.

Lake, students, dress, guys, trees, coats, skates, fox, lamp, boy, book, scarf, student, cloud.

The use of ICT in various lessons makes it possible to move from an explanatory-illustrated way of teaching to an activity-based one, in which the child becomes an active subject of learning activity. It contributes conscious assimilation knowledge by students.

10 slide

Problem learning

Application t problem learning technologies , teaches children to pose questions (problems) and look for answers to them - the most important factor in the growth of the quality of education, a means of preparing for creativity, work.

I use the topics and objectives of the lesson and independent work of students at the stages of communication. I create problem situation in the classroom - surprise, difficulty.

Russian language. Grade 2. Topic: "Pronoun" Formulation of the problem.

The kids get the job.

Exercise. Read the words and sort them into groups.

Blue, scooter, spinning, anchor, dog, studying, you, red, they, strong, drummer, walking, me.

Did you write out all the words? (No)

Why couldn’t they write out all the words? (Since some words she, you, they, me cannot be attributed to any of the parts of speech known to us)

What question do we have to answer? ? (What part of speech are these words?)

What are the assumptions? (a situation of difficulty, make assumptions)

How to determine what part of speech these words are? (Can be read in the textbook) Open your textbook to p.101 and read the rule first to yourself and then aloud.

The use of computer technology in teaching makes it possible to differentiate learning activities in the classroom, activates the cognitive interest of students, develops their creative abilities, stimulates mental activity, and encourages research activities. I guide my students to use a computer in preparation for lessons and reports.

Health saving technologies I use them both in class activities and in extracurricular activities. In my opinion, the formation of a responsible attitude towards one's health is necessary condition success of modern man.

At the lessons I spend physical education sessions, motor-speech exercises, recreational games at breaks, relaxation exercises, breathing exercises, I created mini-projects "Daily routine and health", "Dental care", "Preservation of vision", "On the dangers of smoking" .

The educational material of all primary school subjects for any program provides an opportunity for the teacher to form healthy lifestyle skills in the classroom, give children knowledge about the human body, teach them to protect and strengthen their own health.

I choose physical education minute depending on the predominant activity in the lesson. If the predominant activity is writing, then I useexercises to relieve general or local fatigue, exercises for the hands; if reading - gymnastics for the eyes; listening, speaking - gymnastics for hearing, breathing exercises.

Literary reading lessons also give me ample opportunities to instill in schoolchildren a sense of responsibility for their health and teach them to lead a healthy lifestyle.

Reading works on the topics “I love Russian nature” (“Autumn”, “Winter”, “Spring”, “Summer”), I taught children to perceive nature as a hospital, as a source of vigor, joy and happiness.

So in math class I instill in my students healthy lifestyle skills through word problem solving. Their content allows us to talk about the healing properties of vegetables and fruits, nuts and berries. I tell the children that by eating these foods, we provide our body with the necessary vitamins and thereby increase its ability to fight certain diseases on its own. Text tasks also provide an opportunity to inform children about positive impact exercise on the health of every person.

In Russian language lessons I use proverbs and sayings about health to record.

For example: Take care of the dress again, and health from a young age.

Sick - heal, and healthy - beware.

Health is more valuable than money: I will be healthy and I will get money.

Russian language. Grade 2 "Pronoun"

Gymnastics for the eyes . I used the ophthalmic simulator “Take care of your eyesight” in the lesson, and held a mobile musical physical minute.

Psychological climate in the classroom.

Each lesson begins with the psychological mood of the class. After a friendly greeting, approving remarks, I offer the children a “Mood Sheet”. From the emoticons depicted on it, they must choose one that matches their mood at the moment.

  

At the end of the lesson, I suggest choosing a smiley again. As a rule, everyone is in a good mood at the end of the lesson. It's like a kind of ritual that allows schoolchildren after a break to better adapt to interacting with me, my requirements, and tune in to the lesson.

In my work I use level differentiation technology

I use different ways of differentiating tasks: by the level of creativity, by the level of difficulty; by the volume of educational material; according to the degree of independence. I often give homework differentiated homework.

Individual differentiated work on cards.

Card #1

Underline the pronouns.

Son, when did you manage to clean everything? A sparrow was sitting on a branch, he was cleaning his feathers.

We live in the same house. They help me learn. You worked very hard in class. I am in the second grade.

Card #2

Insert pronouns.

I'm drawing a Christmas tree, and ____ what are you going to draw? Tomorrow ____ we will go to the river. Who are you waiting for? Why do ____ fly away? Tomorrow _____ I will go to the forest.

Card #3

1. Insert pronouns .

I draw a Christmas tree, and ______ what will you draw? Tomorrow we will go to the river. Who are you waiting for?

Why do ______ fly away? Tomorrow _____ I will go to the forest. _____ worked very hard in class. ____ I am in the second grade.

Pick any one sentence and circulate it to minor members.

I sing. They are singing. We sing.

______________________________________________________________________

Homework.

Exercise 1.

Write down 10 words from the dictionary and replace them with pronouns. Task 2.

Write the text, replacing repeated nouns with pronouns.

The eagle has the largest nest. The nest is made of thick branches. The most beautiful house near the chiffchaff. The warbler made a nest on a birch twig. Task 3.

