Innovations in educational programs in education. "New Schools" of the 20th century

“All societies face the challenge of surviving in the face of uncertainty, an endless series of new challenges, dilemmas and crises. The sources of these challenges are varied: changes in relative prices, macroeconomic crises, ethnic conflicts, civil wars, technological change, and protection from conflicts with other countries.

The sphere of education faces new challenges related to the need to recognize a new technological revolution, use its advantages and features in pedagogical practice and train a new skill workforce that is in demand in the context of a sharp change in the nature of work. One of the most significant technological innovations for the education sector is, of course, the "Neumann machine" - a scheme of a universal computer proposed by the outstanding American mathematician J. Neumann in 1946. According to the scheme proposed by J. Neumann, any computer operates, as well as every universal information converter, not necessarily electronic. In the 21st century, for the majority, the word "computer" means a personal computer. The dual software-hardware essence of computers makes them useful in many ways, many-sided. Same computers with different software - different computers.

The new technological paradigm in the 21st century is the individualization of production and consumption, the predominance of environmental restrictions on energy and consumption of materials, automation of production, the location of production and the population in small towns based on new transport and telecommunication technologies. Do educational and technological innovations correlate with each other? Today, on the threshold of the industry of rapid prototyping on 3D printers, architects are already creating an image of a new city life, in which everything can be printed: from women's jewelry to entire blocks. Imagine being able to print products right at home or in a nearby office, it changes the very culture of ownership and eliminates the need to accumulate things.

Ultimately, an economic and environmental environment can be formed that will act like a natural biosphere - when an outdated object is immediately recycled to meet new requirements.

In a few years there will be completely different professions. In the modern world, education must learn to solve a fundamentally new task - to educate young people who are able to think “outside the box” and are ready to stand at the source of change. Today, we practically do not know the professions for which we train students. In doing so, the student's expectations are flexible learning in an interactive environment. An individual program for each listener. Multidisciplinary (interdisciplinary) training programs. The ability to study anytime and anywhere based on free access to content around the world. Opportunity to work. Education becomes multi-format and personalized, old and new forms of presentation of educational material are closely intertwined, education in the classroom alternates with online work. Education becomes cross-border. New educational professions: content curator, facilitator, educational blog moderator, tutor, educational path architect, etc.

Modern Russian education is the result of changes that have taken place in the system of domestic education in recent years. In this sense, education is not just a part of the social life of society, but its avant-garde: hardly any other subsystem of it can confirm the fact of its progressive development with such an abundance of innovations and experiments to the same extent. The changing role of education in society has determined most of the innovation processes. At the same time, by innovation we mean the introduction of an invention or what is an existing change in the usual way of life of people. Of course, an innovative approach is needed in education.

Innovation in education is the introduction of something new in the goals, content and organization of the educational process for the development of education and the optimization of the educational system.

In the Federal Law “On Education in the Russian Federation”, a separate article is devoted to experimental and innovative activities in the field of education (Article 20). The purpose of experimental and innovative activities is to ensure "modernization and development of the education system, taking into account the main directions of the socio-economic development of the Russian Federation, the implementation of priority areas of the state policy of the Russian Federation in the field of education." Innovative activity, according to this Federal Law, should be "focused on improving the scientific and pedagogical, educational and methodological, organizational, legal, financial and economic, personnel, logistics support of the education system." The law also states that in the course of innovation activity “the rights and legitimate interests of participants in educational relations must be observed, the provision and receipt of education, the level and quality of which cannot be lower than the requirements established by the federal state educational standard, federal state requirements, educational standard ". The purpose of innovation is a qualitative change in the student's personality in comparison with the traditional system. This becomes possible due to the introduction into professional activity of didactic and educational programs not known to practice, which involves the removal of the pedagogical crisis. The development of the ability to motivate actions, independently navigate the information received, the formation of creative unconventional thinking, the development of children through the maximum disclosure of their natural abilities, using the latest achievements of science and practice, are the main goals of innovation. Innovative activity in education as a socially significant practice aimed at the moral self-improvement of a person is important because it can ensure the transformation of all existing types of practices in society. The innovative process in education is the process of improving educational practice, developing educational systems based on innovations (V.I. Zagvyazinsky). The innovation process reflects the formation and development of the content and organization of the new (T.I. Shamova). Innovative processes in education do not exist in isolation from each other, but interact with each other. This trend is due to integration processes in science, in the formation of a modern style of human scientific thinking, and integration processes in education itself. With regard to pedagogical activity, innovation means the introduction of something new in the goals, content, methods and forms of training and education, in the organization of joint activities of the teacher and the student. Pedagogical innovation itself is a complex and multidimensional phenomenon. It would be correct to raise the question of a multidimensional classification of pedagogical innovations. We can talk about pioneering pedagogical innovations born by pedagogical science and having a paradigmatic, long-term nature: for example, problem-based or developmental education, certain pedagogical systems - the “school of joy” by V. A. Sukhomlinsky, the “school-commune” by A. S. Makarenko , “social pedagogy of life” by N. I. Pirogov, etc. There are pedagogical innovations of medium and short duration. Part of pedagogical innovations can be considered as elements of the becoming "author's school" of a teacher, teacher, etc. Pedagogical innovations cover pedagogical technologies or methods, the content of education, educational programs and standards, educational processes, the organization of lessons, the organization of the pedagogical environment of the school, etc. The spectrum of pedagogical innovations is huge. But in any case, pedagogical innovation must correspond to the "order", "need" of the evolution of the pedagogical system, which brought it to life. Pedagogical science is an important source of pedagogical innovations. It, changing ideas about the pedagogical process, about the school, about the quality standards of the learning personality, serves as a generator of pedagogical innovations. Pedagogy and, as part of it, pedagogical innovation begin with human studies. After all, any pedagogical system, first of all, has the status of an anthropogenic system of the “man-man” or “man-society” type, in which knowledge about the laws of human development is manifested.

