Modern educational technologies

Pedagogical technologies based on the personal orientation of the pedagogical process

1. Amonashvili Sh. A. Unity of purpose (good luck, guys): a guide for teachers. - M .: Education, 1985
2. Amonashvili Sh. A. Hello, children: a guide for teachers.-M .: Education, 1985
3. Amonashvili Sh. A. School of life.-M., 1998
4. Volovich M.B. Science to teach (technology for teaching mathematics). - M., 1995
5. Davydov V.V. Problems of developmental education: the experience of theoretical and experimental psychological research: a textbook for students.-M .: Publishing House "Academy", 2004
6. Zankov L.V. Selected psychological works. - M., 1990
7. Ilyin E.N. The birth of a lesson. - Kaliningrad, 1998
8. Ilyin E.N. The art of communication// Pedagogical search/ comp. I.N. Bazhenov.-M.: Pedagogy, 1988
9. Ilyin E.N. The path to the student: reflections of a teacher-linguist: a book for teachers. - M .: Enlightenment, 1988
10. Klarin M.V. Innovations in world pedagogy: learning based on research, games and discussion. - M .: SPC "Experiment", 1995
11. Kraevsky V.V., Lerner I.Ya. The learning process and its patterns // Didactics of the secondary school. -M.: Pedagogy, 1982
12. New pedagogical and information technologies in the education system: a textbook for students / E.S. Polat. - M .: Publishing Center "Academy", 2001

Gaming technologies

1. Azarov Yu.P. The art of educating. - M., 1979
2. Beloshistaya A.V. Game technologies in the education and upbringing of a preschool child// Ped. technologies.-2010.- №2.-С.3-8
3. Bern E. Games that people play. - M., 1988
4. Gazman O.S. Back to school with play. –M., 1988
5. Games-learning, training, leisure ... / ed. V.V. Petrusinsky. - M., 1994
6. Minkin E.M. From game to knowledge. - M., 1983
7. Mitina A. Reflexive-game learning technology// Higher education in Russia.-2003.-№4.- P.86
8. Novikov A.M. Methodology of game activity// School technologies.-2009.-№6.– P.77-89
9. Panfilova A.P. Game modeling in the activities of a teacher: a textbook for students / under. Ed. V.A. Slastenina, I.A. Kolesnikova.-M.: Ed. Center "Academy", 2006
10. Panfilova A.P. Innovative pedagogical technologies: active learning: a textbook for students - M .: Publishing Center "Academy", 2009
11. Selevko G.K. Modern educational technologies: textbook. - M .: National education, 1998

Problem learning

1. Dorno I.V. Problem-based learning at school: a method. allowance for students.-M.: Enlightenment, 1981
2. Makhmutov M.I. Organization of problem-based learning at school: a book for teachers. - M .: Education, 1977
3. Makhmutov M.I. Problem-based learning: main questions of theory. - M .: Pedagogy, 1975
4. Selevko G. Problem-Based Learning // School Technologies.– 2006.- No. 2.– P.61-65
5. Selevko G. Modern educational technologies: textbook. - M .: National education, 1998
6. Yakimanskaya N.S. Developing education. - M .: Pedagogy, 1979

Pedagogical technologies based

efficiency of management and organization of the educational process

1. Granitskaya A.S. Teach to think and act, Adaptive system of teaching at school.-M.: Education, 1991
2. Lysenkova S.N. My life is a school, or the right to creativity. - M .: New School, 1995
3. Lysenkova S.N. When it is easy to learn// Pedagogical search/ comp. I.N. Bazhenov.-M.: Pedagogy, 1988
4. Selevko G.K. Modern educational technologies: textbook. - M .: National education, 1998
5. Skokova O.G. Collective way of teaching in mathematics lessons// Mat. in school-2008.-№6.-p.47-48
6. Unt I. Individualization and differentiation of education.-M.: Pedagogy, 1990
7. Shadrikov V.D. Psychology of activity and human abilities. - M., 1996

Programmed learning technology

1. Bespalko V.P. Components of pedagogical technology. - M .: Pedagogy, 1989
2. Galkovskaya I. Possibilities and difficulties of modular education// DSh.-№7.-S.46-51
3. Egorenkova S.V. Designing modular developmental education// Bulletin of the Pomor University.-2006.-№2.-p.91-99
4. Ivanova I.G. The use of modular and level technology for teaching schoolchildren // Chemistry: teaching methods.-2002.-№7.-P.77-80
5. Kukosyan O.G. The use of modular learning technology in the system of additional professional education / / Shk. Technologies.-2005.-No.4.-P.40-44
6. Lebedev V.N. Modular training in the system of additional professional education// Pedagogy.- №5.-p.60-66
7. Lovtsova N. Block system// Higher education today.-2004.-№3.-P.26
8. Pirogovskaya O.N. From the experience of using modular learning technology / / Mat. At school.-2008.-№6.-p.38-40
9. Sanina S.P. Model teaching method as a tool for the formation of the educational action of modeling in schoolchildren / / Ped. technologies.-2008.-№1.-p.46-55
10. Sanina S.P. Computer modeling in the research activities of students / / Ped. technologies.-2005.-№4.-p.36-45
11. 11. Selevko G.K. Modern educational technologies: textbook. - M .: National education, 1998
12. Shitikova N.Yu. Components of modular learning technologies // Distance and virtual learning.-1999.-№3.-p.39

Alternative Technologies

1. Gusinsky E. Waldorf aspect, or Pedagogy built on the understanding of the child// DSh.-2007.-№4.-S. 21-27
2. Evsikova N.I. Features of self-attitude of adolescents studying in traditional and Waldorf schools// VP.-2008.-№6.-S.46-56
3. Zagvozkin V.K. Alternatives to Waldorf Pedagogy // Psychological Science and Education.-2002.-№1.- P.26
4. Krasnodubova A. "Arouse curiosity, trust and never pass judgment": teacher's notes on Montessori pedagogy / / First of September. -2007. - No. 2. - P. 17
5. Maznichenko M.A. What is knowledge? Experience in conducting a pedagogical workshop// Shk. technologies.-2005.-№6.-p.29-39
6. Workshop of discoveries (experience of alternative education) / comp. B. Zeltserman.-Riga, 1995
7. Nelkin A. "Workshop of the whole day": methodological techniques and principles of interdisciplinary integration / / First of September. - 2007. - No. 1. - P. 11.
8. Okunev A. How to teach without teaching. - St. Petersburg: Peter-Press, 1996
9. Ulin B. Goals and methods of teaching mathematics. Experience of the Waldorf School.-M .: Public Education, 2007.- 336p.
10. Hiltunen E. How the Montessori school solves the socio-economic problems of society // Public Education. - 2007. - No. 10. - P. 247-251

Developmental learning technologies

1. Grigoryeva T.P. The technology of teaching rules in the system of developing education// Math. in school-1999.-№2.– P.
2. Davydov V.V. Problems of developmental education: the experience of theoretical and experimental psychological research: textbook. - M .: Publishing Center "Academy", 2004
3. Dusavitsky A.K. Psychological prerequisites for building a basic school in the system of developmental education / / Psych. science and arr. - 2003.- No. 1.-p.15
4. Zankov L.I. Selected pedagogical works / L.I. Zankov, Sh.A. Amonashvili. - M .: New school, 1996
5. History, theory, implementation, use, experience of developing training of specialists in all types of education and activities: Sat. articles of the international scientific-practical conference. - Balashov, 2005
6. Kamaldinova E. Developing education: utopia or reality//Alma mater.– 2008.- No. 3.– P.3-7
7. Martsinkovskaya T.D. V.V. Davydov School of Developmental Education: Philosophical and Psychological Foundations// VP.-2005.- No. 4.-P.76
8. Misarenko G.G. Correction-developing education and its place in modern school//Pedagogy.-2007.- №7.-p.43-49
9. Morosanova V.I. Developmental and traditional education: effects in the personal development of high school students // Psych. Science and arr.-2004.- №1.- P.42-54
10. Fundamentals of technology for developing teaching mathematics: a textbook / Grigoryeva T.P., Kuznetsova L.I. and others - Nizhny Novgorod, 1997
11. Implementation of the ideas of developmental education L.V. Zankov in the main school (5-9 cells): collection of materials / ed. Girshovich V.S. - M .: New School, 1996
12. Stepanova M. "Developing education" / / Shk. Psych.-2007.-№15.-S.19-30
13. Tsukerman G.A. Lesson in the system of developmental education (planning and improvisation)// Psych.science and arr.
14. Tsukerman G.A. Developing education: genetic modeling experiment// VP.– 201.- №4.-С.129-8-140
15. Hakkarainen P. Learning based on the game as a reliable foundation for development / / Psych.science and arr. - 2010 .- No. 3.-P.71-73
16. Yavorskaya I.N. Influence of developing education on the formation of logical thinking of younger schoolchildren // Psych. science and arr. - 2004.- No. 2.-p.57-66

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

Textbook "Modern educational technologies" G.K. Seleucus is one of the best books in this area. In addition to G.K. Selevko and others dealt with this issue: Levites D. G. “Teaching Practice: Modern Educational Technologies”; Atutov P. R. "Technology and modern education", No. 2; Bordovsky G.L., Izvozchikov V.A. "New learning technologies: Terminology issues", No. 5.

In the manual G.K. Selevko "Modern educational technologies" considers the essence of pedagogical technologies, their classification, basic parameters. A brief description of the most famous modern educational technologies, recommendations for their study and use are given.

This manual is intended for students of pedagogical educational institutions, teachers and a wide range of educators.

Let's analyze this manual and note its useful potential.

The purpose of this textbook is to help a modern teacher navigate the spectrum of modern innovative technologies, and not only to acquaint a philology student with them, but also to teach them how to apply them in their professional activities.

The training manual includes thirteen significant chapters:

- I. Personality of the child as an object and subject in educational technology.

- II. Pedagogical technologies.

- III. Modern traditional education (TO).

- IV. Pedagogical technologies based on the personal orientation of the pedagogical process.

- V. Pedagogical technologies based on the activation and intensification of students' activities.

- VI. Pedagogical technologies based on the effectiveness of management and organization of the educational process.

-VII. Pedagogical technologies based on didactic improvement and reconstruction of the material.

- VIII. Particular pedagogical technologies.

- IX. Alternative technologies.

- X. Nature-friendly technologies.

- XI. Technologies of developing education.

- XIII. Conclusion: technologies for designing and mastering technologies.

Note that the material in the manual is presented in a systematic way. The author gradually leads the reader to an understanding of "pedagogical technologies": from the concepts of "personality", "personality structure", the classification of "knowledge, skills and abilities" to the classification of mental actions, self-governing mechanisms of personality, its aesthetic and moral qualities.

It is essential that the material on the study of pedagogical technologies is presented according to the principle “from simple to complex”. First, the book gives a definition of the concept of "technology", then - various interpretations of the concept of "pedagogical technology". The textbook addresses the issues of the main qualities of modern pedagogical technologies, namely: the structure, its criteria and sources. It is important that the book presents the philosophical foundations of technology: “the philosophical concept of existentialism”, “the concept of pragmatism”, “scientist-technocratic concepts”, as well as the scientific concepts of the assimilation of social experience: “associative-reflex concept of learning”, within which the “ theory of concept formation”, the essence of which is that the learning process is understood as a generalization of the acquired knowledge and the formation of certain concepts; "suggestopedic concept of learning".

It is interesting that the author touches upon the issue of classification of pedagogical technologies, despite the fact that each technology is unique, since each teacher brings something of his own, author's. However, in this manual, technologies are classified according to some general features: by the level of application, by philosophical basis, by the leading factor in mental development, by the concept of assimilation, by orientation to personal structures, by the nature of content and structure, by organizational forms, by types of cognitive activity management , by the approach to the child, by the prevailing (dominant) method, by the direction of modernization of the existing traditional system, by the category of students.

It is very important that in this manual, in a separate chapter, attention is paid to “traditional education”. Through this chapter, students of philology can learn that the traditional system of education has not only pluses, but also minuses; besides, TO will have much more disadvantages, since traditional education is focused on the assimilation of knowledge, skills and abilities, and not on personal development. This chapter is also important for the modern teacher, because thanks to her, he can find flaws in his teaching methods.

