Application of innovative technologies in the educational process. Innovative technologies of education Modern innovative technologies of education

Let's start our analysis by fixing a number of peculiar myths of "innovation" or simply misunderstandings. The first misunderstanding is that innovation and innovation (innovation) are one and the same; the second is that innovation and production, the creation of innovations (innovations) are also one and the same, then this is TRIZ (the theory of rationalization and inventions). The third misunderstanding is related to linguistic naturalism: since innovation is a verbal noun, it must be monosubjective.

In fact, innovation (in-new) appears in Latin somewhere in the middle of the 17th century and means the entry of a new into a certain sphere, implantation into it and the generation of a whole series of changes in this sphere. So, innovation is, on the one hand, a process of innovation, implementation, implementation, and on the other hand, it is an activity to grow innovation into a certain social practice, and not at all an object.

Innovative activity in its most complete development involves a system of interrelated types of work, the totality of which ensures the emergence of real innovations. Namely:

● research activities aimed at obtaining new knowledge about how something can be (“discovery”), and about how something can be done (“invention”);

● project activities aimed at developing special, instrumental and technological knowledge about how, on the basis of scientific knowledge, under given conditions, it is necessary to act in order to get what can or should be (“innovative project”);

● educational activities aimed at the professional development of subjects of a certain practice, at the formation of each personal knowledge (experience) about what and how they should do in order for an innovative project to be embodied in practice (“implementation”).

What is "innovative education" today? - This is an education that is capable of self-development and that creates conditions for the full development of all its participants; hence the main thesis; innovative education is developing and developing education.

What is "innovative educational technology"? It is a complex of three interrelated components:

1. Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the development competencies, adequate to modern business practice. This content should be well structured and presented in the form of multimedia educational materials that are transmitted using modern means of communication.
2. Modern teaching methods are active methods of developing competencies based on the interaction of students and their involvement in the learning process, and not just on passive perception of the material.
3. A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

At the moment, a variety of pedagogical innovations are used in school education. It depends, first of all, on the traditions and status of the institution. Nevertheless, the following most characteristic innovative technologies can be distinguished.

1. Information and communication technologies (ICT) in subject education The introduction of ICT into the content of the educational process implies the integration of various subject areas with informatics, which leads to the informatization of students' consciousness and their understanding of informatization processes in modern society (in its professional aspect). It is essential to realize the emerging trend in the process of school informatization: from the development of initial information about computer science by schoolchildren to the use of computer software in the study of general subjects, and then to the saturation of the structure and content of education with elements of computer science, the implementation of a radical restructuring of the entire educational process based on the use of information technologies. As a result, new information technologies appear in the school methodological system, and school graduates are prepared to master new information technologies in their future work. This direction is implemented through the inclusion in the curriculum of new subjects aimed at studying informatics and ICT. Application experience has shown: a) the information environment of an open school, which includes various forms of distance education, significantly increases the motivation of students to study subject disciplines, especially with the use of project method; b) the informatization of education is attractive to the student in that the psychological stress of school communication is removed by moving from the subjective relationship "teacher-student" to the most objective relationship "student-computer-teacher", the efficiency of student work increases, the share of creative work increases, the opportunity in obtaining additional education in a subject within the walls of the school, and in the future, a purposeful choice of a university, a prestigious job is realized;

c) the informatization of teaching is attractive to the teacher in that it allows to increase the productivity of his work, increases the general information culture of the teacher.

At present, it is possible to speak quite definitely about several types of design.

First of all, this psychological and pedagogical design developing educational processes within a certain age interval, creating the conditions for a person to become a true subject of his own life and activity: in particular, learning - as the development of general methods of activity; formation - as the development of perfect forms of culture; education - as the development of the norms of the hostel in different types of community of people.

Next is socio-pedagogical design educational institutions and developing educational environments adequate to certain types of educational processes; and most importantly - adequate to the traditions, way of life and development prospects of a particular region of Russia.

And finally, actually pedagogical design- as the construction of developing educational practice, educational programs and technologies, methods and means of pedagogical activity.