The extent to which an innovator-teacher, teacher-scientist, director of an educational institution, any manager in the field of education is armed with knowledge of human science and education science depends on:

1. The effectiveness of pedagogical innovation;

2. Risk (from its implementation) of negative consequences for a person and society, pedopathy;

3. Progress or regression in the pedagogical evolution of educational systems;

4. The quality of future generations.

What is the position of the teacher in the innovation process? Of course, pedagogical activity is basically a creative activity. Any creative activity is considered as a productive activity, that is, it is aimed at creating a new one, obtaining an objectively new or subjectively new result. The teacher can act in the innovation process as an author, developer, researcher, user, propagandist of new pedagogical technologies, theories, concepts. Knowledge about innovative processes in education, the ability to use this knowledge in evaluating one's own activities create the basis for the teacher to display diverse opportunities in pedagogical creativity, in the development of professional and pedagogical culture, and in self-improvement.

Innovativeness has always been characteristic of pedagogical activity as the most important characteristic that reflects the process of development of pedagogical science and practice. In modern education, innovations are becoming more and more widespread. It is innovations that today are called upon to harmonize relations in the educational process, bring its results in line with the requirements of society and individual human needs, and solve the problems of forming a socially useful and successful personality.

Education as a socially conditioned process is based on objectively existing contradictions, which, under certain conditions, become its driving forces. It is the contradictions of the educational process that determine the innovations taking place in it. The most common contradiction is the contradiction between the ever-growing social and personal needs for the development, reproduction and enhancement of the spiritual wealth and material wealth of human culture, on the one hand, and the capabilities of the educational system to meet these needs, on the other. Particular ones include contradictions between:

The mass nature of education and the need for individual development of the individual in the educational process;

Social order and content of school education;

The integrity of the individual as a product of education and the multiplicity of components and factors of the educational process;

Increasing the professionally conditioned requirements for the teacher and the level of professional and pedagogical competence he has;

The humanistic orientation of modern education and the normative-command nature of the management of the educational process, etc.

Any of these contradictions becomes the driving force of the innovation process if:

The resolution of the contradiction is recognized by the participants of the innovation process as necessary, personally and socially significant;

The resolution of the contradiction seems feasible;

Contradictions are overcome consistently, relying on the capabilities of the existing educational system and the previous experience of the participants in the innovation process.

The logic of the innovation process is subordinated to the idea of modernizing and optimizing the educational system and reflects the path of updating the educational system, including the idea, the development of a project, the examination of an innovation, its implementation and adjustment, the dissemination and routinization of new experience.

In recent decades, the approach to education has changed significantly. It was very accurately expressed by the prominent American businessman John Gryllos. He stated that he had little concern for the strength of the knowledge acquired by students in a particular area, since this knowledge changes every year and becomes outdated, sometimes before students can master it. It is much more important, the businessman believes, that young people come to the economy, science, culture, who are able to independently learn how to work with information, independently improve their knowledge and skills in various fields, acquiring, if necessary, new knowledge, because this is what they will have to do. engage in their entire adult lives.

The modern information society is to a great extent interested in its citizens being able to independently, actively act, flexibly adapt to changing conditions of life, make decisions, independently think critically, and work competently with information. In any field of human activity and consciousness, science and practice complement each other, ensuring the development of this branch of knowledge of mankind as a whole. A. Diesterweg expressed an idea that is very relevant today: "A bad teacher presents the truth, a good teacher teaches to find it." This is precisely what modern education strives for - to educate a person capable of self-education, self-improvement, self-development, self-improvement of their cultural level, intelligence, able to work with information.

Today, each teacher needs, first of all, to decide on priorities in the field of pedagogical technologies, taking into account the goals of education, taking into account the interests of personality development. The professional skills of the teacher, his teaching methods and the non-traditional pedagogical technologies used are brought to the fore in the modern school.

Bibliography

1. Adamsky A.I., [email protected]

2. Alekseeva, L.N. Innovative technologies as a resource of experiment / L.N. Alekseeva // Teacher. - 2004. - No. 3. - p. 78.

3. Erovenko V.N., Fedotova O.D. Peculiarities of the development of pedagogy when changing technological structures. (Monograph.) Publisher: LAP LAMBERT Academic Publishing GmbH & Co. KG Germany.2012

5. Slastenin V.A. Pedagogy: Proc. allowance for students. higher ped. textbook institutions / V.A. Slastenin, I.F. Isaev, E.N. Shiyanov. – M.: Academy, 2005, p.233

6. Federal Law "On Education in the Russian Federation", article 20

11. (Douglas North, John Wallis, Barry Weingast) Violence and Social Orders,

Innovations in education, first of all, should be aimed at creating personality set for success in any area of application of its capabilities. Pedagogical innovations should be understood as a purposeful, meaningful, definite change in pedagogical activity (and management of this activity) through the development and introduction of pedagogical and managerial innovations in educational institutions (new content of education, upbringing, management; new ways of working, new organizational forms, etc.) . Accordingly, the development of innovative processes is a way to ensure the modernization of education, improve its quality, efficiency and accessibility.

Intra-subject innovations: that is, innovations implemented within the subject, due to the specifics of its teaching. An example is the transition to new educational and methodological complexes and the development of author's methodological technologies. General methodological innovations: these include the introduction into pedagogical practice of non-traditional pedagogical technologies, universal in nature, since their use is possible in any subject area. For example, the development of creative tasks for students, project activities, etc. Administrative innovations: these are decisions made by leaders at various levels, which ultimately contribute to the effective functioning of all subjects of educational activity. Ideological innovations: these innovations are caused by the renewal of consciousness, the trends of the times, they are the fundamental basis of all other innovations, since without realizing the need and importance of priority updates, it is impossible to proceed directly to renewal.

Innovation in education is understood as the process of improving pedagogical technologies, a set of methods, techniques and teaching aids. At present, innovative pedagogical activity is one of the essential components of the educational activity of any educational institution. And this is no coincidence. It is innovative activity that not only creates the basis for creating the competitiveness of an institution in the educational services market, but also determines the direction of the teacher's professional growth, his creative search, and really contributes to the personal growth of pupils. Therefore, innovative activity is inextricably linked with the scientific and methodological activities of teachers and educational and research students.

Innovation is an introduced innovation with high efficiency. It is the end result of human intellectual activity, his imagination, creative process, discoveries, inventions and rationalization in the form of new or different objects. They are characterized by the introduction to the market of completely new (improved) products (services) of human intellectual activity, which have a higher scientific and technical potential, new consumer qualities, which over time, in turn, become an object for improvement. Innovative Methods - methods based on the use of modern achievements of science and information technology in education. They are aimed at improving the quality of training by developing students' creative abilities and independence (methods of problem and projective learning, research methods, training forms that provide for the actualization of the creative potential and independence of students). Innovative methods can be implemented both in traditional and distance learning technologies.