It is important that all the above pedagogical technologies are analyzed on the basis of their classification characteristics: by the level of application, by the philosophical basis, by the main factor of development, by the concept of assimilation, by orientation to personal structures, by the nature of the content, by the type of management, by organizational forms, by approach to the child, according to the prevailing method, according to the category of trainees.

The technologies covered in this tutorial are geared towards today's learning requirements. As a result, the author analyzes pedagogical technologies on the basis of personal orientation, activation and intensification of students' activities, efficiency of management and organization of the educational process, didactic improvement and reconstruction of the material. In addition, the manual also discusses private-subject, alternative, nature-friendly technologies, as well as technologies for developing education, technologies for copyright schools.

A feature of the textbook is that the descriptions of technologies are largely borrowed from well-known publications, observations of the work of advanced teachers, as well as the author's own work experience. The author's are the analysis and interpretation of these technologies.

In the final chapter, the implementation mechanism is revealed, the conditions for the optimal implementation of a particular educational technology are formulated.

Thus, the textbook G.K. Selevko will help philology students and teachers master modern pedagogical technologies in the context of modernizing school education.

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Selevko G.K. Modern educational technologies DOC

Tutorial. M.: National education, 1998. 256 p.

In the first two chapters, the scientific substantiation of the concept of pedagogical technology is given, its complexity and versatility are revealed, a classification of educational technologies and the methodological basis for their analysis are proposed.

1.1. Personality as a meaningful generalization of the highest level

1.2. The structure of personality traits

1.3. Knowledge, skills, skills (KN)

1.5. Self-governing mechanisms of personality (SMS)

1.6. The sphere of aesthetic and moral qualities of a person (SES)

II. Pedagogical technologies

2.2. The main qualities of modern pedagogical technologies

2.3. Scientific foundations of pedagogical technologies

2.4. Classification of pedagogical technologies

III. Modern Traditional Learning (TO)

IV. Pedagogical technologies based on the personal orientation of the pedagogical process

4.1. Cooperation Pedagogy

4.2. Humane-personal technology of Sh.A. Amonashvili

4.3. The system of E.N. Ilyin: teaching literature as a subject that forms a person

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

5.1. Gaming technologies

5.3. Technology of communicative teaching of foreign culture (E.I. Passov)

5.4. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov)

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

6.1. S.Nlysenkova's technology: prospective-anticipatory learning using reference schemes with commented control

6.2. Technologies of level differentiation

6.3. Level differentiation of training based on mandatory results (V.V. Firsov)

6.5. Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov)

6.6. Programmed learning technology

6.7. Collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

6.9. Computer (new information) learning technologies

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

7.1. "Ecology and Dialectics" (L.V. Tarasov)

7.2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov)

7.3. Consolidation of didactic units - UDE (P.M. Erdniev)

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

VIII. Private subject pedagogical technologies

8.1. Technology of early and intensive teaching of literacy (N.A. Zaitsev)

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

8.3. Technology of teaching mathematics based on problem solving (R.G. Khazankin)

8.4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)

8.5. The system of phased education in physics (N.N. Paltyshev)

IX. Alternative Technologies

9.1. Waldorf Pedagogy (R. Steiner)

9.2. Technology of free labor (S. Frenet)

9.3. Technology of probabilistic education (A.M. Lobok)

9.4. Workshop technology

X. Environmentally friendly technologies

10.1 Nature-friendly education of literacy (A.M. Kushnir)

10.2. Technology of self-development (M. Montessori)

XI. Developmental learning technologies

11.1 General principles of developmental learning technologies

11.2 The system of developing education L.V. Zankov

11.3 Developmental learning technology D.B. Elkonina - V.V. Davydov

11.4 Systems of developmental education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov)

11.5 Personally oriented developmental education (I. S. Yakimanskaya)

11.6. Technology of self-developing learning (G.K. Selevko)

12.2. Model "Russian school"

12.4. School-Park (M.A. Balaban)

12.5. Agroshkola A.A. Katolikova

12.6. School of Tomorrow (D. Howard)

XIII. Conclusion: technology design and technology development

Toolkit

"MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING HISTORY"

Anokhina Valentina

Ivanovna

Place of work, position:

MKOU Novomakarovskaya school,

history teacher

Table of contents

Introduction

ChapterI. The concept of educational technology……………………………………6

ChapterII. Analysis of modern educational technologies used in teaching history…………………………………………………………..........12

§ 1. Technology of modular education in history………………………………..12

§ 2. The technology of critical thinking in teaching history………………15

§ 3. The technology of problem-based learning in history……………………………………………………………………18

§ 4. Technology of project-based learning in history……………………………...21

§ 5. Information and communication technologies in teaching history ....23

§ 6. The use of case technology in teaching history……………………27

Conclusion………………………………………………………………………….30

References………………………………………………………………31

Annex 1………………………………….. …………………………………..33

Appendix 2……………………………………………………………………….37

Annex 3……………………………………………………………………….38

Annex 4……………………………………………………………………….42

Introduction

At present, the determining factors in the education and development of the individual from the point of view of humanistic psychology and pedagogy are considered to be the internal activity of the individual, his needs and abilities for self-development, self-improvement. Most of today's teenagers are passive, their level of activity in the course of the educational process is low, many of them form the conviction that the knowledge given by school will not be useful in life. Meanwhile, society needs highly educated, enterprising people who can creatively reform society and increase the country's intellectual potential. Therefore, graduates should be capable of self-development, continuous self-improvement. It is very problematic to perform such tasks in the conditions of traditional technologies. In modern educational technologies, the focus is on the emergence of the need for self-development in children, the desire for self-expression, self-affirmation, self-determination and self-government, which in turn will increase the level of student activity in the classroom.

Teaching becomes an educational activity when the student acquires not only knowledge, but also the ways of acquiring it. Unfortunately, history lessons are still dominated by two sources of information - a teacher and a textbook, which seems clearly insufficient in today's rapidly changing world.

The object of our research is the use of modern educational technologies in teaching.

Subject of study: the use of modern educational technologies in history lessons.

In that workrelevance of the topic is that modern educational learning technologies are very promising and, as a way of learning, far exceed the capabilities of traditional ways of implementing the educational process.

It is important to determine how the teacher needs to act when developing the content of innovative learning, what should be conveyed through new learning systems. Thus,purpose of work is the desire to show and consider what types of modern educational technologies can be used in teaching history in a secondary school.

Based on the goal, we put the followingtasks :

to reveal the concept of educational technology;

give examples of modern educational technologies;

to give an analysis of modern educational technologies in teaching history;

consider the use of ICT in teaching history;

show the possibilities of using modern educational technologies in history lessons.

At the turn of the 20th-21st centuries, computer technology penetrated into all spheres of human activity and opened up enormous opportunities for choosing sources of information, the use of information technologies in teaching, including history. Methodological literature on this problem is beginning to appear.

M.T. Studenikin in the book "Modern technologies of teaching history at school" emphasizes that the use of technical means is one of the characteristic features of the modern development of the school and pedagogy.(Studenikin; with. 105). The manual is devoted to modern technologies of teaching history - modular-block learning, project activities, the use of computer programs and the Internet in history lessons. Questions and tasks of a developing nature, quizzes for students are collected. The proposed manual reveals the experience of history teachers in the use of modern teaching technologies.

No less interesting is the approach of V.I. Bogolyubov, who in his article "Innovative Technologies in Pedagogy" notes that the renewal of the school is possible only through the development of new pedagogical technologies and the appropriate training of teachers (Bogolyubov; p. 5).

It should be noted that the problem of preparing a teacher for innovative activity has not been studied enough. In particular, the essence and structure of such an important personality trait as an innovative culture has not been worked out. Also, the model of the system in preparing a teacher for innovative activity and the criteria for its evaluation have not been worked out. This reduces the results of the work of introducing modern educational technologies in the practice of schools.

Insufficient processing of the problem of teacher training determines the choice of this research topic.

Chapter I . The concept of educational technology

In modern conditions of modernization of Russian education, the goals and objectives facing the school and teachers are changing. The emphasis is shifted from “acquisition of knowledge” to the formation of “competences”.

The transition to competence-based education began in 2002. The system for the formation of key competencies includes communicative competence and a model for the formation of social competencies. In practice, this finds its expression in the formation of communication skills, skills and abilities to act in social situations, the ability to take responsibility, develop the skills of joint activities, the ability to self-development; personal goal setting; self-actualization. Contributes to the cultivation of tolerance in oneself; the ability to live with people of other cultures, languages, religions. Thus, there is a reorientation to a humanistic approach in teaching. Innovative pedagogical technologies are being introduced that take into account and develop the individual characteristics of students.Modern educational technologies can be considered as a key condition for improving the quality of education, reducing the workload of students, and making more efficient use of study time.

Technological ideas are not absolutely new in didactics and pedagogy. The idea of ​​technologization of the learning process was expressed by Jan Amos Comenius 400 years ago. Ya.A. Comenius justifies as one of the leading tasks of the theory of learning - "to teach everyone everything", but at the same time to teach "with sure success, so that failure could not follow." Thus, one of the most important ideas of technology is formulated - the guaranteed result. The learning mechanism, that is, the learning process that leads to results, Ya.A. Comenius called "didactic machine" (Komensky, p. 105). It is important for her: to find goals; find means to achieve these goals; find the rules for using these tools.

Thus, a peculiar module emerges: the goal - the means - the rules for their use - the result. This iscore any technology in education.

The word "technology" comes from the Greek words - art, craftsmanship and learning.

Technology - this is a set of techniques used in any business, skill, art. (Wikipedia).

Technology is a set of knowledge about the methods and means of implementing certain processes (Kukushina; p. 57).

educational technology we will call a complex consisting of: some representation of the planned learning outcomes, diagnostic tools for the current state of students, a set of learning models, criteria for choosing the optimal model for given specific conditions.

educational technology is a set of forms, methods, techniques and means used in any activity. (Khutorskoy; p. 10).

Pedagogical technology means a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals. (Clarin; p. 38).

In the education system, the concept"pedagogical technology" used in three categories:general pedagogical, particular methodological (subject),local (modular, which is a technology of individual parts of the educational and cognitive process, certain types of activities, the formation of concepts, the education of individual personal qualities; lesson technology, repetition technology, technology for correcting and controlling educational material, technology for independent work, etc.).

Now let's highlight the features of the concept"educational technology":

Bilateral procedural nature of the interconnected (joint) activities of the teacher and students;

A set of techniques and methods that are closely related to each other;

Design, organization, orientation and correction of the educational process (full cycle of student management of their activities);

Availability of comfortable conditions for participants in the educational process;

Management at all stages, levels, groups.

Thus,Modern educational technology is characterized by the following features:

The technology is developed (or taken ready-made) for a specific pedagogical plan that implements the teacher's idea of ​​the most effective way to study a specific block of material;

A technological chain of interrelated and strictly regulated actions, prescriptions is being developed in accordance with the targets formulated in the form of a specific expected result;

Technology is designed as a joint activity of a teacher and students on partnership terms based on the principles of differentiation and individualization, diverse communication;

Educational technology is universal, i.e. applicable in the study of any of the school subjects;

Stages and elements of educational technology provide for reproduction by any teacher;

Guaranteed achievement of the planned results by all students in the process of educational activities;

Educational technology contains diagnostic procedures and criteria, indicators and tools for measuring the results of schoolchildren's activities;

The technology is implemented in a certain period of time in a specific space.

The correctness and consistency in the design of technology, the clarity and visibility of its stages, the process as a whole, is ensured by the construction by the teacherflow chart or flow chart .

Routing - description of the educational process in the form of a step-by-step, step-by-step sequence of pedagogical actions (often in graphic form) indicating the techniques, methods and means used. In other words, this is a designed conditional reflection of the technological effectiveness of the learning process, dividing it into interconnected functional elements. Such an example can be a project of the educational process on a certain topic. The idea of ​​compiling technological maps for designing the educational process belongs to V.M. Monakhov. He described the technological map as a "passport of the educational process." (Monakhov; p. 75). It allows the teacher to clearly design the educational process based on the analysis of educational texts and their content-functional significance for mastering the program material.