It is here that the special task of design and research activities arises to ensure the transition from traditional education (traditional schools, traditional management systems, traditional education and upbringing) to innovative education that implements the general principle of human development.

So, in developmental psychology, it is necessary to design age standards (as a certain set of individual abilities of a child in a specific age interval) and development criteria at different stages of ontogenesis.

In development pedagogy, this is the design of developing educational programs that are adequate to age norms, translated into the language of educational technologies, i.e. through WHAT? And How? this development will take place.

In educational practice, this is the design of child-adult communities in their cultural and activity specificity, that is, the design of such an educational space where this development can be carried out.

In other words, the design of a system of developing and developing education is possible if simultaneously carried out: a psychological study of age-normative models of personality development, pedagogical design of educational programs and technologies for implementing these models, co-organization of all participants in the educational process, design of conditions for achieving new educational goals and means of solving problems development.

There are probably already hundreds of examples of project work that is being carried out in modern domestic education. Let's name just a few types of such work:

● at the level of an individual teacher - this is the design of educational programs, including educational, educational, pedagogical subprograms;

● at the level of the head of the educational structure - this is the design of the type of education provided by the system of specific educational programs;

● at the level of management in education - this is the design of programs for the development of educational structures of various types, the set of which is adequate to the available contingent of children, pupils, students;

● at the level of policy in education - this is the design of the educational system as a socio-cultural infrastructure of a particular region or country as a whole.

2. Personally-oriented technologies in teaching the subject

Person-Centered Technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only the subject, but also the subject priority; she happens to be goal educational system, and not a means to some abstract end. It manifests itself in the development by students of individual educational programs in accordance with their capabilities and needs.

3. Information - analytical support of the educational process and management

the quality of schoolchildren's education

The use of such innovative technology as the information-analytical method of managing the quality of education allows you to objectively, impartially track the development of each child individually, class, parallel, school as a whole over time. With some modification, it can become an indispensable tool in the preparation of class-generalizing control, studying the state of teaching any subject of the curriculum, studying the system of work of a single teacher.

4 . Monitoring of intellectual development

Analysis and diagnostics of the quality of education of each student by testing and plotting progress dynamics.

5 . Educational technologies as the leading mechanism for the formation of a modern student

It is an essential factor in today's learning environment. It is implemented in the form of involving students in additional forms of personality development: participation in cultural events on national traditions, theater, centers for children's creativity, etc.

6. Didactic technologies as a condition for the development of the educational process of educational institutions

Here, both already known and proven techniques, as well as new ones, can be implemented. These are independent work with the help of a textbook, a game, design and defense of projects, learning with the help of audiovisual technical means, the "consultant" system, group, differentiated teaching methods - the "small group" system, etc. Usually, various combinations of these techniques are used in practice. .

7. Psychological and pedagogical support for the introduction of innovative technologies

in the educational process of the school

A scientific and pedagogical substantiation of the use of certain innovations is supposed. Their analysis at methodological councils, seminars, consultations with leading experts in this field.

Thus, the experience of the modern Russian school has the widest arsenal of application of pedagogical innovations in the learning process. The effectiveness of their application depends on the established traditions in a general education institution, the ability of the teaching staff to perceive these innovations, and the material and technical base of the institution.

New educational standards are introduced new direction of appraisal activity - Evaluation of personal achievements. It has to do with the implementation humanistic paradigm education and person-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: student, teacher, family. The introduction of the assessment of personal achievements ensures the development of the following personality components: motivation for self-development, the formation of positive guidelines in the structure of the self-concept, the development of self-esteem, volitional regulation, and responsibility.

Therefore, in the standards, the final grade of the student includes and accumulated assessment characterizing the dynamics of individual educational achievements throughout the years of schooling.

The optimal way to organize a cumulative assessment system is portfolio . This is the way fixing, accumulating and evaluating work, a student's results, indicating his efforts, progress and achievements in various areas over a certain period of time. In other words, it is a form of fixation of self-expression and self-realization. The portfolio provides a transfer of "pedagogical emphasis" from assessment to self-assessment, from what a person does not know and cannot do to what he knows and can do. A significant characteristic of the portfolio is its integrativity, including quantitative and qualitative assessments, involving the cooperation of the student, teachers and parents in the course of its creation, and the continuity of the assessment replenishment.