Portfolio Method (Performance Portfolio or Portfolic Assessment)- modern educational technology, which is based on the method of authentic evaluation of the results of educational and professional activities. This method is most often correlated with the field of education, although in the broadest sense of this concept it is applicable to any practical and productive activity. Portfolio means portfolio in Italian. The portfolio method originated in the West from problem-based learning. This method is based on the technology of collecting and analyzing information about the learning process and the results of learning activities. Portfolio is a systematic and specially organized collection of evidence that serves as a way of systemic reflection on one's own activity and presentation of its results in one or more areas for the current assessment of competencies or competitive entry into the labor market. According to the types of practical and productive activities, the university distinguishes between an educational portfolio and a professional portfolio.

Problem presentation method- a method in which the teacher, using a variety of sources and means, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view, different approaches, shows a way to solve the problem. Students seem to become witnesses and accomplices of scientific research.

Project method- a system of education in which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks-projects.

Problem-search teaching methods(acquisition of knowledge, development of skills and abilities) are carried out in the process of partially search or research activities of trainees; is implemented through verbal, visual and practical teaching methods, interpreted in terms of posing and resolving a problem situation.

Research work of students embedded in the educational process- such work is carried out in accordance with the curricula and programs of academic disciplines without fail; this type of research activity of students includes independent performance of classroom and homework assignments with elements of scientific research under the methodological guidance of a teacher (preparation of essays, abstracts, analytical works, translations of articles, etc.; preparation of reports on educational and industrial practices, completion of coursework and final qualifying works); the results of all types of research activities of students, built into the educational process, are subject to control and evaluation by the teacher.

Problem learning- 1) technology, aimed primarily at "stimulating interest." Education consists in creating problem situations, in understanding and resolving these situations in the course of the joint activities of students and the teacher with optimal independence of students and under the general guiding guidance of the teacher; 2) active developmental learning, based on the organization of the search activities of students, on the identification and resolution of real life or educational contradictions. The foundation of problem-based learning is the formulation and justification of a problem (a complex cognitive task of theoretical or practical interest). There are three levels of problematicity in the educational process: problem presentation, partial search and research levels.

Practice-oriented projects- a feature of this type of project is the preliminary formulation of a clear, meaningful for the student, practical result, expressed in material form: preparation of a magazine, newspaper, anthology, video, computer program, multimedia products, etc. The development and implementation of this type of projects requires detail in the elaboration of the structure, in determining the functions of the participants, intermediate and final results. This type of project is characterized by strict control by the coordinator and author of the project.

Creative projects- their peculiarity lies in the fact that they do not have a predetermined and detailed structure. In a creative project, the teacher (coordinator) determines only the general parameters and indicates the best ways to solve problems. A necessary condition for creative projects is a clear statement of the planned result, which is significant for students. The specificity of such a project involves intensive work of students with primary sources, with documents and materials, often contradictory, not containing ready-made answers. Creative projects stimulate the maximum activation of the cognitive activity of students, contribute to the effective development of skills and abilities to work with documents and materials, the ability to analyze them, draw conclusions and generalizations.

Visualization Lecture- when reading a visualization lecture, the principle of visibility is observed; lecture is information converted into a visual form. The video sequence, being perceived and conscious, can serve as a support for adequate thoughts and practical actions. The video sequence should not only illustrate oral information, but also be a carrier of meaningful information. When preparing for a lecture, the content must be recoded into a visual form. Visualization can be expressed in different forms: natural materials, visual (slides, drawings, photos), symbolic (diagrams, tables). It is important to observe: visual logic and rhythm of the presentation of the material, dosage, communication style.

The scientific basis of teaching is the very foundation without which it is impossible to imagine modern education. It is this kind of education that increases the personal, and in the future - professional self-esteem of the graduate, transfers to him a significant part of the cultural and social standards of society. The results of high-quality higher education are not just literacy, close to a particular profession. This is a combination of education and behavioral culture, the formation of the ability to think independently and competently, and in the future to work independently, learn and relearn. It is from this that modern ideas about the fundamental nature of education come now.

Innovations in education are those innovations that contribute to improving the quality of the educational and educational process. Search and constant inventions, the introduction of innovative technologies prove that education is an innovative area.

Types of innovations

Innovations in education are systemic changes, the main purpose of which is to obtain effective and stable results. Innovations include not only large-scale changes in the educational system: a unified state exam, an electronic diary, ICT. Innovation in teacher education is also a change in the standard methods and methods of work, allowing to improve the performance of students. Such innovations are developed by the teacher for a specific classroom team, an individual child.

Innovations in the education system according to novelty are divided into the following groups:

completely new techniques that have no analogues;
innovations in which well-known elements are also used.

The second group gives a smaller result, as it is based on old components.

Depending on the object of education, innovations in education can contribute to:

renewal of the educational organization;
socialization of schoolchildren;
educational and educational process;
maintaining the mental and physical health of children.

The scale of innovation in education

Transformations can improve the work of a particular team, school, or be applied throughout the country. In order for innovations in education to give a stable positive result, and they can be distributed throughout the country, an experimental region (school) is first selected.

Within the framework of such an experimental site, the effectiveness of new methods and methods of work is tested, intermediate and final monitoring is carried out. Upon receipt of stable positive results, the experience is transmitted to other educational institutions.

Any innovations in teacher education appear in the head of a particular person, and only then do they become the property of the country. The process of introducing a new idea is a multi-stage long period, which involves not only testing the innovation, but also analyzing the results obtained, adjusting the methods and methods of work (if necessary).

Preschool education

The Center for Continuing Education and Innovation deals with the systematization and implementation of innovations at all levels of the educational and educational process. The requirement of modernity is the transformation of preschool education. The quality of educational and upbringing activities, the implementation of federal standards of the new generation depend on the effectiveness of the development of innovations in preschool educational institutions.