An example of a flow chart when studying a particular chapter, section (major topic) on history at school is the flow chart below:

Routing

Informative

head lines

Key

knowledge

Sufficient or minor knowledge

Integrated, concomitant repetition

hard to reach

knowledge, topics

Intra-subject communications

Integration with other subjects

At its core, the design of teaching technology is a systematic design activity of a history teacher that allows you to program the educational situation, make it predictable, transparent and manageable, providing a specific result. The criteria in this case may be the constituent elements of the technological map.

COMPARATIVE TABLE OF PROCEDURE CHARACTERISTICS

AND EDUCATIONAL TECHNOLOGY

Indicators

comparisons

Teaching methodology

educational technology

concept

The branch of pedagogical science, which is a private theory of learning or private dynamics

1) A well-thought-out model of joint activities in designing the organization and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers;

2) a set of actions, the consistent implementation of which provides a guaranteed result in achieving the goals and objectives of education

Thing

The space where the professional activities of the teacher and the scientific field of knowledge intersect within the framework of the school subject

A system of ways of interaction, cooperation between a teacher and a student in the learning process, based on taking into account the capabilities of the teacher and student; a system reproduced by any teacher in the study of various school subjects

Tasks

Selection of forms, methods, methods of interaction between the teacher and students, adequate to the tasks of mastering the subject.

Variation of the elements of the methodology in order to implement the tasks of mastering the content of the subject.

Improving professionalism in the process of pedagogical innovation

Provides a simultaneous solution of the "triune" task in the learning process in the areas of activity: educational and cognitive, communicative and developing, socially oriented.

Enhances learning motivation. Forms a complex of general educational skills that implement educational activities.

It creates a situation of choice for students and brings up responsibility for their choice.

Creates conditions for the formation of skills to work with various sources of information.

Guarantees a specific learning outcome

Forms

Traditional lesson in various variations; non-traditional lessons

Lesson, knowledge system; interactive social management technologies

Chapter II .Analysis of modern educational technologies used in teaching history

§one. Modular learning technology in history

Teaching at school requires constant updating of methodology. The high school is presented with new requirements for the organization of educational activities of schoolchildren, attempts are being made to technologize it, that is, a set of optimal didactic conditions for the interaction of mandatory, interconnected means, techniques and methods, combined into a system that guarantees a predictable result, is being developed.

In this regard, in high school is gradually gaining popularitymodular technology.

The term "module" came to pedagogy from computer science.

A training module is a logically completed form of a part of the content of an academic discipline, including cognitive and professional aspects, the assimilation of which must be completed by an appropriate form of control of knowledge, skills and abilities formed as a result of mastering this module by students.

The methodology of the modular system is based on the notion that every lesson should contribute both to the assimilation of new information and the formation of skills and abilities for processing this information.

Modular technology is interesting and effective for high school in that it allows you to successfully combine new approaches to learning and well-established methodological recipes of the traditional system. (Korotov; p. 53).

The most significant elements of modular technology can be identified:

Block (modular) construction of educational material;

Motivation of educational activity based on goal setting;

The predominance of independent, creative activity in the classroom under the guidance of a teacher for the assimilation of knowledge and skills;

Organization of self-control and external control of the formation of educational activities, assimilation of educational material based on the reflection of the student and teacher.

In the lessons of history, as well as in the lessons of other subjects, it is possible to use modular technology.

The content of training in modular technology is presented in complete independent complexes (information blocks), the assimilation of which is carried out in accordance with the goal. The main feature of the modular design is the presence of a target action plan. Goal setting is carried out both during the formation of the module by the teacher, and during the development of the module in the lesson. The teacher builds a module by defining goals. First, a complex didactic goal (CDT) is set. Based on the CDT, integrating didactic goals (IDTs) are formed, after which modules (M) are created. The implementation of the IDC will enable the achievement of the CDC. In turn, the IDT allows to formulate didactic goals (DT) and partial didactic goals (PDT), on the basis of which educational elements (UE) are distinguished. Thus, a modular program (MP) is built on the basis of a hierarchy of goals (Stepanishchev; p. 168).

This technology is convenient to use in teaching history, when there is a large amount of material and an insufficient number of teaching hours.

The basis of modular training is:

1. Software training. The idea of ​​student activity in the process of clear actions is borrowed.

2. The theory of the gradual formation of mental actions, an individual approach to students can be traced.

3. Cybernetic approach. Enriched modular education with the idea of ​​flexible management of student activities, turning into self-government.

4. Psychology. A reflexive approach is used.

5. Differentiation, optimization, problematic learning.

In the educational practice of work, I most often carry out a modular division of the course and topic as follows:

The first lessons on learning new material are in the form of lectures;

The second - the deepening of the studied material with the use of self-training of students in the form of seminars;

Still others are aimed at consolidating and deepening the knowledge, skills and abilities gained in previous lessons, are held in the form of workshops;

Fourth - lessons of control and testing of knowledge, lessons-tests.

An example of a lesson using modular technologies is the lesson developed by me - “Vladimir-Suzdal Principality”, grade 10 (Appendix 1).

§2. Critical Thinking Technology in History Teaching

The term "critical thinking" was one of the key in the philosophy of Karl Popper. According to his theory, every living organism acts as a problem solver. At the same time, data from the surrounding world are used to confirm or refute the hypotheses that a living organism preliminarily sets.

Critical thinking - this is the ability to take one's position on the issue under discussion and the ability to justify it, the ability to listen to the interlocutor, carefully consider the arguments and analyze their logic. (Levites; p. 87).

I concluded for myself that in history lessons, where I use elements of this technology, students more effectively absorb the acquired knowledge, and this is especially noticeable when checking homework.

Skills related to critical thinking:

Finding analogies and other types of relationships between pieces of information;

Determining the significance of information for structuring and solving the problem;

Finding and evaluating solutions or alternative ways of dealing with a problem;

Establishing a problem in the text of information.

This means that students must independently identify the problem and apply the knowledge they already have to solve it.

The demands of modern society are directed to:

To develop the mental skills of students, which are necessary not only in studies, but also in everyday life (the ability to make informed decisions, work with information, analyze various aspects of phenomena, etc.),

On the formation of key competencies (a system of formalized criteria that characterize not just skills, but skills manifested in specific life situations).

There are three phases in the mechanism of critical thinking technology:challenge, comprehension, reflection . At the challenge stage, active participation in the analysis of one's own knowledge on a given topic is necessary. Previously acquired knowledge is brought to the level of awareness, which can become the basis for the assimilation of new knowledge.

There are many techniques of critical creative thinking technology and forms of education that reduce the stressful state of schoolchildren and increase the degree of assimilation of the material:

1. Brainstorm.

2. Clustering.

3. Group and individual work.

4. Interrogation and mutual learning.

5. Sincwine.

6. We know/Want to know/Learn.

7. Five-minute essay.

8. Fishbone "Fishbone".

9. Model lessons: 6 hats of critical thinking, etc.

The results that the use of critical thinking technology leads to:

1. High motivation of students to the educational process;

2. The increase in the mental capabilities of students, the flexibility of thinking, its switching from one type to another;

3. Development of the ability to independently design, build concepts and operate with them;

4. Development of the ability to transfer copyright information to others, subject it to correction, understand and accept the point of view of another person;

5. Development of the ability to analyze the information received.

I often use syncwines in my lessons. The syncwines compiled by my students are presented in the appendix. (Appendix 2).

§ 3. Technology of problem learning in history

Today, problem-based learning is understood as such an organization of training sessions that involves the creation of problem situations under the guidance of a teacher and the active independent activity of students to resolve them, as a result of which there is a creative mastery of professional knowledge, skills, abilities and the development of mental abilities. (Selevko; p. 86).

Methodical methods for creating a problem situation:

The teacher leads the students to the contradiction and invites them to find a way to resolve it themselves;

Collides the contradictions of practical activity;

Expresses different points of view on the same issue;

Encourages students to look at things from different angles

Encourages students to make comparisons, generalizations, conclusions from the situation, compare facts;

Raises specific questions (for generalization, substantiation, concretization, logic of reasoning);

Identifies problematic theoretical and practical tasks;

Sets challenging tasks.

The technology of problem-based learning in history lessons is an objective necessity, there are a number of reasons for this:

1) Various discussions continue in modern historical science:

On the problems of the formation of the Kievan state (Norman theory);

The dispute between "Westerners" and "Slavophiles" about assessments of the activities of Peter I;

Alternatives for the development of Russian society after the February (1917) revolution;

Revolution or coup (October 1917), etc. Students voluntarily or involuntarily are drawn into the controversy unfolded on the pages of textbooks.

2) The use of the concentric system in teaching history in the upper grades requires a departure from duplication of the material studied in grades 5-9 and work on the main key, key issues. Education is based on identifying the essence of historical phenomena, cause-and-effect relationships and relationships, patterns of historical development. Great importance is given to the research work of students in the study of facts, events, phenomena based on historical sources, documents, memoirs, non-fiction.

Efficiency: creating a problem situation, the teacher directs students to solve it, organizes the search for a solution. Thus, the student is placed in the position of the subject of his learning, and as a result, he develops new knowledge, he masters new ways of acting. The difficulty of managing problem-based learning is that the emergence of a problem situation is an individual act, so the teacher is required to use a differentiated and individual approach.

I often practice problem-based learning technology in history lessons. So, when studying the topic “Cold War” in the 9th and 11th grades, I build a problematic situation on the fact that some historians (Soviet) attribute the blame for the outbreak of the Cold War to the West, others (Western) - the USSR, others - both sides. I suggest that students find out: who is to blame? One group acts as Western historians, the other as Soviet. Groups are given task cards and indicated materials for finding answers. Group performances are the result of the work. Students come to the conclusion that both sides are guilty. A problematic assignment is also offered for homework: The Cold War continues today. Pick up facts from the media that confirm or refute this statement.

At the lesson of general history in the 8th grade on the topic “The Formation of an Industrial Society”, I propose the following problem task: “Does society need technical progress if it gives rise to means of mass destruction and creates environmental problems?”. Students are happy to express their opinion, and independently come to the correct answer.

§4. Project-based learning technology in history

Currently, it is relevant to turn to project activities, when high school students create and defend their projects, as well as university students their term papers and theses. A project is a prototype, a prototype of some kind of activity, an object, in the literal sense of this Latin word projectus - “put forward, thrown forward”, “an independent search for a path”. (Wikipedia).

Project - this is a time-limited, purposeful change in a certain system of knowledge based on specific requirements for the quality of results, a clear organization of the activities of the project developers, an independent search for a solution to the problem by students. For a certain time (from one lesson to 2-3 months), students solve a cognitive, research, design or other problem. In the course of finding a solution to an educational and cognitive problem, students independently acquire new knowledge, general educational skills; master the basics of research, creative, and sometimes inventive activity, improve the complex of their own competencies.

Project technology, like some others, is referred to as the technology of the XXI century. It allows students to form a readiness to perceive the new, the ability to process, interpret and transform it; helps develop independence in decision-making in new conditions, adapt to these new conditions, develops the foundations of communicative activity, which will be in demand not only within the school, but also outside it. Project activities also largely intersect with differentiated, developing, competence-based approaches to learning.

Research, creative, game, practice-oriented (including socially-oriented), information projects are the most typical for the modern school.

There are various classifications of projects. In particular, projects are classified according to the prevailing method:

1. Research based on the research method, which implies a clear structure, transparency of goals, relevance and social significance, experimental part.

2. Creative are based on methods that contribute to the realization of the creative abilities of students. Unlike a research project, a strict structure is not required here. The project is built in the logic of the ideas and interests of the participants (expedition, magazine, newspaper, radio broadcast, video film, etc.).

3. In game projects, the structure can change until the end of the project (but not the technology itself), the participants take on specific roles in accordance with the idea and plan of the project. The results of the project can either be planned at the beginning, or manifested by its completion, since the idea of ​​the role, the relationship of the characters among the participants may change. This type of project involves a high level of development of creativity, artistry and imagination.

4. An information project is based on the method of collecting information about an object, analyzing and summarizing facts, phenomena and processes in order to bring it to the audience. Of course, in this case, the clarity of the structure of project activities is important.