Technology portfolio implements the following functions in the educational process:

● diagnostic (changes and growth (dynamics) of indicators for a certain period of time are recorded);

● goal setting (supports educational goals formulated by the standard);

● motivational (encourages students, teachers and parents to interact and achieve positive results);

● developing (ensures the continuity of the process of development, training and education from class to class);

should still be added:

● training (creates conditions for the formation of the foundations of qualimetric competence);

● corrective (stimulates development within the limits conventionally set by the standard and society).

For the student portfolio is the organizer of his educational activities, for the teacher - a means of feedback and a tool for evaluation activities.

Several portfolio types . The following are the most popular:

● portfolio of achievements

● portfolio - report

● portfolio - self-assessment

● portfolio - planning my work

(any of them has all the characteristics, but when planning it is recommended to choose one leading one)

Choice Portfolio type depends on the purpose of its creation.

Distinctive feature portfolio is its student-centered nature:

● the student, together with the teacher, determines or refines the purpose of creating a portfolio;

● student collects material;

● results assessment is based on self-assessment and mutual assessment

An important characteristic portfolio technology is its reflexivity. Reflection is the main mechanism and method of self-certification and self-report. Reflection- the process of cognition based on self-observation of one's inner world. / Ananiev B.G. Man as an object of knowledge. - L. - 1969./ "a psychological mirror of oneself".

In addition to general educational skills to collect and analyze information, structure and present it, the portfolio allows you to reach the development of intellectual skills of a higher order - metacognitive skills.

Student gotta learn :

● select and evaluate information

● define exactly the goals he would like to achieve

● plan your activities

● give evaluation and self-assessment

● track your own mistakes and fix them

In this context, we consider the portfolio as one of the methods most relevant to the tasks of the technology for the development of critical thinking. It is he who combines the capabilities of the most important strategy of technology for the development of critical thinking and the modern method of assessment and makes it possible to diagnose the formation of the main goals - the ability to self-educate.

The best way to get acquainted with portfolio technology is its practical implementation.

A fundamental distinction must be made between the concepts "innovation" and "innovation". The basis for such a distinction should be the specific forms, content and scale of transformational activity. So, if the activity is short-term, does not have a holistic and systemic character, sets as its task the renewal (change) of only individual elements of a certain system, then we are dealing with an innovation. If an activity is carried out on the basis of a certain conceptual approach, and its consequence is the development of a given system or its fundamental transformation, we are dealing with innovation. It is possible to introduce a number of more specific criteria for distinguishing between these two concepts.

Additional differences in the conceptual apparatus of innovation activity can be realized if we build a diagram of the full cycle of the emergence and implementation of any innovation in a particular social practice:

● source of innovation (science, politics, production, economics, etc.);

● innovative proposal (innovation, invention, discovery, rationalization);

● activity (technology) for the implementation of innovation (training, implementation, translation);

● innovation process (forms and methods of rooting innovation in practice);

● new type or new form of social practice.

We present just one example deploying a full cycle of innovative transformations- from the history of national education:

● source of innovation - the level of development of pedagogical and developmental psychology in the USSR in the 50s;

● innovative proposal - the scientific team of Elkonin-Davydov proves the possibility of forming the foundations of theoretical thinking in younger students;

● technology of implementation - fundamentally new curricula in the main subjects in primary school are being developed;

● innovation process - the opening of laboratories and experimental schools in different regions of the country to form educational activities in primary school age;

● a new form of practice - the "system of developmental education" as a new type of educational practice.

In conclusion, let us ask ourselves - does Russian education have prospects for transition to the mode of innovative development and self-development? And if so, under what conditions is this possible? Let us note three types of such conditions in three spheres of providing innovative education.

In science, these prospects are associated with more ambitious than today, the bases for the implementation of the main directions of design and research activities; First of all, these are the humanitarian and anthropological foundations for the formation and development of a person in the space of education. Only in this case meaningful methodology for designing and researching innovative education is possible; a general theory of the development of individual subjectivity and child-adult communities in educational processes; technology for the implementation and examination of multi-scale innovative educational projects.