All innovations that are used in preschool institutions are distinguished by a student-centered approach. The child in the educational and upbringing process comes to the forefront. The Center for Innovation in Education offers the following options for innovation in preschool educational institutions:

developing activities (creative, playful, musical);
techniques for relieving excessive emotional stress;
color therapy;
fairy tale therapy;
art therapy.

Employees of the center analyze the effectiveness of each appointment, the possibility of transferring positive work experience.

The specifics of the elementary school

The Center for Continuing Education and Innovation of St. Petersburg pays special attention to innovations at the initial stage of domestic education. In elementary school, priority is given to identifying the child's creative potential, creating optimal conditions for development and self-realization.

The Center for Education and Innovation (St. Petersburg) pays close attention to the professional growth of teachers. Specialists select the best courses for improving the qualifications of primary school teachers, help young professionals choose the most effective methods and methods of upbringing and educational activities.

Innovations contribute to the activation of the child's activity, his involvement in the educational process. The student argues, analyzes, looks for answers to the questions posed to him, and the teacher acts as a coordinator.

Problem lessons and activities

They are an effective innovative method that is familiar to teachers and educators as problem-based learning. Thanks to him, you can get high and stable results in the assimilation of information by children, maintain interest in development and learning in the younger generation.

Problem-based learning is widely used by teachers of chemistry, physics and biology. For example, schoolchildren are asked a certain question, for the solution of which they independently perform practical work.

Acquisition of skills of analysis, processing of the obtained results will be useful for schoolchildren in their professional activities.

Continuing education and innovation are essential conditions for the formation of a socially active personality.

health care

It is impossible to apply even the most advanced pedagogical technologies without due attention to the health of the younger generation. Among the main innovative areas of work for both kindergartens and schools, we will single out health-saving components. Among the forms of work that should be used in educational institutions, we single out sports holidays, outdoor walks, breathing and finger exercises, hardening, water procedures.

Thanks to such activities, children develop a positive attitude towards a healthy lifestyle, they receive first aid skills.

During the lesson or extracurricular activities, the teacher monitors the change of dynamic postures. He uses a special visual material that allows you to reduce the nervous excitability and mental fatigue of preschoolers and school-age children.

Information Technology

Thanks to their introduction into educational organizations, the connection "science - innovation - education" has become a reality. ICT is a reliable ally for any teacher. These innovations help teachers to activate children's cognitive interest, develop associative thinking, which positively affects the strength of the acquired skills and abilities. With the proper use of multimedia presentations, educational films, educational interactive aids, the teacher fully implements the requirements for the level of preparation of preschoolers and schoolchildren of the second generation of the Federal State Educational Standard.

Design and research activities

The Center for Continuing Education and Innovation (CNE) pays special attention to the analysis of the effectiveness of the implementation of the project methodology in preschool and school education. Involvement in research and project activities of the younger generation has become a prerequisite in every academic discipline.

Thanks to independent experiments, the child acquires the skills to work with scientific information, its processing, and the selection of the necessary data. Forming a hypothesis in the course of research is a great opportunity for the development of logical thinking. Any project involves processing the results, summing up, thanks to which the guys improve their communication skills.

Additional education

Not only teachers and educators, but also children's librarians use innovative technologies in their professional activities. In order to instill in the younger generation a love of reading, a careful attitude to literary sources, they use information technologies:

create electronic catalogs;
prepare themed evenings;
make presentations;
organize exhibitions.

Libraries are now becoming centers for additional development of children. Their employees offer classes where children sew soft toys, learn the art of knitting and embroidery, learn the traditions and history of their native land. Practically all libraries have developed cycles of classes for different ages, aimed at early diagnosis of giftedness, development of creative abilities in each child.

Local history, theatrical, handicraft clubs and circles organized by librarians and other teachers on the basis of libraries are a great opportunity to form an active citizenship in children and help them in career guidance.

Purpose of innovations in education

The whole set of innovations introduced into preschool and school state organizations, as well as into the system of additional education, is aimed at the harmonious development of the younger generation. Within the framework of the new federal standards of preschool, primary, basic, vocational, higher education, requirements have been created for the level of graduate training. Such a "portrait" is a guideline for the work of educators and teachers in the selection of innovative techniques and methods of work.

In recent years, there has been a huge number of initiatives in the educational field. Among them are the Federal State Educational Standards, the Unified State Examination, the OGE, the VPR, the transition in higher educational institutions to the bachelor-master system. Such activity is the result of a new economic reality, the integration of the country into the WTO, the involvement of the Russian Federation in the Bologna process.

Reforming education in the Russian Federation

Today, the entire Russian education system is at the stage of significant reform. The basis for such a process was the introduction of new state standards at all levels of education.

Among their differences from the requirements of the first generation is the presentation of the results of upbringing and education in the form of various competencies.

The system-activity approach is considered the basis of the Federal State Educational Standard. Its essence lies in the maximum development of the thinking of pupils. A modern child must learn independently, therefore, a simple transfer of knowledge from a teacher is not expected, mechanical memorization is excluded, the emphasis is on the formation of an active and creative personality.

Conclusion

Among the positive aspects associated with innovation, there are:

improving the quality of extracurricular activities (the formation of citizenship, healthy lifestyle skills, general cultural development, social orientation);
introduction of project methodology into the educational process;
informatization of educational work.

When compiling the content of classes, the teacher uses the innovative experience of colleagues, the wishes of parents (legal representatives), as well as the interests of children.

Among the innovations that have taken place in domestic education, the transition to a two-level higher education deserves special attention. The first stage lasts 3-4 years, the second stage - 1-2 years. Graduates of the master's program have the right to continue their education in graduate school, then in doctoral studies. They can work in scientific centers and research laboratories.

Among the innovations of the Bologna system, the concept of continuous education, which provides for lifelong learning, is of interest. This approach allows a person to receive several academic degrees and diplomas in his life. At the same time, higher-level educational institutions receive additional funds that they can use to upgrade equipment.

Also among the innovations related to higher education, it is necessary to mention the loan for education. This innovation has already been used by many students who dream of a prestigious education.

The last decade has been marked by an incredible number of initiatives in the field of education: from federal state educational standards of education to the Unified State Examination, the bachelor's and master's programs in universities and other programs. "Such activity is officially explained by the need to change the existing education system in connection with Russia's integration into the WTO and joining the Bologna process since 2003".