During the projects, as a teacher, I can:

a) openly participate in the work, unobtrusively directing and organizing the work of all participants (help organize a meeting, visit the editorial office, etc.);

b) indirectly organizing, managing and correcting the activities of my students, I am also considered a participant in the project, which students should be directly aware of.

An example of the organization of students' project activities can be an integrated lesson in the 9th grade. (Appendix 3).

§5. Information and communication technologies in teaching history

Information and communication technologies are becoming a necessary component of a teacher's professional culture.

The need for the introduction of information technology in modern education, the formation of the competence of students today, no one doubts.

Information technologies put the student in the position of a researcher, make him understand, quite deeply, the essence of the problem under study. Studying and analyzing various information sources, students, together with the teacher, learn to set goals, plan the expected result, and, importantly, offer possible solutions to the cognitive task.

Work experience shows that students who actively work with a computer develop a higher level of self-educational skills, the ability to navigate in a turbulent flow of information, the ability to highlight the main thing, to generalize, to draw conclusions. Therefore, my role as a teacher is very important in revealing the possibilities of new information and communication technologies in teaching at history lessons. Information and communication technologies allow the lesson to “sound” in a new way, allow me and my students to use a variety of sources of information, use text, sound, graphic and video information.

I recommend my students to work with T.S. Antonova, A.L. Kharitonova, A.A. Danilov "History of Russia in the 20th century" (4 disks), with an educational electronic edition "Patriotic history until the beginning of the 20th century", with a library of electronic visual aids "History of Russia in the 17th - 19th centuries", with an interdisciplinary electronic edition "XIX century. Domestic History, Literature and Art”, with e-books “Power. Politicians. Events”, “The Romanov Dynasty”.

With the help of information technology, it is possible to organize not only search work on the subject, but also testing and training exercises.

One of the forms of using information and computer technologies in history lessons is the use of an interactive whiteboard.

Today, innovative and developing learning technologies are becoming increasingly popular. Research on the impact of technology on learning has shown that the interactive whiteboard turns ordinary lessons into an interesting and engaging game.

This is noticeable in the results, which improve from session to session. The wide possibilities of interactive whiteboards make lessons more dynamic, and the large screen allows everyone to work together. Working with an interactive whiteboard does not require special skills and abilities - students just need to touch the surface of the board - the finger works like a mouse. Using an interactive whiteboard allows educators and students to reflect and create new ideas.

The following are used in history lessons:forms of work with information and computer technologies:

1. Slide methodmakes it easier for the teacher to present the material. Makes the lesson more vivid and visual. Promotes the development of imagination and critical thinking in the perception of the material. The use of slides activates the attention of students, arouses interest in the subject of conversation. Dealing with a lot of evidence becomes less of a chore.

2. Research activitiesstudents is carried out, for example, in the lessons of excursions. Students independently study the material, find reproductions of paintings and prepare presentations of their work on an interactive whiteboard. This method contributes to: the development of creative thinking; implementation of information retrieval; the ability to draw conclusions; development of communicative abilities of students. Passivity in the lesson will avoid introducing students to a set of tasks, the phased work on which will lead to solving the problem of the lesson with the involvement of numerous sources and with the "publication" of their evidence on an interactive whiteboard.

3. Thanks to the interactive whiteboard, students can see large coloredimages, charts and tables. At the lesson, you can give the task to fill in the table, add a quote. (Zherlygina; p. 68).

In my lessons, I often practice this type of work as filling out a table. Filling in the table, students learn to make an analysis, derive cause-and-effect relationships, in order to recreate a certain process, and give comments.

Initially, students are given only a diagram and terms for it. Then the correct (filled) option. This type of work allows you to do a large amount of work in a short period of time, thus saving time on board design.

When working with concepts, all definitions appear on the screen, and the time of the lesson is saved again, and there is no need to write and erase the task on the board.

Today, school students are well versed in information and communication technologies, and the teacher faces the task of developing the information culture of students. This task is successful through the introduction of ICT into the project method, the creation of presentations both independently and in collaboration with the teacher.

The use of presentations is especially effective in those lessons when it is necessary to explain a large volume and diverse material, for example, in lessons on the history of culture or the history of wars in which our country participated.

The main means of monitoring and evaluating the educational results of students using ICT in history lessons are tests and test tasks that allow for various types of control: input, intermediate, boundary and final.

1. The purpose of the input control is to assess the student's initial preparedness in the subject, that is, the degree of knowledge he possesses required for successful mastering of the course.

2. Intermediate control is a test consisting of 5-10 compact tasks, implemented immediately after the studied material and designed for rapid assessment of its assimilation.

3. Frontier control - is carried out on the basis of the study of the topic, section of the course.

4. The final control is provided at the end of the course and covers its content as a whole. Its results serve as the basis for the appraisal of the trainee.

Tests can be conducted in on-lain mode (conducted on a computer in an interactive mode, the result is evaluated automatically by the system) and off-lain mode (an electronic or printed version of the test is used; the teacher evaluates the results with comments, work on errors).

§6. The use of case technology in teaching history

There are various designations for this learning technology, although these are differences in nuances. In foreign publications, I had to come across such approaches as the method of studying situations (casestudies), business stories (casestories) and, finally, just the method of cases (casemethod). In Russian, as well as Russian-language publications, most often they talk about the method of specific situations (CS), business situations, and the case method.

Its essence lies in the fact that the listeners are given a description of a specific situation that a real organization has encountered in its activities or which is modeled as real. The student should be familiar with the problem before the lesson and think about ways to solve it.

There are "field" (based on real factual material) cases and "cabinet" (fictitious) cases.

Case technology is the general name for learning technologies, which are methods for analyzing situations.

The emphasis of this technique is transferred not to obtaining ready-made knowledge, but to their development, to the co-creation of the student and teacher, hence the fundamental difference between the case-study method and traditional methods.

The result of this method is not only knowledge, but practical skills and skills of mastering technology.

Before undertaking the implementation of this technology in their activities, the teacher must answer the following questions:

1. For whom and for what the case is being written;

2. What should students learn;

3. What lessons will they learn from this.

Case studies can be both individual and group. The results of the work with the educational situation can be presented both in writing and orally. Presentation of cases can also be individual or group. The so-called “strong” case should be short, clear, understandable. Acquaintance with cases can take place both directly in the lesson and in advance (in the form of homework).

Approximate algorithm of actions:

1) Student's homework;

2) Determining the timing of homework;

3) Familiarization of the student with the structure of the case and the system of evaluating the case;

4) Determining the form of the lesson;

5) Conducting consultations;

6) Work in a case at the lesson.

The action unfolding in the case should contain intrigue. (Zemskova; p. 13).

The whole process of preparing a case is based on the skills and abilities of working with information, which allows you to update your knowledge and intensify research activities. A good case, as a rule, teaches you to look for extraordinary approaches, because. does not have a single correct solution. “I especially appreciate the independence of thought in the method,” says Peter Ekman. “In real business, there are five or six ways to solve a problem. And although there is a classical solution for every situation, this does not mean at all that it will be optimal. You can make a good decision, and its results will lead to bad consequences. You can make a decision that everyone around you consider unsuccessful, but it will lead you to the desired results. (Davidenko; p. 15).

There are several discussion formats that can be used in case-based learning:

Teacher-student: cross-examination.

Student - student: confrontation or/and cooperation.

Student - student: "play a role" (the student takes on a certain role).

Teacher-class: "silent format" (a question initially addressed to one student, and then to the whole class when there is no answer).

Any case allows the teacher to use it at various stages of the educational process: at the stage of learning, checking learning outcomes.

The use of case studies in the learning process is usually based on two methods: the first is an open discussion. An alternative method is the method of individual or group survey, during which students make a formal oral assessment of the situation and offer an analysis of the presented case, their decisions and recommendations.

In a free discussion, the teacher usually asks at the beginning the question: “What do you think is the main problem here?” Then he leads the discussion, listening to arguments for and against and explaining them, controlling the discussion process, but not its content, waiting at the end of the discussion for a written analysis of the case from a particular student or group of students. Cases help students acquire a range of practical skills, teach them how to solve complex, unstructured problems.(Margvelashvili; with. eight).

Examples of cases that I practice in the lessons are presented in the appendix. (Appendix 4).

Conclusion

A certain epoch, a stage in the development of society corresponds to the specific tasks of education. They reflect the social order that the school is intended to fulfill. New historical turns entail new ideas, values ​​and new school reforms, which involve the formation of a “new person” model. Until recently, the ultimate goal of school education was a graduate who mastered the knowledge within the program, learning skills. Modern psychologists, didacticists, methodologists declare the need to form the abilities of schoolchildren, focusing on: mastering universal skills, competence, self-education, self-control in the process of socialization. Moreover, the priority is the mastery of intellectual general educational skills, and not the acquisition of knowledge as such.

A. Diesterweg said: "A bad teacher presents the truth, a good one teaches to find it." This work shows how you can interest students in history lessons. The modern educational technologies described in my work will help the teacher to choose the right path along which he will lead his students in order to achieve success in their joint activities.

Today we can safely say that new technologies give us:

Reducing the time spent on preparing students for lessons, and as a result, reducing the burden on students,

Contribute to the formation of key competencies, generalize knowledge about nature, man, society,

They contribute to the formation of a qualitatively new educational product, as the quintessence of all the key competencies that are in demand in modern society and necessary for a person of an information civilization.

Bibliography

Bogolyubov V.I. Innovative technologies in pedagogy.// School technologies. - 2005. - No. 1.

Davidenko V. How does a "case" differ from a suitcase?//Education abroad. - 2000. - No. 7.

Zherlygina S.P. The use of computer technology in teaching history // Teaching history at school. - 2005. - No. 8. - 68s.

Zemskova A.S. The use of the case method in the educational process // Council of Rectors. - 2008. - No. 8. - S. 12-16.

Klarin M.V. Innovations in world pedagogy learning based on research, games and discussions (Analysis of foreign experience). - Riga: EXPERIMENT, 1998.

Comenius Ya. A. Great didactics / / Piskunov A. I. Reader on the history of foreign pedagogy: Proc. allowance for students ped. in-tov / Comp. and ed. introductory articles AI Piskunov. - 2nd ed., revised. – M.: Enlightenment, 1981.

Korotov V.M. General methodology of the educational process. - M.: PEDAGOGY, 1983.

Kukushina V.S. Pedagogical technologies. - Rostov-on-Don: MARCH, 2002.

Levites D.G. Teaching practice: modern educational technologies./ A book for teachers. – Murmansk, 1997.

Margvelashvili E.About the place of "case" in the Russian business school //Education abroad. - 2000 - No. 10.

Monakhov V.M. Introduction to the theory of pedagogical technologies: monograph. -Volgograd: Change, 2006.

Selevko G.K. "Encyclopedia of Educational Technologies", M., Research Institute of School Technologies, 2006.

Stepanischev A.G. Methods of teaching and studying history: Textbook for students. higher educational institutions: at 2 o'clock - M .: VLADOS, 2002.

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Internet sources

Wikipedia: the free encyclopedia [Website]. / URL: http://ru.wikipedia.org.

Appendix 1

Lesson - module: Vladimir-Suzdal Rus (Grade 10)

Educational element (UE-O).

As a result of the work, you should learn:

• How natural and geographical conditions influenced the economic development of North-Eastern Russia and its formation as the center of Russian statehood.

  How and why did North-Eastern Russia rise in the 12th-13th centuries under the Monomakhovich princes.

During the assignment, you should be able to:

analyze historical facts;

make tests and a plan for the text;

compare the political activities of the princes;

determine historical dates based on known information;

summarize the material and draw conclusions;

evaluate the response of a friend;

answer the questions posed.

Sources for studying the topic:

TextbookA.N. Sakharova, V.I. Buganova “History of Russia from ancient times to the end of the 17th century.” M., 1997.

T. Golubeva “From Russia to Russia. Royal dynasties ” M., Rosman 2001

Atlas. Map “Russian lands in the XII-beginning. XIII century"

Workbook

Educational element - 1 (UE-1)

Vladimir-Suzdal principality: geographical position and natural conditions. Slavic colonization.