In the system of vocational education and professional development:

● this is a consistent introduction to the content of the education culture of designing innovative educational practices;

● this is the formation of psychological literacy, more broadly - the psychological culture of pedagogical work;

● it is mastering the norms and culture of managing the development of education, the activities of professional teaching staff.

In the field of educational policy:

● this is a responsible state and public support for scientific projects and programs related to the design of innovative developing and developing education in Russia.

Classification of innovative technology PORTFOLIO

1. In relation to the structural elements of educational systems

● in control, in the evaluation of results

2. In relation to the personal formation of subjects of education

● in the development of certain abilities of students and teachers,

● in the development of their knowledge, skills, ways of working, competencies

3. By area of ​​pedagogical application

● in the educational process

4. By types of interaction between participants in the pedagogical process

● in collective learning (personally oriented)

In individual, frontal, group form

● in family education

5. By functionality

● innovations-products (pedagogical tools, projects, technologies, etc.)

6. By methods of implementation

● systematic

7. By the scale of distribution

● internationally

● at school

● at the federal level

8. Highlighting the sign of scale (volume) of innovation

● systemic, covering the entire school or the entire university as an educational system

9. By socio-pedagogical significance

● in educational institutions of any type

10. On the basis of innovative potential

● combinatorial

● innovations

11. In relation to his predecessor

● substitute

● opening

Innovative potential of an educational institution

is determined in the analysis of an educational institution according to the following positions:

1. The focus of innovation on changing the educational needs addressed to the educational institution, social order

● Aimed at changing the goals, content, organization technology, approaches to assessing the educational results of students

● Integration of teaching, learning and assessment; combining quantitative and qualitative assessment of the student's abilities through the analysis of various products of educational and cognitive activity

● Solving important pedagogical tasks:

Create an emotionally comfortable educational environment

Maintain high learning motivation of students

Encourage their activity and independence

Expand opportunities for learning and self-learning

To develop the skills of reflective and evaluative activity of students

To form the ability to learn - set goals, plan and organize your own learning activities

Develop communication skills and abilities

Inform students and their parents about the various options for choosing an educational route

1. Orientation of innovation to solving the problems of an educational institution

● Changing the way of learning, searching for new forms of organizing the learning process, changing the requirements for performance, and in general - for the quality of education

● Form of continuous assessment in the process of continuing education

● Teacher's portfolio - as an alternative form of assessing his professionalism and performance during the examination for compliance with the declared qualification category

● Active involvement of parents in the process of learning and learning of the child (more adequate assessment of both the strengths and weaknesses of their child and more active cooperation with the school)

1. Resource opportunities of an educational institution

● Systematic work to improve the qualifications of teachers

● Experience in creating an electronic portfolio

● Network computer equipment of classrooms (3 computer classes, personal computers in the classrooms of subject teachers, administrative network)

● Methodological support of the course

Work folder

Official portfolio forms (supplement to the 9th grade certificate)

Diagnostic materials

Tables and diagrams for maintaining the "Working Folder"

Reminders and instructions for students

Examples of activities with students

1. The relationship of innovation with the achievements and competitive advantages of an educational institution for the period preceding the current innovation cycle of development

● A promising form of presenting the individual orientation of the educational achievements of a particular student, meeting the tasks of pre-profile training and, in the future, profile training

● Optimization of mechanisms for the formation of 10 profile classes

1. assessment of the innovative environment in an educational institution, the innovative potential of the team, potential points of growth

● The educational institution has long been looking for ways of authentic (individualized) assessment, focused not only on the assessment process, but also on self-assessment

(used in practice-oriented education and provides for the assessment of the formation of skills and abilities of students in the conditions of placing them in a situation as close as possible to real life)

● Many methodological findings have been accumulated, pedagogical technologies have already been developed to get rid of intrusive labels such as “weak C” or “strong good”

1. initial forecast of the perception of possible innovations in the community of an educational institution, possible resistance to change

● Implementation requires new organizational and cognitive skills both from the teacher and the student

● Teaching time problem: Takes more time to implement than the traditional grading system