Currently, the education system is going through a period of reforms, the basis of which are new educational standards. Their main difference from the standards of the previous generation is that the results of education are described in the form of competencies. In addition, they indicate specific activities for which graduates should be prepared.

The Federal State Educational Standard is a legally binding document that provides for the content of education, guaranteed by the state, and expresses it in terms of precisely the modern sciences of education. The requirements of the standards are for the first time enshrined in law. For the first time, the requirements for the conditions of the educational process are normalized. What is new is that the standard contains a system of requirements for results, and not a list of topics that need to be studied. It is believed that the previous approach has exhausted itself, since the quality of education in Russia is deteriorating year by year. The problem of a modern teacher is not to determine what the Federal State Educational Standard is: new or well-forgotten old, but that the teacher, using the standards, strives for the individual development of each student, so that the student experiences the joy of learning.

One of the foundations of the Federal State Educational Standard is a system-activity approach. The systems approach is characterized as a highly developed way of thinking, a prism of vision, when a person considers any object or subject with which he interacts as a system, that is, not as a sum, but as an integral complex of interrelated components. The meaning of the activity approach is to help the child acquire the necessary knowledge, to teach him to learn on his own, instead of the previous translation of ready-made knowledge for mechanical memorization.

So, the teacher who has comprehended the meaning of the system-activity approach: builds (designs, conducts and analyzes) a lesson in its entirety of its main activity features: motivation, goal-setting, awareness of the main problem, ideas, etc.; includes in the process of educational activity, in the zone of proximal development, each student as a full-fledged subject-co-author of the lesson: helps him feel the need and motive for learning, develop a goal, formulate a problem, plan ways to solve it, accept value bases, etc.; constantly improves himself as a subject-co-author of educational activities, that is, expands his general cultural level, erudition, constantly improves his psychological, pedagogical and subject qualifications, etc.

The novelty of the standard can be considered on the example of what the Federal State Educational Standard requires from a teacher and primary school students, namely: teaching a child to write, count, read (as before), but also the ability to think (think), which involves mastering several basic meta-subject competencies (raising questions, highlighting the main thing, comparing, planning, reasoning by analogy, making inferences), etc. and necessarily the ability to act independently; avoiding only verbal ways of transferring knowledge, reorienting to an activity approach in the education of a person; strengthening the practical orientation of training (training in various measurements, experiments, etc.); a significant increase in the number of sources of information (in addition to teachers and textbooks, also the Internet, encyclopedias, libraries, etc.); acquisition of skills in working with a computer, digital photo and video camera; ability to create presentations, photo and video reports; processing information received from Internet resources; the ability to work in a personal information space, on the site of the class and school, communication with classmates and a teacher in educational Internet networks; acquiring the ability to work in pairs, groups, teams; special organization of extracurricular educational activities, which is not only and not so much leisure (as before), but a continuation of education begun in the classroom, participation in socially valuable events, promotions; assessment of the quality of education not only by subject, but also by the formation of meta-subject and personal results.

The introduction of the Federal State Educational Standard can be attributed to an innovation "from above", however, it also requires creative self-realization on the part of the leaders and teachers of educational institutions, since the new standards contain mandatory recommendations and a variable part. The effectiveness of the introduction of the new Federal State Educational Standards into the practice of education depends on the leader's readiness for innovative management, for the design of new pedagogical systems.

One of the main advantages of the Federal State Educational Standard can be safely attributed to great attention to extracurricular activities, which means: sports and recreational activities; spiritual and moral direction, the formation in children of the feeling of a full-fledged citizen; general intellectual development through the solution of special problems; social direction; general cultural development.

At the same time, the content of the classes is compiled based on the experience of leading specialists, the wishes of the parents of the students and the children themselves. Extracurricular activities include individual sessions with a speech therapist (for oral, written speech, handwriting), a teacher-psychologist, etc. Meeting with such specialists is never in vain, children receive special knowledge, the necessary psychological support that only a real professional. Group and individual consultations for schoolchildren of different ages tables, sections, debates, conferences, olympiads, competitions, scientific research. All this allows you to break away from boring textbooks and interest the child as much as possible.

The Federal State Educational Standard contains detailed explanations on possible approaches to the compilation of extracurricular activities, which eliminates the risks of conflicts between the school and the families of students that could be observed earlier.

The most obvious disadvantage of the Federal State Educational Standard is the complexity of the full implementation of the system. To do this, the state must radically change the financing of the education system, especially with regard to raising teachers' salaries and improving the quality of the material and technical base of all schools. The new standard must be implemented in a new environment. Also, teachers themselves must change their attitude to the matter, otherwise it will become a serious obstacle.

Thus, the new standard, in contrast to the previous education, involves the student not only learning the basics of science, but also independently obtaining knowledge throughout his life. A graduate of a modern school, trained, educated and developed by a modern teacher (who owns the Federal State Educational Standard), must be able to set a learning task for himself, solve it independently, if necessary, with the help of a mentor. The requirements that students must meet are formulated here in the form of subject, meta-subject and personal results.

A special place in the new assessment system in connection with the introduction of the Federal State Educational Standard is given to the portfolio. A teacher's portfolio is a kind of dossier, a collection of his professional and personal achievements, which is a kind of visiting card of a teacher, allowing to judge his professional capabilities as a specialist, provide objective information about the quality of the teacher's work and fix the dynamics of its change.

Thus, the work of the teaching staff and leaders of the educational institution in the formation of the Portfolio of teachers is an important component of the entire system of intra-preschool methodological work. Such work largely activates the "internal forces of self-development" of the members of the teaching staff, causes a state of emotional upsurge and satisfaction, the desire for further professional and personal self-development of teachers, allows you to move from a formal administrative system of accounting for the results of pedagogical (educational and methodological) activities to an objective system individually differentiated assessment of the success of each member of the teaching staff of the school.

However, how to combine (build in one logical series) the standard of results, called the Federal State Educational Standard, with the requirements of the Unified State Examination. There are no points of contact between meta-subject and personal results with subject ones. “From this it follows that the USE must change, otherwise the list of educational outcomes named in the Federal State Educational Standard loses its meaning.”