On a contour map in a workbook, circle the border of the principality, determine its geographical location. Mark major cities.

Using the textbook material, make up two questions to the text (pp. 124-125), which would begin with the words “Who” and “How”.

Pair work. Introduce your friend to your questions. Try to answer your friend's questions.

Make a plan in your notebook “The influence of the natural-geographical factor on the development of the Vladimir-Suzdal principality”. Make a conclusion. Write it down.

Educational element - 2 (UE-2)

North-Eastern Russia began to rise under Vladimir Monomakh. Its capital was the city of Rostov. Vladimir's son Yuri inherited the “fatherland” and moved the capital to Suzdal.

Using the textbook materials (pp. 126–127), answer the test questions:

1. In what year did North-Eastern Russia become part of the “fatherland” of the Monomakhoviches?

A) 1065
b) 1073
c) 1113

2. Why was the son of Vladimir Monomakh Yuri named Dolgoruky?

a) He had long arms;
b) he was characterized by a thirst for power and subjugation of Kyiv;
c) under his rule, there was an economic and political rise and isolation of the region.

3. Determine and write down in a notebook the years of the reign of Yuri Dolgoruky in the Rostov-Suzdal Principality.

4. Set the correspondence of cities and the arrangement of political power in them:

a) strong princely power
b) the leading role of boyar groups

Highlight the main directions of domestic and foreign policy of Yuri Dolgoruky.

Domestic politics

a) _________________________
b) _________________________

Foreign policy

a) _________________________
b) _________________________
in)__________________________

6. Make two tests regarding the birth of Moscow. Exchange tests with a friend. Solve them.

7. Make a conclusion about the reign of Yuri Dolgoruky, write it down in a notebook.

Educational element - 3 (UE-3).

After the death of Yuri Dolgoruky, his son Andrei Yurievich (Bogolyubsky) (1157–1174) became the prince of the lands of North-Eastern Russia. Its capital was the city of Vladimir. From the time of Prince Andrei Bogolyubsky, the principality was called Vladimir-Suzdal.

Using the materials of the textbook (p.127–129) and the text of T. Golubeva's manual “Royal dynasties. From Russia to Russia ”(Chapter 7), compare the political goals and social support of the activities of Princes Yuri Dolgoruky and Andrei Bogolyubsky.

1. Political goals of the activity.

2. Social support

2. Think about why, having taken Kyiv in 1169, Andrei Bogolyubsky did not stay to rule it? Discuss this issue with a friend.

3. Select and write down in a notebook the reasons for the collapse of the autocratic policy of Andrei Bogolyubsky.

Educational element - 4 (UE-4)

Using the materials of the textbook (p.129–130), determine the steps of Princes Mikhail Yuryevich and Vsevolod Yuryevich to centralize power in Vladimir-Suzdal Rus.

__________________________________________________

2. Define the term "nobles". Write it down in your notebook.

3. Compare the system of succession to the Grand Duke's throne established by Yaroslav the Wise inXI century and Vsevolod the Big Nest in
XIII century.

Make a conclusion. Write it down.

Homework : make 5 tests each for the periods of reign of Vladimir Monomakh, Yuri Dolgoruky, Andrei Bogolyubsky, Vsevolod the Big Nest.

Annex 2

Examples of syncwines compiled by my students in different classes, on various topics.

Joan of Arc

courageous, extraordinary

burned, rehabilitated, canonized

commander-in-chief of French troops in the Hundred Years' War

Orleans Maiden.

(Pankratova A. 6th grade)

I. V. Stalin

determined, cruel

repressed, reformed, created

your regime at any cost!

Dictator.

(Shipilova E. 11th grade)

I. V. Stalin

smart, powerful

managed, led, turned

country into a great power!

Leader.

(Fominov D. 11 class)

Collectivization

unfair, violent

dispossessed, forced, coerced

association of peasant farms into collective farms

collective farm

(Shabunin S. 11th grade)

Annex 3

Cyclogram of the organization of project activities in grade 9

Project theme: "Silver Age" of Russian culture.

Academic subject: history, literature.

Members: 9th grade students.

Duration: 3 lessons.

Project type: applied, with elements of information, intra-school, short-term, collective.

Objective of the project: creation of a series of booklets representing the main trends in the literature and art of Russia at the beginning of the 20th century.

Project objectives:

formation of ideas about the main trends in the development of Russian culture at the beginning of the 20th century;

formation of key competencies (search, communicative, reflex, managerial), computer and information culture.

Roles: information searchers, computer scientists, product advocates.

Project progress

Formulation together with the project manager of the topic, statement of the problem, putting forward hypotheses - ways to solve the problem, determining the composition of groups, distribution of roles:

identification of information sources (electronic textbooks on history, encyclopedias, Internet).

determination of the method and analysis of information,

defining the form of the report,

establishing procedures and criteria for evaluating the results and the process,

distribution of responsibilities among group members.

Discuss the subject with the teacher and get additional information if necessary. Within the overall theme, each group is identified with the theme of their booklet.

Establish a plan of action. Formulate tasks. Prepare individual work plans.

Introduces the meaning of the project approach and motivates students. Helps in setting goals, formulating the theme of the booklet.

Between 1st and 2nd lesson

Search

Collection of information.

Collect information using various sources (educational and fiction, Internet materials and other media products).

Observes, advises, indirectly manages activities. Conducts individual and group consultations on the content and rules for designing design work.

2 lesson

Generalizing

Discussion and analysis of the collected information, solution of intermediate tasks. Formulation of conclusions, choice of the form of presentation of the product.

I analyze information, structure it, solving intermediate tasks. Conduct interim reports.

Observes and advises.

Between 2nd and 3rd lesson

Registration of results (product), preparation for public defense.

They draw up the result of the work, a rehearsal of a public defense is possible.

Set a time for the presentation.

3 lesson

Presentation or report of the result of work

Public defense of the project.

Present their projects at a generalizing lesson, discuss.

Listens, asks appropriate questions in the role of an ordinary participant.

After 3 lessons

Evaluation of results and process

Summing up, analysis of the work performed.

Participate in the assessment through collective discussion, conduct self-analysis and self-assessment.

Assesses student effort, creativity, quality of source use, untapped opportunities, continuation potential, report quality

Application4

Case examples

Case 1. History lesson in grade 6 on the topic "The reign of Tsar Alexei Mikhailovich."

This case can be used in the lesson or as an addition to homework after studying the entire topic. Solving the problem of the case, students assess the role of the personality of Tsar Alexei and the historical period. The influence of the tsar's policy on the further fate of Russia on the path of the formation of autocracy.

Contemporaries sincerely loved Tsar Alexei Mikhailovich. The very appearance of the king immediately spoke in his favor and attracted him. A rare kindness shone in his lively blue eyes; the look of those eyes did not frighten anyone, but encouraged and reassured. The face of the sovereign, full and ruddy, with a fair beard, was complacently friendly and at the same time serious and important, and his full figure retained a majestic and dignified posture. (Platonov S. F. Tsar Alexei Mikhailovich. Historical collection edited by V. V. Kallash, pp. 103-132.)

The dignity of Tsar Alexei was described with some enthusiasm by persons who were completely independent of him - namely, foreigners. “The kind of sovereign that all Christian nations would like to have, but not many have.” "With his unlimited power in a slave society, Tsar Alexei did not encroach on anyone's property, nor on anyone's life, nor on anyone's honor."
Tsar Alexei did not know how and did not think to work. He could live and enjoy among the "little thing," as he called his hunt. All his energy went into the administration of that "rite", which he saw in centuries-old church and palace life. All his initiative was limited to a circle of pleasant "innovations", which in his time, but independently of him, began to penetrate the life of the Moscow nobility. Governance of the state was not such a thing that Tsar Alexei would like to take directly upon himself.
Tsar Alexei could not be a fighter and a reformer. Meanwhile, the course of historical life set Tsar Alexei many extremely difficult and burning tasks both inside and outside the state. There was a hot, intense activity. He is everywhere, always with understanding, always good-natured, sincere and affectionate. But nowhere will he make a single decisive movement, not a single sharp step forward.
The Order of Secret Affairs, and in it sits a clerk, and clerks with 10 people, and they know all sorts of royal affairs, secret and obvious; and the boyars and duma people do not enter into that order and know the business, except for the tsar himself. And that order was arranged under the current tsar so that his royal thought and deeds would be fulfilled according to his desire, and the boyars and thoughtful people would not know anything about it.
Foreigners assessed what was happening as follows: “Russians, as it were, were born for slavery. Slavamiya serfs are all of them. Russian government must be considered to be closely related to tyranny. The nobles must, without any shame, in addition to putting their names in a diminutive form, call themselves slaves and endure slave treatment.

How do you see Alexei Mikhailovich as a ruler and as a person? Was he rightly considered "the quietest"?

How does the king treat the people around him?

Compare the system of state administration in Russia under Alexei Mikhailovich and in the 15th-16th centuries? What has changed in two centuries? What political system was established under Tsar Alexei? Doesn't the "quietness" of the tsar contradict the obvious strengthening of the autocracy during the period of his reign?

How was the country governed? How was the law enforced in the state?

Determine the problem and further development of the state.

Case 2. History lesson in 5th grade. Theme: "Slavery in Ancient Rome"

Working with a document:Maintenance of slaves.

Ration for slaves. For those who work in the role: in winter - 4 moles (8.75 liters) of wheat, and in summer - 4.5.

Wine for slaves. At the end of the grape harvest, let them drink rinses for three months, in the fourth month they receive hemina (0.274 liters) per day.

Welding to the slaves. Prepare for the future as many burnt olives as possible. Then prepare mature ones - those from where you can get very little oil. Take care of them so that they last as long as possible. When the olives are eaten, give fish pickle and vinegar. Give each person a sextarium (0.547 l) of oil for a month, a modia of salt will be enough for everyone for a year.

Clothes for slaves. A tunic (undershirt) weighing 3.5 pounds and a cloak a year later. Whenever you give a tunic or a cloak, first take old clothes for patchwork quilts. Good wooden shoes should be given after a year ...

Questions for the document:

Where was slave labor used? How were the slaves kept?

Imagine that the picture "came to life" and was filled with sounds. Hear the sobs of the kneeling old man. His fate is being decided. Let's listen to what the manager and the owner of the estate are talking about, And I must say that the manager is also a slave, but he lives better than the rest of the slaves. Afraid of losing his place, he pleases the owner:

- My lord, what to do with this old man? He has been on your estate for five years. He did the hardest work, was the best slave on the press. And now he is weak, crippled, and no longer fit.

- He is a quitter, the slave owner remarks, punish him.

- Everything has already been done, sir, he was beaten with a whip, hung up on ropes. It's not a sham, he can't work anymore.

- Try to sell it, - says the slave owner - we don't need an extra freeloader.

- Have mercy, sir, but who will buy it? Nobody will take it for nothing;

- Perhaps you are right. I order him to be taken to a deserted island on the Tiber, the slave owner replies. - Old, worthless slaves are brought there, and they die there from hunger and disease.

So unceremoniously and ruthlessly these two talk about a man who, by age, is suitable for both of them as fathers.

- And what are these slaves doing with you? asks the slave owner.

- They crush grapes. Soon there will be good wine from the new harvest.

- Don't feel sorry for the slaves, says the slave owner, make them work even on holidays, when even the cattle are resting. Pity the bulls - they are expensive. And now there are as many slaves in the slave markets as you like.

Each of the slaves depicted in the picture could tell a lot about the plight of the slave. One of them said the following about himself:

- I am from Syria and my name is Demetrius. I defended my country from the cruel conquerors - the Romans. Many of the Syrians, like me, were captured, I became a slave and lost even my name here. The overseers call me Syrian. Last month I fled to the mountains with two slaves. Legionnaires pursued us. My friends fled, and they wounded me with a stone thrown from a sling and tied me up. By order of the master, the overseers slashed my back. We all hate our master and harm him as we can!