● A real assessment of the possibilities and readiness of students, teachers, parents in providing materials to fix the dynamics of their individual progress

Shifting pedagogical focus from assessment to self-assessment

Students have poorly developed achievement motivation, there are difficulties in goal-setting, independent planning and organization of their own educational activities, the ability to systematize and analyze their own collected material and experience

Unpreparedness of parents to realize the importance and significance of a portfolio as a document confirming the level of knowledge of students and to make the right choice of a further education profile

For all positions, the article provides an analysis of a specific educational institution (Gymnasium No. 116 of the Primorsky District of St. Petersburg)

Bibliography:

1. Amonashvili Sh.A. Educational and educational functions of assessing the teaching of schoolchildren. M.: Enlightenment. – 1984
2. Voynilenko N.V. Improving control and evaluation processes as a factor in managing the quality of primary general education. // World of science, culture, education. - No. 4 (23) - 2010. - p.148-150
3. Zagashev I.O., Zair-Bek S.I. Critical thinking. Development technology. St. Petersburg: Alliance "Delta". - 2003
4. Zair-Bek S.I., Mushtavinskaya I.V. The development of critical thinking in the classroom. M.: Enlightenment. - 2010
5. Kolyutkin Yu.N., Mushtavinskaya I.V. Educational technologies and pedagogical reflection. SPb.: SPb GUPM. – 2002, 2003
6. Kotova S.A., Prokopenya G.V. Portfolio system for a new elementary school. // Public education. - No. 5. - 2010. - p.185-191
7. Mettus E.V. Live assessment: Program "Portfolio at school" M.: Globus, 2009. - 272p.
8. Mushtavinskaya I.V. Technology for the development of critical thinking in the classroom and in the system of teacher training. St. Petersburg: KARO. – 2008
9. Federal state educational standards for primary and basic general education of the 2nd generation. Concept / Russian Academy of Education; ed. A.M. Kondakova, A.A. Kuznetsova. - 2nd ed. – M.: Enlightenment. – 2009

UDC 37.0 BBK 74 B-51

Bersirova Safiet Dovletbievna, Senior Lecturer, Department of Foreign Languages, Faculty of Information Systems in Economics and Law, Maykop State Technological University, tel.: 89184268382.

INNOVATIVE TECHNOLOGIES IN EDUCATION

(reviewed)

The article deals with innovative technologies in the education system. The place of innovations in the educational process is specified, the author's definition of innovative technologies is given.

Key words: innovations, learning technologies, educational process, information communication technologies, improvement of the educational process.

Bersirova Safiet Davletbievna, senior assistant of the department of foreign languages ​​at the faculty of information systems in economics and jurisprudence, Maikop State Technological University, Tel.: 89184268382.

INNOVATIVE TECHNOLOGIES IN EDUCATION

In the article it is spoken about innovative technologies in the education system. The role of innovations in the educational process is specified, and the author's definition of innovative technologies is given.

Keywords: innovations, technologies of training, educational process, information communicative technologies, improvement of educational process.

The attribute of modern society is dynamism and modernization, therefore, innovations in all areas are necessary for stable development. This applies to production, the economy, etc. Even Confucius proved the fundamental role of education in the evolution of society. Innovations in education should be the basis for the modernization of Russian society. Modern development trends and the Bologna process focus on the leading role of information technology in the education system. The predictions of the Carnegie Institution about a major technological revolution in higher education in connection with the development of electronics and information communication systems seem to be valid.

Comprehension of social processes allows us to conclude that the modernization of society will contribute to the innovation of culture, science and education. The advancement to the center of all scientific fields of the human factor is due to the requirement to modernize the educational system, the object of which is the individual. Innovation is required where existing traditions no longer meet the needs of society. With regard to the process of education, we are talking about a shift in emphasis from knowledge-centeredness to personal. Due to the competitiveness of knowledge at the present stage, competence in acquiring new knowledge becomes a strategic task of learning. And its formation is possible with the modernization of learning technologies.