In recent years, the USE has been the subject of numerous disputes and discussions among teachers, officials, and the pedagogical community. Replacing two exams (final and entrance) with one at first glance seems reasonable. But in fact, this innovation has led to problems that negate the positive expectations from modernization.

First of all, there is a process of depersonalization of education. The USE does not require students to have individual educational programs, creative achievements, or portfolios, only answers to common and uniform tests for all.

Secondly, the introduction of the USE introduces the priority of the uncreative dominant into education. The so-called "level C" does not and cannot fulfill the task of testing and evaluating the creativity and competence of students.

Thirdly, administratively created conditions for the mandatory passing of the exam lead to the fact that children and teachers in schools have no choice but to discard meaningful areas of education in favor of test guidelines. The teacher, as one of the main subjects of education, is removed from assessing the results of his students, thereby depersonalizing education.

Of the main customers of education (state, society, child, parents, teacher), the state turned out to be the strongest player. Currently, there is an administrative, political, economic order for the introduction of the USE, but there is no justification for it from the point of view of pedagogical sciences. According to A.V. Khutorsky, the USE is a rather impersonal form of control, although it has its own place in education. But in a situation of political order and financial support, the role of the Unified State Examination turned out to be excessively exaggerated. Willingly or unwittingly, acting as a guideline, the USE forces teachers and children to engage in coaching for this exam instead of a decent and full-fledged education. In some schools, graduates from January generally stop studying, but only prepare for the exam. From this point of view, the USE is, of course, a harmful innovation in the modern school, leading it away from its direct task - the quality education of each student in accordance with his abilities and capabilities.

The current situation with the USE also contradicts the scientific foundations of didactics. In the theory of learning, in addition to the exam, there are many other forms of control - tests, colloquia, tests, defense of creative works, mutual and self-control, group forms of verification and evaluation, phenomenological approaches to the diagnosis and evaluation of learning outcomes, which use the human resources of the teacher and student their understanding, "feeling" interaction. Hypertrophied attention to one of the forms of control - the exam - does not allow the teacher to use the spectrum of forms of control, diagnostics and evaluation that is optimal for each case. The bias towards the exam forces teachers to change the set goals of teaching the subject being studied for passing the USE in this subject. Another point is methodologically related to the limits of applicability and the integrity of control. For any concept, phenomenon or pattern, there are limits of applicability. The exam, including the USE, also has its own boundaries and scope, in which it plays an important and necessary role.

Some USE developers believe that the exam covers about 70% of educational standards. It is difficult to agree with this. The USE does not check the achievement of a significant number of general educational goals and objectives. Many skills, abilities, competencies cannot be tested at all with the help of tests. The formation of a number of concepts, the possession of such methods of activity as communicative, value-semantic, cannot be verified on paper.

In addition, each student, teacher, school has its own expectations and legally enshrined right to its own component in general secondary education. According to the same “Concept for the Modernization of Russian Education for the Period up to 2010,” students can study according to individual educational programs, choose additional courses, and accumulate a personal portfolio of achievements in the subjects they study. All this also needs a control system, but the USE does not check this.

Therefore, the problem of determining the role and place of the USE in the system of other forms of control is relevant. And you can not give the results of the exam more attention than they deserve.

Thus, we come to the original problem - goal setting. The foundations of any activity, including educational, lie not in its content, but in its meanings and goals. Only after careful setting and coordination of goals, tasks are set, content, forms, methods, a system for monitoring and evaluating results are selected.

The lack of scientific and pedagogical validity of such an innovation as the USE leads not only to educational, but also to economic problems. The financial resources allocated for the organization of the USE would probably be enough to make higher education in Russia generally accessible to everyone. It is known that soon the number of school graduates will be less than the number of places in universities.

From the point of view of pedagogical innovation, it would be more correct, firstly, to set the task of developing a general system for monitoring the results of secondary school. Secondly, to determine what place the USE occupies within this system. And only then to innovate. However, this work is not being done. As a result, the development of control and measuring materials (KIMs), the technology for conducting and verifying the results of a unified exam, its financing, is not based on solid scientific foundations and a pre-developed concept.

The USE turned out to be a symbol of the state stake not on the diversity of manifestations of personal qualities and abilities, but on a single “model of an ideal graduate” for the whole country. The task of science, including pedagogical innovation, is to change the current situation, to substantiate and propose ways of humane, scientifically based changes in education.

The solution to the problem under consideration is seen in the creation of a national system of educational goal-setting and an appropriate system for monitoring educational results. The development of both systems as pedagogical innovations also involves the design of an innovative mechanism for their implementation and development.

Another innovation in Russian education is the transition to the Bologna system of education. The Bologna process provides for a transition to a two-level system of higher education. The duration of study at the first level should be no less than three and no more than four years. Education at the second level will take 1-2 years, after receiving a bachelor's degree.

Graduates of the master's program who are actively engaged in scientific activities can continue their studies in graduate school, and then in doctoral studies. Thus, it is possible to obtain a doctoral degree in a total of 9–10 years from the start of studies. Those who want to immerse themselves in science, after receiving a master's degree, will study in graduate school and beyond. Unfortunately, the most important thing is that the majority of students stop only at the bachelor's degree, without having received a systematic education.

One of the innovations of the Bologna system is the so-called concept of continuous education, which provides for the possibility of continuous, lifelong learning, it allows a person to receive several diplomas and academic degrees during his life, and the university - additional income, by providing a base for training those who wish.

Also, one of the innovations on which student mobility is based, in which, having started studying in one country, he can continue his studies in another, and complete it in a third. The Bologna system of education is based on a competency-based approach, when students are assessed on certain credits, otherwise - points. This system is borrowed from the European Credit Transfer System (ECTS) Credit System Institution.

A loan is a conditional unit in which the entire volume of education received is concentrated. A European Bachelor's degree requires 180–240 hours of credits and a Master's degree requires an additional 60–120 hours. It was ECTS that became a tool for student mobility based on the mutual verification of diplomas and curricula, as well as a means of exchanging loans (and hence students) between the universities of the countries participating in the process.

Of course, the Bologna process of education has its drawbacks, which both teachers and students of Russia are already paying attention to, some of them will be presented below.