Questions:

1. What categories of the population are described in the text?

2. How do they differ from each other?

3. How do they treat each other?

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Ministry of Education and Science of the Russian Federation

Nizhny Tagil State Socio-Pedagogical Academy

Institute of Additional Professional Education

Tutorial

Modern educational technologies

ANNOTATION

Printed by decision of the Council of the Institute of Additional Education NTGSPA (minutes No. 5 of December 25, 2010)

Modern educational technologies: textbook / author-compiler M. Yu. Oleshkov. - Nizhny Tagil: NTGSPA, 2011. - 144 p.

Reviewers:

S. V. Lebedev, Head of the Department of Pedagogy, NTGSPA, Candidate of Pedagogical Sciences.

S. E. Popov, Head of the Department of Physics and Mathematics Education, NTGSPA, Doctor of Pedagogical Sciences.

The textbook analyzes the problems of technologization of the educational process in a secondary school. Theoretical issues of learning technologies are considered, as well as applied aspects of the implementation of the main pedagogical technologies: modular, project-research, contextual and concentrated learning technologies, knowledge test control technologies, etc. The methodology for developing pedagogical tests and the methodology for their application are presented.

For students of faculties and advanced training institutes, teachers, lecturers and students of pedagogical universities.

ANNOTATION

INTRODUCTION

2.1 Problem-based learning

2.2 Modular learning

2.4 Block-modular technology

3. TECHNOLOGIES OF CONCENTRATED LEARNING

3.1 "Immersion" as the most common model of concentrated learning

3.2 "Immersion" as a model of intensive learning using suggestive influence

3.3 "Immersion" as a model for prolonged engagement with one or more subjects

3.4 "Immersion" in the subject (single-subject "immersion")

3.5 Two-subject "immersion" system

3.6 Heuristic (metasubject) "immersion"

3.7 "Immersion" in comparison (interdisciplinary "immersion")

3.8 Immersion in culture

3.9 "Immersion" as a component of the collective way of learning

3.10 Offsite "dive"

3.11 Cycle or “pipeline” teaching system

3.12 Conclusions (common components of the described models)

4. TECHNOLOGIES OF CONTEXT LEARNING

4.1 Group work as an active learning technology

4.1.1 Basic principles of group work

4.1.2 Grouping

4.1.3 Types of student group work

4.2 Gaming technologies

4.2.1 Didactic game

4.2.2 Typology of games

4.2.3 Business game in the system of pedagogical technologies

5. DESIGN AND RESEARCH TECHNOLOGIES

6. TECHNOLOGIES OF KNOWLEDGE TESTING

6.1 From the testing history

6.2 Methodology for constructing pedagogical tests

6.3 Test requirements

6.4 Checking the difficulty of problems

6.5 Measures of test quality

6.6 Methodical equipment

6.7 Teacher's note

CONCLUSION

LITERATURE

INTRODUCTION

At present, the creation of a generalized theory of innovative processes in education can be considered the most urgent task in domestic pedagogical science. The lack of fundamental work in this area in the context of diverse and varied educational activities not only of individual teachers-innovators, but also of entire pedagogical teams leads to subjectivism and "inconsistency" in the interpretation of many new concepts that are actively used in the scientific and pedagogical literature, as well as some traditional ones. terms evolving in the system of the changed paradigm of education. One of these terms, which have already become commonly used, is the term "educational technology".

The dominant principles in the sphere of modern education are humanization and personal orientation, which allows us to talk about the changed values ​​of pedagogical practice in terms of developing the content and technological equipment of the educational process in accordance with the changing socio-cultural environment. Thus, a creatively working, actively “searching” teacher needs to comprehend the new universal, national, cultural, moral goals of education in their synthesis, to realize promising theoretical concepts and innovative ideas that stimulate the practice of modern school. In order to consider yourself a real teacher today, it is not enough to have the ability for cultural self-development and creative cooperation with children. It is important to navigate those innovative processes that, at least at the level of theoretical research, will serve as the basis for creating your own concept, your own view of the professional activities of a teacher.

It should not be forgotten that the information explosion and the current growth rate of scientific information that needs to be passed on to students during training encourage teachers of all levels to look for a way out of the current situation and eliminate time trouble through new pedagogical techniques. One of these methods is the intensification of learning activities as the transfer of a larger amount of educational information to students with the same duration of training without reducing the requirements for the quality of knowledge. For the successful intensification of the educational process, it is necessary to develop and implement scientifically based methods of managing the cognitive process that mobilize the creative potential of the student's personality. Consequently, a teacher today is not only an excellent teacher, but also a researcher who is able to formulate and solve the problems facing pedagogical practice at the technological level in an original way.

The importance of mastering the basics of technologization of the educational process is explained by several factors. Firstly, modern education is characterized by a tendency to implement a systematic approach in solving pedagogical problems related to the design of the learning process, to the development of technology for teaching a subject, to the creation of an author's pedagogical system and the design of students' activities in the classroom to master new concepts. Secondly, teaching technologies significantly intensify the process of mastering knowledge, skills, and create conditions for the creative activity of students in the classroom. Thirdly, there is a growing need for specialists capable of developing models, projects, training programs, technologies for teaching a subject. The activities of general education school teachers in the field of pedagogical technologies are of particular importance in the new socio-economic conditions associated with the modernization and technologization of the educational space, with the introduction of state educational standards.

Thus, the main goal of educational activity as a social phenomenon today cannot be achieved outside the "technological" field - that sphere of professional pedagogical activity that corresponds to modern scientific views.

1. EDUCATIONAL TECHNOLOGY AS A PEDAGOGICAL PHENOMENON

educational modular training test

Learning is an organized interaction of the subjects of the educational process (teacher and students) to achieve didactic goals. The essence of the learning process is to stimulate and organize active educational and cognitive activity of schoolchildren to master their knowledge, develop their abilities, and develop a worldview. Modern didactics considers the learning process as a two-way one: teaching as an activity of a teacher and learning as an activity of students.

The learning process performs a number of functions: educational, developing, educating, as well as motivational and organizational.

The educational function consists in the transmission and assimilation of knowledge and the formation of the skills and abilities of students, in their assimilation of laws, theories, and activities. Knowledge is understood as storage in memory and the ability to reproduce and use the facts of science, theories, concepts, etc. Skill is the possession of ways to apply knowledge in practice. A skill is an automated skill (action).

The educational function is that in the process of mastering knowledge, students form views, feelings, values, personal qualities, behavioral habits. This happens both unintentionally and due to the special organization of the educational process, in particular, the selection of content (see [Oleshkov 2004]).

Education ensures the development of the child (L.S. Vygotsky). In the process of learning, the development of psychomotor, sensory, intellectual, emotional-volitional, motivational-required spheres of the personality takes place, that is, the educational process implements a developing function. The level of development of the student is higher if the training is specially organized, meets the principles of developmental education, uses adequate methods and means.

Pedagogical technology

At Ya.A. Comenius, the classical term "didactics" means the art of teaching, the great teacher describes in detail what and how the teacher should do in order to get the desired result.

Today, for example, the negative factor of pedagogical activity is precisely the failure to achieve the set goal, the failure to obtain the planned results. The reasons for this can be very diverse: from unrealistically set goals to a mismatch between desires and opportunities.

Unfortunately, modern attitudes towards improving the quality of students' knowledge and developing their thinking remain only at the level of declarations, practically without changing the real state of affairs. As a result, a lot of practical questions arise:

· How to ensure the achievement of goals?

· How to achieve the planned learning outcomes?

· How to improve the efficiency of the educational process?

The search for answers to these questions has led modern didactics to an unexpected result: it is necessary to "technologize" the educational process, that is, to turn learning into a kind of algorithm, a kind of production and technological process, the implementation of which guarantees the achievement of planned goals.

The most important problem of such a transition was the integration, the relationship between the content and procedural aspects of education.

Thus, as one of the important goals in the "Strategy for Modernizing the Content of General Education" [Strategy 2001], the development of students' independence and ability for self-organization is considered (in other words, the thesis "learn to learn" is declared). The implementation of this goal is based on three conceptual approaches: subject-information, activity and value-oriented.

The subject-information approach (the answer to the question "What to teach?") - the main one in the modern educational space - is carried out on the basis of private (subject) methods and is, in fact, the implementation of the concepts of the traditional pedagogy paradigm.

The value-orientation component of the educational process (the answer to the question “Why teach?”) determines the system of universal cultural and historical heritage to be transferred (in acceptable volumes for students) to a new generation, and, in our opinion, does not yet have adequate implementation technologies.

The activity approach (the answer to the question “How to teach?”) is based on the theory of developmental learning and considers the requirement “to teach to learn” to be the main task.

Thus, at the modern level of "innovation" education is considered as an activity, which is determined by the degree of development of the activity structures of the individual and at the same time "works" for the development of activity abilities. The concepts of "learning activity", "reflection", "mental activity", etc. are actively used. It is not so much important to transfer a certain amount of knowledge to the student, but to help him master the types of activities, having mastered which, he himself will be able to receive the necessary information in any situation.

With an activity approach, the task of "teaching to learn" cannot be solved within the framework of traditional pedagogy without "exit" to the technological level. In addition, the educational process begins to restructure in the direction of the development of the student's subjectivity, the priority of his self-organization, amateur performance, independence.

It should be noted that the process of standardization of the Russian educational space, which has been taking place over the past ten years, began without proper methodological preparation, without understanding the role and functions of pedagogical technology as an innovative concept in the transition of educational institutions to work under the conditions of an educational standard.

According to a number of researchers [Guzeev 2001b; Levites 1998; Chernilevsky 2002; Yudin 1997 and others] this led to a situation where the teacher turned out to be unprepared in this area of ​​pedagogical knowledge, and most teachers of higher and secondary schools are not aware of the differences between methodology and technology.

The situation is complicated by the fact that in modern pedagogy the term "technology" is used quite arbitrarily. As V.V. Yudin notes, “nothing but fashion can justify the use of the word “technology” instead of the well-known terms “pedagogical system” of an educational institution, region, “a teacher’s educational work system” and the methodology of the subject” [Yudin 1997]. The concept of "teaching methods" is semantically closest to the term "technology" in the modern sense of it by many authors. At the same time, it is necessary to state a peculiar dualism of the concept of "methodology":

1. The methodology of teaching an academic discipline, or private didactics, is a science that answers the questions “what, how and why to teach?”. As an applied part of general didactics, the methodology can (and should) recommend (or not recommend) various technologies for the introduction into the educational process.

2. Teaching methodology - the implementation of specific actions by the teacher, a set of techniques implemented by a particular teacher during the lesson.

In the first sense, the methodology offers the subject teacher a non-algorithmic, approximate sequence of pedagogical procedures, the observance of which, in the opinion of the author-developer, will most likely lead to a positive result. At the same time, the achievement of the didactic goal is not guaranteed, the conditions of application are not taken into account, often only an idea, a concept is declared (for example, the method of V.F. Shatalov is not a technology, since its successful implementation depends on many local factors, starting with the personality of the teacher himself and ending with student population).

It can be concluded that the system of rules for the transmission of a specific content of education is a teaching methodology (in the first sense), and a designed and theoretically substantiated system of rules for educational activities that is not related to a specific content is a pedagogical technology.

On the other hand, it is the second meaning that can be correlated with the concept of technology, but, at the same time, it is nothing more than the so-called “pedagogical technique”, which some researchers define as “a set of methods and means used within this model. learning aimed at guaranteed achievement of the learning goal” [Guzeev 2001a]. In our opinion, pedagogical technique is purely individual, and various individual “techniques” can be superimposed on the “framework” of the implemented technology, which are a kind of “variable component” of the invariant.

Thus, we can agree with a number of researchers who believe that pedagogical technology is based on the laws of the educational process as a result of scientific knowledge of the educational process, and the methodology is based on the empirical experience, skill and art of the teacher [Kirikova 2000; Ksenzova 2000].

Similarly, A.M. sees this difference. Kushnir: “Technology differs from methods in its reproducibility, stability of results, the absence of many “ifs”: if a talented teacher, talented children, a rich school ... It has long become customary that a methodology arises as a result of generalizing experience or inventing a new way of presenting knowledge. The technology is designed based on specific conditions and focusing on a given, rather than expected result” [Kushnir 1998].