The subordinated position of the student in relation to the teacher, characteristic of the traditional system, no longer functions in modern conditions. If in traditional technology the teacher was endowed with the only informing function, now the status of the student is being raised to an equal relationship with the teacher. The reason is the emergence of many competitors: the media and

other media. The task is to jointly search for and produce new knowledge. Both subjects of the educational process are partners in the reflexive acquisition of knowledge.

The accumulated past experience is no longer of vital value, the competence of the characteristic, the skills of independent decision-making in unforeseen situations have a great axiological essence.

In the modern educational system, the role of the teacher is more consulting than teaching. He knows how to search and obtain new knowledge, and the new is the subject of a joint search for a teacher and a student.

The purpose of the article is to clarify the concept of innovative technologies and comprehend their place in the modern educational process, to outline tasks in this direction.

The term learning technology appeared in our country in the 60s. Then it was abolished and only in the modern modernizing society did it again become relevant in connection with innovations.

There are many definitions of innovation and innovative technologies.

Innovation (from latlp-v, push-new) means innovation or novelty.

“Learning technology is a field of knowledge associated with the patterns of construction, implementation and evaluation of the entire educational process, taking into account the goals of learning. It is based on the results of studies of people's learning processes using both human and material resources. The goal of learning technology is to ensure the growth of the effectiveness of the learning process.

“Teaching technology should be understood as an integral part of a permanent and complex activity, the purpose of which is to increase the effectiveness of the joint activities of students and teachers, in which an important place belongs to technical means, i.e. technology is not reduced to a few mechanical accessories, it embodies the rational concept of building a learning system based on modern means of information transmission ... ".

"The field of knowledge associated with the definition of a system of prescriptions that provide the optimization of learning".

“The field of scientific knowledge, the purpose of which is the practical study of the possibilities of achieving maximum efficiency on the path of correct accounting and selection of all possible factors influencing its course. achieving maximum efficiency involves the use of the achievements of modern technical thought, theory and information and the humanities.

American scientists have given the following definition of learning technologies: "Means created in the course of the revolutionary transformation of the means of communication, which can be useful for the educational process along with such traditional means of learning as a student or a blackboard."

Based on the above definitions, we can conclude that:

1. innovative technologies should improve the educational

2. they must take into account the changed educational environment in which

technology plays an important role.

3. Innovative technologies should use the achievements of all

scientific fields

4. innovative technologies include the technique of joint search for new knowledge by the teacher and the student

5. in innovative technologies, the ratio of the triad should be clarified: teacher - student - ict.

Summarizing the above, innovative technologies can be defined as a field of scientific knowledge and pedagogical practice that studies and practices new methods for improving the educational process using information and communication technologies, the defining direction of which is to take into account the central position of the student on the basis of cooperation pedagogy, regulating the ratio of the triad: teacher - student - ikt.

The first concept of innovative technologies involves the saturation of educational institutions with modern technical means and a network of computer systems. But practice shows that the mere presence of ICT does not ensure the improvement and effective development of the educational process. The human factor also prevails here. We need people who know how to manage systems. Innovative technologies in education should be based on the human factor as a resource for economic growth. The development of the adaptive qualities of a person in a multicultural society becomes a strategic task of education. Economic leverage is no longer the determining factor. A more subtle factor - a person becomes a measure of innovation and modernization of society. The changed context of modern education is that it functions in a multicultural environment. Based on this, innovative trends are aimed at the cultural content of modern education, so the sociocultural orientation of innovations is one of the essential requirements of innovative development. Since man is a being

dialogic (homo dialogis), then innovative technologies should regulate the dialogue in the education system.

Modern society is marked by an abundance of information, and unlike the knowledge that an individual person may possess, it is a divisible unit (Robert Kiyosaki). Thanks to ICT, the density and geography of communication is increasing. Based on this, communicative competence in modern conditions has an axiological essence.

The course towards the innovative development of the education system should stimulate the creativity and creativity of the participants in the educational process, contribute to a change in the relationship between the teacher and the student. Actualization of existing knowledge is no longer of social value (application in production of acquired knowledge), the addition of existing complexes (Komplexergänzung) is more valuable. Here it is necessary to use known methods of solution in relation to new conditions.