One of the problems is that the Bologna system of education quite sharply divides everything into levels. It is believed that, ideally, the Bologna system as a whole is just a few dozen of the most powerful universities in the world. But in practice, all this translates into several tens and thousands of universities, which are only called universities, although in reality they do not have the necessary level of knowledge, it can only be compared with the level of a vocational school, in fact, this is a very poor education.

In addition, if we turn to theory, then the Bologna system of education should allow students to move freely around the world. However, sociologists have calculated that only an insignificant proportion of pupils and students in practice goes to study in other countries and universities. At the same time, for those who still use this opportunity, such trips almost completely coincide with well-known tourist routes. But, as a rule, either lack of money, or problems of adaptation in a foreign environment, of course, all factors at the same time, in the end, lead to the fact that students do not spend their entire academic semester in this place and return to their homeland.

Another disadvantage of the Bologna system is the assessment of students, students in universities have a basic base, that is, for which they certainly get their grades, the so-called mandatory points, which have already been mentioned above, but students must already score the rest of the grades on their own , based on their desires and preferences. And since you need to collect only “nth” number of points, then almost any student will, of course, take the simpler path, he will choose those subjects that, in his opinion, will seem the simplest and most accessible.

Drawing a conclusion, we can say that the transition of the Russian education system to the Bologna standards is a decision with a high degree of uncertainty of the result.

Another innovation in the field of education is its informatization. This innovation is considered as one of the main ways to modernize the education system.

The use of information and communication technologies in the classroom contributes to the effective solution of such pedagogical problems as: the development of communication competencies in all students; the convergence of schooling with the daily life of society; enrichment of formal educational material to which schoolchildren have access; the inclusion in the content of education of the development of methods specific to scientific activity (for example, the method of projects), the widespread use of modeling in the study of various processes and phenomena, and, in general, the mastery of information competence by students.

Also, with the help of ICT, such didactic tasks like: improving the organization of teaching, increasing the individualization of education; increasing the productivity of self-training of students; individualization of the work of the teacher himself; acceleration of replication and access to the achievements of pedagogical practice; strengthening motivation for learning; activation of the learning process, the possibility of involving students in research activities; ensuring the flexibility of the learning process.

However, there are also problems that an educational organization faces when using ICT, such as: insufficient competence of teachers in the field of ICT; the absence in the staff list of a qualified specialist who maintains school computer equipment and the rate of the deputy director for informatization significantly complicates the process of identifying and eliminating problems with information tools, and also slows down the process of project development; due to the need to fill in electronic diaries and journals on a daily basis, the school does not have enough conditions for the implementation of the tasks; lack of computers with access to the global Internet; lack of awareness by parents of the need to involve everyone in the information field of the school; difficulties of age teachers with the use of modern information resources.

Thus, the informatization of the educational process is one of the main priorities in the development of education, a qualitatively new stage for the entire education system, a promising direction for increasing the efficiency of the learning process. However, informatization is not fully expressed in Russian education.

Also, it should be noted innovations in primary education, since it is in recent years that the so-called innovation boom has been observed in this area. The following main directions are distinguished: individualization and differentiation of education through the creation of new educational institutions (gymnasiums, lyceums, private schools, experimental classes, leveling classes, etc.); increased attention to the objects of the aesthetic cycle, orientation to cultural diversity; increasing environmental culture, including the child in nature and in environmental activities; development and testing of new content of education, introduction of new subjects (historical education, foreign languages, natural science, ethics, religion, etc.); improvement of existing and creation of alternative programs, textbooks, manuals and developments, etc.; development and testing of new methods, technologies, systems of training and education; creation of new organizational structures for the introduction of innovative educational technologies (private schools, experimental sites and classes); development of various integrated courses; computerization of the learning process; an attempt to radicalize education in elementary school (for example, a school for the dialogue of cultures), etc.

With all the variety of innovations, this process revealed a rather weak preparedness of teachers for new types of activities. Therefore, there is a need to prepare a future primary school teacher who owns modern pedagogical techniques and technologies, methods of research, innovative activity - and, ultimately, a teacher who has a qualitatively new pedagogical thinking. It is obvious that such training will become impossible without increasing the interest and preparedness of the university teachers themselves for innovative activities.

Thus, the listed innovative processes should provide a solution to the urgent problems of the development of professional and pedagogical education, however, some of the innovations need to be finalized and analyzed for effectiveness in relation to Russian conditions.

CONCLUSION

The modern Russian education system is undergoing a number of changes today, expressed in the emergence of alternative types of educational institutions, the use of new programs and manuals, changes in the content of education, the use of new pedagogical technologies and other innovations. This requires from the teacher the breadth of erudition, flexibility of thinking, activity and desire for creativity, the ability to analyze and introspection, readiness for innovation.

A teacher involved in innovative educational processes must possess both a highly developed individual culture of information processing (including with the help of modern computer technologies), and be able to adapt it in accordance with the capabilities of children, and have didactic abilities.

The teacher is able to creatively realize himself, to work productively, if he is given the opportunity to competently choose various trajectories of pedagogical activity through the formation of an individual style of searching and finding adequate ways and means of realizing his individuality. This opportunity is created in various interactions with the factors of the innovative learning environment, designed to ensure both personal growth and the formation of psychological and pedagogical neoplasms.

The productive interaction of external conditions and the subjective characteristics of the teacher ensures his creative self-determination, which establishes the correspondence of personal prerequisites to professional activity and the depth of understanding and comprehension of the content of pedagogical innovations. Based on this, the teacher himself builds subjectively acceptable learning models and selects individual educational technologies. The movement of a teacher in personal, subject and professional terms is also associated with the implementation of innovative methods and techniques.

Thus, innovative processes in education set a new type of professional consciousness and behavior of the teacher, becoming the subject of pedagogical activity.

LITERATURE

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2. Lekatsa A.N., Arutyunov E.K., Mavridi K.N. Innovative activity of a teacher// International Journal of Experimental Education. - 2014. - No. 10. - S. 161-162.

3. V. S. Elagina and E. Yu. Motivation of innovative activity of the future teacher// Concept. - 2013. - No. 1. - S. 1-5.

4. Zakharova E. A. Requirements for the professional development of teachers in postgraduate education // Young scientist. - 2011. - No. 3. T.2. - S. 115-117.