The most famous attempt to classify pedagogical technologies belongs to G. Selevko. Within the framework of groups and subgroups, he identifies about a hundred, in his opinion, independent pedagogical technologies (from S. Frenet's free labor technology to A. Katolikov's agricultural school), which often represent an alternative to the class-lesson organization of the educational process. These “pseudo-technologies” of a stochastic nature use the pedagogy of relations (rather than requirements), the natural learning process (which differs from the lesson both in design and in the placement of educational and upbringing accents), comprehensive education, learning without rigid programs and textbooks, the project method and immersion methods. , non-judgmental creative activity of students, etc.. Technologies also include author's (innovative) schools built on original (author's) ideas (E. Yamburg, B. Broyde, A. Tubelsky, etc.).

The main drawback of this classification is the “blurring” of the very concept of pedagogical technology, non-compliance with the main, in our opinion, requirements for technology as a didactic phenomenon - the guarantee of achieving results due to the “controllability” of the educational process based on an algorithmized system of pedagogical procedures.

IN AND. Zagvyazinsky, considering the problem of distinguishing between technology and methodology, suggests using the term "teaching technology" and distinguishes four groups of such phenomena: search and research technologies, criteria-oriented learning technologies, simulation (modeling) learning technologies and information technologies [Zagvyazinsky 2001].

In the system of higher and secondary vocational education, some researchers, highlighting the so-called activity technologies and defining them as “a radical renewal of the instrumental and methodological means of pedagogy and methodology, while maintaining continuity in the development of pedagogical science and school practice” [Professional Pedagogy 1999], offer several reasons classifications (appointment, application, learning goals, cognitive independence of students, etc.) and, accordingly, designate several types (groups) of such technologies: a) according to their purpose, activity pedagogical technologies can be divided into technologies for assimilating theoretical knowledge and performing practical tasks; b) on the basis of application, individual, i.e., designed to perform one specific task, and general pedagogical technologies suitable for mastering any task, regardless of its specific content, are distinguished; c) depending on the goals of assimilation and cognitive independence of students related to the orientation to the levels of assimilation of educational material, activity pedagogical technologies are divided into reproductive, problem-developing, heuristic; d) according to the ways of implementing the goals of training and development, due to the requirements for the learning process, it is possible to single out pedagogical technologies for organizing the problematic assimilation and technologies for the formation of creative professional thinking. In addition, multimedia technologies are allocated to a separate group.

V. V. Guzeev, who for many years actively dealt with the problems of technologization of the educational process, repeatedly made attempts to create classifications of pedagogical (educational) technologies. So, he singled out four classes (generations) of learning technologies in accordance with the minimum unit of the educational process (lesson, learning module, block, etc.): private methods (first generation), modular block technologies (second), whole block technologies ( third), integrated technology (fourth generation) [Guzeev 2001b].

Table 1 provides information on how each subsequent class of educational technologies enriches the "didactic arsenal" of the teacher, allows you to implement in teaching practice new, previously inaccessible, possibilities for designing the educational process, innovative forms and methods of teaching, diagnostic methods, etc. Indeed , within the framework of a particular methodological (traditional) teaching system, such forms of organization as workshops, lectures or seminars, such methods of verification as testing or rating control, etc. are not available (or ineffective). When designing block-modular, all-block and integral technologies, the teacher has much greater opportunities as a “creator”, as a person who is able to take into account not only his “strengths” (designing “for himself”), but also the personal characteristics of students. Thus, the ideas of personality-oriented education, individualization and differentiation in education are realized.

Table 1 Classification of educational technologies

	Education technology class	Study period	Methods and forms	Control (diagnostics)
	Private methods	Lesson (1 hour)	traditional: conversation, story	survey, test
	Block-modular	Module (7±2 hours)	Programmed training workshop	Tests programmed
	Solid block	Block of modules (24±10 hours)	Problem-based learning lecture, seminar
	Integral	Block of modules (for 24 hours)	Multimedia technologies independent work	Monitoring

At the same time, any pedagogical technology is universal, reproducible and replicable. Its main function is the reproduction of proven experience in order to achieve adequate results. It is this quality that makes the technology in demand in modern conditions of mandatory achievement of the level of education determined by the state standard.

Research in the field of pedagogical technology has led to numerous definitions of this concept by well-known educators and methodologists. From the point of view of V. Bespalko, B. Bloom, V. Zhuravlev, M. Klarin, G. Moreva, V. Monakhov and others, pedagogical technology (or more narrowly - learning technology) is an integral (procedural) part of the learning system associated with didactic processes, means and organizational forms of education. It is this part of the learning system that answers the traditional question “how to teach” with one significant addition “how to teach effectively”. Below are some definitions of pedagogical technology.

Technology is a set of techniques used in any business, skill, art (explanatory dictionary).

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and layout of forms, methods, methods, teaching methods, educational means; it is the organizational and methodological toolkit of the pedagogical process (B.T. Likhachev).

Pedagogical technology is a meaningful technique for implementing the educational process (V.P. Bespalko).

Pedagogical technology is a description of the process of achieving the planned learning outcomes (I.P. Volkov).

Technology is art, craftsmanship, skill, a set of processing methods, changes in state (V.M. Shepel).

Teaching technology is an integral procedural part of the didactic system (M.A. Choshanov).

Pedagogical technology is a model of joint pedagogical activity thought out in all details for designing, organizing and conducting the educational process with the unconditional provision of comfortable conditions for students and teachers (V.M. Monakhov).

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

Pedagogical technology means a system set and the order of functioning of all personal, instrumental and methodological means used to achieve pedagogical goals (M.V. Klarin).

Pedagogical technology is a meaningful generalization that incorporates the meanings of all the above definitions by various authors (sources) (K.G. Selevko).

Teaching technology - a way to implement the content of learning provided for by curricula; is a system of forms, methods and teaching aids that ensures the most effective achievement of the goals set (A.Ya. Saveliev).

Teaching technology is a system of instructions that, in the course of using modern methods and means of training, should ensure the training of a specialist of the required profile in the shortest possible time with optimal expenditure of effort and means (A. T. Moliboga).

Educational technology is a set of educational structures of educational institutions, organizational measures, methods, techniques, system tools and psychological attitudes aimed at the transfer of known knowledge, the systematic formation of awareness of information and the effective assimilation of knowledge in the process of learning or activity (V.N. Busurin, V. .N. Kozlov).

Learning technology is a field of knowledge related to the definition of a system of prescriptions that ensure the optimization of learning (J. Bruner).

Pedagogical technology is a scientifically based system of methods, methods, techniques and technical means that provides training with specified indicators for a certain category of students in a given subject under conditions that take into account time and financial and economic constraints (V.A. Syupanov).

Pedagogical technology is a scientifically based choice of the nature of the operational impact in the process of interaction with children organized by the teacher, made in order to maximize the development of the individual as a subject of the surrounding reality (T.N. Shamova).

Recently, in Russia, the term "pedagogical technology" is increasingly found in works devoted to the problems of education (see the studies of L.N. Lazutina, N.E. Shchurkova, V.Yu. Pityukov. L.D. Ragozina, A.P. . Savchenko and others).

Pedagogical technology is a certain projection of the theory and methodology of education on the practice of education, focused at one point, extremely short in time, barely perceptible in ways, individualized due to the widest variety of personal characteristics of the personality of the teacher and student.

Pedagogical technology is a complex of knowledge, skills and abilities necessary for a teacher to achieve this goal. in order to effectively apply in practice the methods of pedagogical influence chosen by him both on individual pupils and on the children's team as a whole.

Three approaches to the definition of the concept of "educational technology" are considered in the "Glossary of modern education" (terminological dictionary):

a systematic method of planning, applying, evaluating the entire process of learning and mastering knowledge by taking into account human and technical resources and the interaction between them to achieve a more effective form of education;

solving didactic problems in line with the management of the educational process with precisely defined goals, the achievement of which should be clearly described and defined (the generally accepted definition of the 70s);

identification of principles and development of methods for optimizing the educational process by analyzing factors that increase educational efficiency, by designing and applying techniques and materials, as well as by means of the methods used.

As a result, we can conclude that the term itself in its essence implies a certain set of meaningful components:

Technology is an art, skill, skill, a set of processing methods, changes in state.

Technology is a cultural concept associated with human thinking and activities.

Technology is the intellectual processing of technically significant qualities and abilities.

Technology is a set of knowledge about the methods of carrying out any processes.

Technology is an organized, purposeful, deliberate pedagogical influence and impact on the educational process.

Technology is a meaningful technique for implementing the educational process.

Technology is a means of guaranteed achievement of learning goals.

Technology is a description of the process of achieving the planned learning outcomes.

Technology is a project of a certain pedagogical system, implemented in practice.

Technology is the minimum of pedagogical impromptu in practical teaching.

Thus, in a generalized form, pedagogical technology is a model of joint educational and pedagogical activities thought out in all details to design, organize and conduct the educational process with the unconditional provision of comfortable conditions for students and teachers. Pedagogical technology involves the implementation of the idea of ​​complete controllability of the processes of education and upbringing.

Summarizing the views of modern researchers on the problem of using the term "technology" (M.E. Bershadsky, D.G. Levitas, V.V. Yudin, and others), four main areas of its application can be distinguished:

1. The concept is applied intuitively to any pedagogical processes and phenomena, its meaning is either not realized at all, or is only partially realized and is associated with a fashionable pedagogical term. Any pedagogical activity is declared technology.

2. Technology as an art, teaching skills, communication with students. The concept includes many specific methods of interaction with students in a variety of situations.

3. Classical technology (algorithmic paradigm). It is used to describe models of the educational process in accordance with the paradigm of the production process. The model is built on a theoretical basis and includes: a student's personality model with a description of the parameters to be controlled and methods for diagnosing them; a system of pedagogical influences on a student, consisting of known operations that implement a certain theoretical concept of learning; a system of diagnostically and operationally defined goals of education. In this sense, the concept of technology has ecological validity.

4. Technology of personality-centered education (stochastic paradigm). It is used to describe stochastic models of the educational process based on the design of the learning environment, which affects the probability of its flow in various directions. The term appeared recently, in this meaning it is rarely perceived in the pedagogical environment.

This data can be presented in the form of a table.

Table 2

	MEANING OF THE TERM	TECHNOLOGY
	Technology as any pedagogical process	All pedagogical systems of a humanistic and tolerant direction
	The art of the teacher (pedagogical technique)	Methods of innovative teachers (V. Shatalov, Sh. Amonashvili, etc.)
	Algorithmic paradigm	Block-modular technologies, game technologies (business, role-playing, didactic games, simulation training, etc.), algorithmic group forms of work, concentrated learning technologies, new information (multimedia) technologies, design and research technologies (“project method”), learning technologies in global information networks (TOGIS)
	Stochastic (probabilistic) paradigm	Technologies of personality-oriented, personality-developing, personality-centered and individual-personal learning

In our opinion, if we strictly approach the concept of "pedagogical technology" from the standpoint of an activity approach, only pedagogical phenomena of the third group, based on the algorithmic paradigm, can be attributed to learning technologies. In this case, it becomes possible to identify common characteristic features of the main teaching technologies that distinguish them from other didactic models:

1. Standardization, unification of the learning process and the ensuing possibility of reproducing (and replicating) technology in relation to given conditions.

2. Efficiency - guaranteed achievement of the planned level of assimilation.

3. The focus of technology on the development of personality in the educational process and the implementation based on the implementation of a situationally determined learning model of multi-level learning.

4. Diagnostic goal setting (taxonomy). The activity approach underlying any technology is that the achievement of each didactic goal can be verified, and this must be justified at the design stage.

5. Optimal organization of educational material: didactic modules, blocks or cycles are developed, including the content of the material being studied, the goals and levels of its study, methods of learning and assessment, etc.

6. Organization of the educational process in accordance with educational goals, where the emphasis is on differentiated independent work of students with prepared educational material (a certain desire to abandon the traditional class-lesson system: paired lessons or cycles of lessons, "immersion", project-research activities and etc.).

7. Examination of the quality of education: 1) input control - for information about the level of readiness of students for work and, if necessary, to update what was previously studied; 2) current or intermediate - after each educational stage in order to identify gaps in the assimilation of the material and the necessary correction; 3) final - to assess the level of assimilation of the material.