Make up and write down a few sentences about today's lesson using pronouns.

Implementation performance indicator:

The level of motivation for learning increases.

Each child learns at the level of his abilities and abilities.

The desire of strong students to advance faster and deeper in education is realized.

The strong are affirmed in their abilities, the weak are given the opportunity to experience success.

Game technology and game forms organization of educational activities

The use of game forms allows you to increase interest in the subject. During the game, students develop the habit of concentrating, thinking independently, developing attention, the desire for knowledge.

Games contribute to psychological emancipation in the classroom. Carried away, students do not notice that they are learning: they learn, remember new things, navigate in unusual situations, develop skills, imagination. Even the most passive of the students are included in the game with great desire.

Inclusion in the lesson didactic games and game moments makes the learning process interesting and entertaining, creates a cheerful working mood among students, prevents overcoming difficulties in mastering the educational material.

I use the following types gaming activity:

I use short games to learn a specific rule, develop a skill, etc. (I use it at the stage of introduction, explanation, consolidation, control)

“Complete the word”, “Relay”, “Find a pair” (pick up synonyms for words), “Auction” (pick up as much as possible more words according to the scheme), etc.

Game shells (representing the lesson as a complete game:lesson-game, lesson-KVN, lesson-travel, lesson-tale )

For example: "Journey to the country of Glagolia"

Role-playing games (role-playing, imitation of professional activities, etc.)

Role-playing game develops a very important and necessary process for learning - imagination.

For example: Russian language. Grade 2 Topic: "Pronoun"

Children role play fairytale heroes(frogs and mice) from the fairy tale "Teremok"

Stands in the field Teremok.

He not low, not high.

A frog jumped up to the tower and asked:

- Terem- teremok! Who lives in the terem?

- I , mouse-norushka! BUTyou who?

-BUTI frog - frog.

Come live with me!

Becomethey live together.

State the purpose for which the author uses the underlined words. Do they name a specific person or thing?

What does the word indicateis he ? (terem)

Who calls himselfI ? (mouse, frog)

What nouns are used instead of the wordthey ? (mouse, frog)

Write only the dialogue, putting in the missing words. Underline the highlighted words.

What part of speech are the words: I, you, we, you, he, she, it, they?

- What is a pronoun?

Game "Find out the pronoun"

(clap your hands if you hear pronouns)

If aI pick a flower,

If ayou pluck a flower

If all: andI , andyou -

If awe pick flowers,

They will be empty

Trees and bushes...

And there will be no beauty.

If onlyI andyou -

If awe pick flowers.

T. Sobakin

Project-based learning technology I use it in my work as an addition to other types of direct or indirect training. In practice I use subject, interdisciplinary projects.

The world around: "Hometown", "Cities of Russia", "Red Book", "Professions", "My family tree". Russian language: “Both in jest and seriously”, “Rhyme”, “We are writing a letter to Santa Claus”. Literary reading: "My favorite children's magazine", the newspaper "Victory Day - May 9"

Mathematics: "Mathematics around us", "Patterns and ornaments on dishes", "Origami" Technology: "Decoration of the hut", "Aquarium"

As part of the implementation of the "School - Blooming Garden" program, projects were completed

“Green Yard”, “Flowers for a flower bed. Cultivation of decorative palm (castor bean)”,

"Feeder", etc.

The project is valuable because in the course of its implementation, schoolchildren learn to independently acquire knowledge, gain experience in cognitive and educational activities.

Technology Portfolio is an important motivating factor in learning. He aims the child at a demonstration of creative growth, at success. The portfolio includes the best results of the student's work. It includes educational achievements in subjects, a collection of works that demonstrate the child's hobbies (drawings, sketches of experiments and observations, essays about their travels, excursions, visits to exhibitions, performances, photos, etc.).
The portfolio of my students consists of sections:“Me and my family”, “My name”, “Family tree”, “My studies”, “My life” “Achievement piggy bank”, “My self-esteem”.

Chapter"Me and family" is designed to provide information about the student - the author of the portfolio and his family.

« My name" - the child places information aboutwhat does the name mean.

" Family tree" - fill information about family members.

In chapter" My studies" guys post their the best essays, dictations, test papers, successfully completed tests, projects, creative works (poems, drawings, photographs of volumetric crafts)
" My life" in it, students place information, photographs, drawings telling about participation in extracurricular activities.
“Piggy bank of achievements” place certificates of participation in competitions, certificates and diplomas.

"Self-esteem" evaluates his achievements and opportunities.

Thus, we can say that the use of modern educational technologies in the classroom enables the child to work creatively, contribute to the development of curiosity, increase activity, bring joy, form the desire to learn in the child, and therefore, the quality of knowledge in the subject increases.

The effectiveness of the use of modern technologies:

- increasing motivation for learning;

- 100% training in all subjects;

- positive dynamics of the quality of knowledge (according to the results diagnostic work);

- increasing the effectiveness of participation in school, district, city and all-Russian olympiads and competitions.

Thus, to improve the quality of education, it is necessary:

use modern innovative methods, new forms of organizing and conducting training sessions in the classroom and outside of school hours;

continue the methodological improvement of teachers to improve their professionalism;

more actively and more widely use modern pedagogical technologies, the possibilities of information and communication technologies, the Internet in the classroom