5. Sobkin V. S., Adamchuk D. V., Zhukov I. D., Yanbekova D. V. The attitude of teachers to the problem of introducing innovations into the practice of education. - 2014. - No. 3. - S. 26-33.

6. Sadykova P.S., Okuneva T.G. Bologna system of education in Russia: pluses and minuses// Actual problems of aviation and cosmonautics. - 2013. - No. 9. - S. 228-229.

7. Potashnik M.M., Levit M.V. Federal standard: between traditional and new // Management of a modern school. Head teacher - 2015. - No. 2. - P. 6-15.

Similar information.

2. Criteria for pedagogical innovations.

3. Pedagogical science and advanced pedagogical experience.

1. Innovations in education: essence, causes, types.

Innovation(from lat. in - in, newands - new; from English. innovation - innovation, innovation) is an innovation, innovation. Innovative pedagogical processes are studied by the science of pedagogical innovation.

A. I. Prigozhin, who studies the problems of the formation of innovations in pedagogy, considers innovation as a process of purposeful activity of people - innovators.

innovation pedagogical consider in the following senses.

1. A purposeful change in the educational process or educational space that introduces a stable innovation and improves the individual characteristics of its parts, components and the entire educational environment. systems as a whole. For example, the introduction of specialized education in the school system; introduction of the USE; preparation for the transition of the education system to bachelor's, master's, specialist's programs;

2. The process of development (introduction) of innovation in the educational process (methods, techniques, technologies, programs, etc.). for example , application of developmental learning technologies in school education; development and use of civic education curricula; application of interactive techniques, etc.

3. Search for ideal methods and programs, their implementation in the educational process and their creative rethinking. For example, the methodology for assessing results and achievements with interactive teaching methods is specific and meets all the necessary modern requirements for assessment, and is used at school as innovative.

Thus, innovative processes in the education system- these are controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The innovation process reflects the complex activity for the formation and development of the content and organization of the new, which is carried out by employees and organizations of the education and science system.

Factors of distribution of pedagogical innovations: social conditions (attitude in society to pedagogical ideas), private social conditions (mass media, educational institutions, educational authorities), personal factors (personal characteristics of the creators of innovation and its propagandists).

There are reforms and pedagogical innovations. reform in education called innovations (transformations) in the field of education, which are organized and carried out by the state authorities.

During the reforms in the field of education can be the following changes:

in the social status of education and the level of financing of the education system;

in the structure of the education system; in the content of education;

in the use of information technologies in education, in the technical support of the educational process;

in the relationship "teacher - student";

in forms, teaching methods;

in the internal organization of the school.

Purely pedagogical innovations include innovations:

in the internal organization of the school;

in the teacher-student relationship;

in teaching methods;

in pedagogical thinking and style of activity.

The need for innovative educational activities is due to:

the need for a radical renewal of the education system as a means of updating educational policy;

search for new organizational forms, learning technologies;

a change in the nature of teachers' attitudes to the very fact of mastering and applying pedagogical innovations, etc.

As sources of school renovation ideas may perform:

the needs of the country, region, city, district as a social order,

implementation of the social order in laws, directives and regulations of federal, regional or municipal significance,

achievements of the complex of human sciences;

advanced pedagogical experience;

intuition and creativity of managers and teachers as a way of trial and error;

experimental work;

Foreign experience.

Types of innovations in education grouped for different reasons. First classification of innovations is based on the correlation of the new to the pedagogical process taking place at school. Based on the understanding of this process, the following types of innovations are distinguished:

for the purposes and content of education;

in methods, means, techniques, technologies of the pedagogical process;

in the forms and methods of organizing training and education;

in the activities of the administration, teachers and students.

The second classification of innovations in the education system is based on the use of a sign of scale (volume). Here are the following transformations:

local and single, unrelated, and complex, interconnected;

systemic, covering the entire school (or educational institution).

Third classification carried out on the basis of innovative potential. In this case, allocate:

modifications of the known and accepted, associated with improvement, rationalization, modification (educational program, curriculum, structure);

combinatorial innovations;

radical transformations.

The fourth classification of innovations is based on the grouping of features in relation to its predecessor:

a) innovations: replacing, canceling, opening;

b) retrointroduction.

Considering the system of basic concepts of pedagogical innovation, we can distinguish three blocks in the structure of innovative processes in the education system.

The first block is the creation of 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 readiness for the development and use of a new one, traditions and innovation, stages of creating a new one in pedagogy, creators of a new one. At the same time, the development of a categorical field of the theory of the new in pedagogy (“new”, “old”, “innovation”, “innovations”, etc.) is of great importance. These concepts are studied pedagogical innovation.

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

The third block is the use and application of the new. In this block, patterns and varieties of introduction, use and application of the new are studied. This block of concepts is associated with the doctrine of implementation, which is called pedagogical praxeology.

M. M. Potashnik notes that innovative process in education has a complex structure, polystructural(diverse in its structure). The author identifies the following hierarchy of structures:

activity structure - a set of components: content - forms - methods - results;

subjective structure - the activities of all subjects of development: the director, his deputies, teachers, scientists, students, parents, sponsors, methodologists, university professors, consultants, experts, employees of educational authorities, attestation service, etc.;

level structure - innovative activity of subjects at the international, federal, regional, district (city) and school levels;

the structure of the life cycle, expressed in stages: emergence (start) - rapid growth (in the fight against opponents, routiners, conservatives, skeptics) - maturity - development - diffusion (penetration, distribution) - saturation (mastery by many people, penetration into all parts of the educational -educational and managerial processes) - routinization - crisis - irradiation (modernization of innovation);

management structure - the interaction of four types of management actions: planning - organization - leadership - control. As a rule, the innovation process in a school is planned in the form of a concept of a new school or a school development program, then the activities of the school staff are organized to implement this program and monitor its progress;

the organizational structure of the innovation process includes the following stages: diagnostic, prognostic, actually organizational, practical, generalizing, implementation.

By its essence innovation processes systemic: they include many components, but their simple sum is insufficient without structural links and patterns that characterize the innovation process as a whole.

In understanding the essence of innovation processes, there are two problems of pedagogy:

1. the problem of studying, generalizing, and disseminating pedagogical experience 2. the problem of introducing the achievements of psychological and pedagogical science into practice.