8. The form of assessing the level of assimilation of knowledge and methods of activity: along with traditional tests (including those of a multi-level nature), testing is carried out and rating scales of assessment are used.

In addition to these factors, researchers identify several more significant features of learning technology: cost-effectiveness, algorithmicity, projectability, integrity, manageability, correctability, visualization, etc.

If we take into account a number of the presented characteristics, then we can conclude that there is currently no reasonable classification of pedagogical technologies in domestic pedagogy. In the works of well-known Russian researchers of the problems of modern didactics, such classifications are either absent, or pedagogical schools, methodological systems and concepts end up in the same row with technologies.

At the same time, it can be stated that, along with traditional forms, methods and teaching methods that can be effective and should be so in the conditions of the changed paradigm of education, a modern teacher must develop and actively implement methodically sound and situationally motivated new educational systems into practice. having a "technological" basis. So, V.A. Slastenin and N.G. Rudenko believe that "pedagogical technology is an ordered set of actions, operations and procedures that instrumentally ensure the achievement of a predictable and diagnosable result in the changing conditions of the educational process."

Consequently, the basis of any pedagogical technology should be a sequence of procedures for transforming the student in accordance with the learning objectives. In this context, pedagogical technology can be defined as a certain algorithmic sequence of pedagogical procedures that guarantees the achievement of a didactic goal [Oleshkov, Uvarov 2006].

The development of pedagogical technology is preceded by the creation of a technological project.

technological project - a scientific description of the sequence of actions of the teacher and trainees within the framework of the goal of pedagogical influence at the level of abstract technology, containing the basis of any situationally necessary didactic specification.

Pedagogical technology must have a certain situational "flexibility", must be replicable and applicable in various teaching conditions. Therefore, pedagogical technology is a complex of learning models, the application and implementation of each of which can be situationally motivated. Based on the level of abstraction of the concept, it is possible to rank the above terms in the following sequence: technological project (abstract technology) - pedagogical technology (complex of learning models) - learning model (situationally determined sequence of actions of the teacher and students). It is the last link of the triad that is directed at the personality of a particular student or a group of students. It is at the level of the model that any pedagogical technology "takes on a face", becomes a real development, a guide to action, which allows it to be used in a personally oriented context.

Technologization of the educational process, that is, “filling” the learning model with specific content, involves the special design of the educational text, the selection of didactic material, the development and justification of methodological recommendations for its use, the construction of various types of educational dialogue, the use of various forms of control over the personal development of the student.

Building a didactic system based on a specific learning technology, the teacher can go through its initial modeling, then designing each topic or section, and then constructing the learning situation for each individual lesson. The "reverse" path is also possible - from constructing a specific situation to building an integral system.

In general, the professional activity of a teacher in the design of pedagogical technology can be represented as the following stages:

1. Designing a system of microgoals, i.e. systems of landmarks that set the boundaries of the scope of the content of the section under study.

2. Establishment of a technological mechanism that fixes the fact of achieving (or not achieving) the micro-goal (diagnostics).

4. Determination of the mechanisms for the development of students on the material of the educational section (topic), namely: the creation of methodological programs for the development of such mental processes of students as thinking, memory, attention, interest, etc., which is an innovative component of professional activity (the specified psychological pedagogical competence of the teacher - the requirement of the State Standard).

5. Development of a technological project as a sequence of actions of the teacher and students at the level of abstract technology, containing the basis of any situationally necessary didactic specification.

6. Concretization of the project intent in the form of a didactically “formulated” model, which will be implemented [Basharin 1993].

2. MODULAR LEARNING TECHNOLOGIES

As already noted, in the context of the changed paradigm of education, great importance is attached to testing and introducing innovative pedagogical technologies into the educational process; moreover, the implementation of those that were considered more effective in teaching technical disciplines is possible in modern conditions and in teaching subjects of the humanities cycle. Block-modular learning technology can be considered one of such technologies. Designed for teaching (in higher and secondary vocational schools) physics, mathematics and other “technical” academic disciplines, it turned out to be potentially “ready” for such a humanitarian subject of a pedagogical university as the methodology of teaching the Russian language. Implemented in a student-centered context, block-modular technology is an effective and economical form of teaching many complex and time-consuming topics of the Russian language course and its teaching methodology.

2.1 Problem-based learning

Problem-based learning arose as a result of those fundamental changes that occurred in the course of the development of pedagogical science, in the process of teachers' search for ways to enhance learning. Research in the field of problem-based learning has been going on for a long time, which allows us to draw some conclusions, but nevertheless, problem-based learning attracts attention at the present stage of development of didactics. New problems arise in connection with the use of the achievements of the theory of artificial intelligence in education, with the development of the theory of individualization and computerization of education, with the use of various forms of group (cooperative) education, etc.

Problem-based learning is based on three principles:

Common goals (goals of the teacher and students);

binarity (interaction between the teacher and the trainees);

problematic (the presence of a contradiction in the educational material or in the process of its assimilation).

The influence of problem-based learning on the activation of the mental activity of schoolchildren, on the formation of non-standard approaches to solving problems in them, and, finally, on the development of their creative thinking, is proved. This influence is ensured by the creation in the educational process of special situations of intellectual difficulty - problem situations - and their resolution.

Determining the role and place of an educational problem in the process of a student's cognitive activity is associated with a number of factors. The student's acceptance of the problem formulated by the teacher in the form of a problematic issue or problematic task is due to the functional content of the problem. In this regard, the question arises: what are the main functions of the educational problem?

The answer to this is contained in the analysis of practice based on the findings of scientific research, in which two main epistemological functions of a scientific (educational) problem are noted:

Determining the direction of scientific research (= the activity of the student in finding a way to solve the problem).

Motivation for this study (= the formation of cognitive abilities, interest, motives for the student's activity in assimilating new knowledge).

In contrast to the scientific one, the educational problem for the teacher is a means of controlling the cognitive activity of the student, a way of forming his mental abilities.

In the activity of the student, the educational problem serves as a stimulus for the activation of thinking, and the process of solving it - as a way of turning knowledge into beliefs.

The need to provide the above functions sets the task of determining the requirements for the educational problem. Practice puts forward this task also because not every problem can be used by the teacher as a means of activating the educational process.

It is possible to formulate six basic requirements for an educational problem, taking into account which the teacher can create the most effective types of problem situations.

The educational problem should be connected with the material being studied and in a natural way, logically follow from it, as well as from the student's activity in analyzing the facts and phenomena that caused the problem situation.

The educational problem should reflect the inconsistency of information (directly in the formulation of the question, task or in the educational situation).

The main content of the problem should give direction to the cognitive search process, indicate the direction of ways to solve it. The unknown must be connected by some transitions with the knowledge known to the student.

Problems should be manageable, that is, they should not be too difficult to solve, otherwise they will not arouse interest and students will simply try to get around them. But they should not be too easy: easy problems are quickly solved and do not sufficiently activate the mental activity of students or are not perceived as problems at all.

The verbal formulation of the problem should contain words denoting such concepts known to the student, which contain elements that are related to the unknown in the problem itself.

Problematic questions, tasks and learning tasks, as well as examples given by the teacher when posing problems, should have an impact on the emotional state of the student, interest him in the educational material, encourage him to be active.

Consequently, the educational problem must have such properties that determine its conscious perception by the student, his interest in resolving it.

It is known from psychology that a task is perceived by a student only when the goal that can be achieved by solving the problem becomes subjectively important and significant for the student.

The teacher's knowledge of the basic requirements for an educational problem is considered one of the most important conditions for the successful formulation of the problem and the organization of students' independent activities.

2.2 Modular learning

The ideas of modular education originated and gained great popularity in educational institutions in the USA, Germany, England and other foreign countries.

Despite the fact that the theory of modular education in Russia began to be actively developed back in the 90s of the twentieth century, there are different points of view on the understanding of the module and the technology of its construction, both in terms of structuring the content of education, and in terms of developing forms and methods of education.

It is very significant that in the regulatory documents of the federal level of the last decade, in particular, in the “Strategy for Modernizing the Content of General Education”, it is emphasized that “one of the options for a general description of the content of education and the simultaneous setting of its volume in the curriculum is to allocate a system of modules with a relatively complete , holistic content” [Strategy 2001]. The design and implementation of such a technology requires the teacher to have a certain theoretical background in the field of modern didactics and innovative pedagogy.

A number of foreign authors (V. Goldshmidt, M. Goldshmidt, and others) understand the module as the formation of an independently planned unit of educational activity that helps to achieve clearly defined goals. Others (for example, J. Russell) define the essence of the module in a slightly different way: as the construction of autonomous portions of educational material.

A.A. Verbitsky introduces "the concept of "active module" as a unit that defines the transition from professional to educational activities, from real tasks and classroom problems", emphasizing the difference between the active module and the teaching one, which is understood as a fragment of the course content along with methodological materials for it.

A module may include several units, each of which contains a description of the completed operation or reception.

The following advantages and features of modular learning technology should be noted:

The breakdown of the disciplinary course into complete parts (modules and its elements) that have independent significance.

Screening out material that is "superfluous" for this particular type of work.

Maximum individualization of advancement in learning.

A module can be presented as a set of components that may vary depending on the specific discipline. These components are:

a well-defined learning goal;

a list of necessary equipment, materials and tools;

a list of related educational elements;

the actual educational material in the form of a brief specific text, accompanied by detailed illustrations;

practical exercises to develop the necessary skills related to this educational element;

a specific control work that strictly corresponds to the goals set in this educational element.

The purpose of developing modules is to divide the content of each topic of the course into component components in accordance with professional, pedagogical and didactic tasks, to identify various forms and types of training for all components, to coordinate them in time and integrate them into a single complex.

2.3 The essence of problem-modular learning

The technology of problem-module learning is a teaching system, according to which the entire continuum of the student’s mental activity, the dominant motivation of which is the formulation and solution of a personally significant problem, can be divided into system “quanta” [Choshanov 1996].

The principle of system quantization is based on the modular organization of the human cerebral cortex. The principles of system quantization, problematicity and modularity underlie the functional systems of human mental activity, expressed by various sign systems (linguistic, symbolic, graphic, etc.)

Thus, the technology of problem-modular learning is based on the unity of the principles of system quantization, problematicity and modularity, which is an innovative approach within the framework of "classical" didactics.

The design scheme for problem-modular learning technology can be represented as follows:

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The leading, pivotal characteristic of the technology of problem-modular learning is FLEXIBILITY - the ability to quickly respond and adapt mobilely to changing scientific, technical and socio-economic conditions. Flexibility as a core characteristic permeates all the main components of problem-modular learning. Therefore, one should distinguish between structural, content and technological flexibility.

Structural flexibility is provided by a number of points: from the mobility of the structure of the problem module and the structure of the problem-module program to the possibility of designing a flexible schedule of classes and equipment for the movable structure of the classroom.

Technological flexibility provides the procedural aspect of problem-modular learning, including the variability of teaching methods, the flexibility of the monitoring and evaluation system, the individualization of the educational and cognitive activity of students. Thus, flexibility acts as a holistic quality formed as a result of the integration of the components of problem-modular learning (see [Choshanov 1996]).

The restructuring of the learning process on a problem-modular basis allows:

Integrate and differentiate the content of training by grouping problematic modules of educational material that ensure the development of the course in full, abbreviated and in-depth versions.

To carry out an independent choice by students of one or another version of the course, depending on the level of training, and to ensure an individual pace of progress through the program.

Use problem modules as scripts for creating pedagogical software.

To focus the work of the teacher on the consultative and coordinating functions of managing the cognitive activity of students.

Shorten the course of study without much damage to the completeness of the presentation and the depth of assimilation of educational material on the basis of an adequate set of methods and forms of education.

Along with the above, the specifics of the problem-modular learning technology reflect the following basic principles of its construction:

system quantization;

· motivation;

problematic;

modularity;

· cognitive visualization;

reliance on mistakes

Saving study time.

The principle of system quantization involves taking into account such psychological and pedagogical patterns as: a) educational material of a large volume is remembered with difficulty; b) educational material, compactly located in a certain system, facilitates perception; c) the allocation of semantic reference points in the studied material contributes to the effectiveness of its memorization.

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