The task of the university, formulated by Humboldt, to bring the educational and scientific process under one roof, is feasible in modern conditions only with innovative development, when the teacher and student conduct a joint scientific search.

Difficulties in introducing innovations

According to M. Karpenko, providing everyone with access to information technology will modernize modern education. Although the implementation of innovative technologies in practice involves the filling of educational institutions with technical means, it is useless without the appropriate qualifications of the teacher. It follows from this that equipping educational institutions with computers and connecting to the Internet, in the direction of which the government has taken real steps, although they are the basis of modernization, do not fully solve the problem of updating and modernizing the education system.

Technology innovation:

1. copying foreign experience and its extrapolation to the Russian educational environment,

2. transfer of educational systems of the past to the modern environment.

3. creation of a completely new one based on the changed environment.

The difficulty of evaluating innovations lies in the excessive remoteness of the expected effect; long-term observations are needed to identify the real effect.

Quite debatable is the question of the criteria for evaluating innovative technologies in education. Innovative technologies are the product of scientific research. The criterion for evaluating economic innovations is profit, and pedagogical innovative technologies should "improve the quality of life" . Short-term observations, expert assessments and tests do not allow us to reliably judge the effects of innovation.

In the presence of appropriate criteria, the openness of the educational system to innovation, the introduction of innovative technologies in the educational environment will provide a kind of bridge between the individual and the changing conditions of the environment, in which information and communication technologies are decisive.

According to the synergetic paradigm, education is an open system in which innovations complement the existing traditional system. Education, being a synthesis of the practice of cognitive acceptance of modernized technologies and the implementation of the traditional model, is not yet innovative. The reason is that in times of crisis, they seek refuge in traditions.

Education should form openness to everything new, the ability for creativity and scientific production in connection with the dynamism of modern society and the rapid changes in it. Willingness to learn throughout life will ensure the adaptation of the individual to unforeseen situations.

The imperative of innovative technologies with an emphasis on the changed status of the subject of education should ensure the modernization of society as a whole. The education system should become open to innovations, because they underlie the birth of new knowledge, which is a source of modernization and renewal of society.

An analysis of the current state of education makes it possible to outline tasks for future development. Should

Intensively introduce the results of pedagogical research into educational practice,

From cognitive practice to move to a behavioral model of modernization

relations: teacher-student, student-student on the basis of socio-cultural

competence,

Determine the place of ict in the system of dialogue relations.

On the basis of innovative development, education will be able to give a "proactive response to the strategic requirements of the time."

Literature:

1. Thinkers of education / ed. Morsi shut down. Perspectives. 1993.

2. Yanushkevich F. Teaching technology in the system of higher education. M.: Higher school, 1986. 133p.

3. Piaget J. Psychology of the intellect // Selected psychological works. M.: International Pedagogical Academy, 1994. S. 51-226.

4. Karpenko M. New paradigm of education. XXI century // Higher. education in Russia. 2007. No. 4. S. 93-98.

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1

The article discusses innovative educational technologies based on active teaching methods that help form students' creative approach to understanding professional activities, develop their independent thinking, the ability to make optimal decisions in a certain situation. The possibility of using innovative technologies is considered on the example of organizing independent work of university students. Independent work is a co-creation of all subjects of the educational process - a student, teacher and students among themselves and should contribute to the development of the student's educational trajectory. In this regard, a set of conditions that ensure the successful implementation of independent work of students are identified. The technologies for organizing students' independent work are shown: a rating system for teaching students, case technologies, project-based learning. A special place in preparing a student for practice-oriented professional activity is occupied by their independent work using a variety of innovative methods.

pedagogical innovation

innovative educational technologies

independent work of university students

case technologies

project training.

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2. Zagvyazinsky V.I. Modeling in the structure of socio-pedagogical design // Bulletin of Higher School. - 2004. - No. 9. - S. 21-25.

3. Lavrent'ev G.V., Lavrent'eva N.B., Neudakhina N.A. Innovative teaching technologies in professional training of specialists. Part 2. - Barnaul: Alt. un-ta, 2002. - 185 p.

4. Petukhova T.P. Designing competency-oriented asynchronous independent work of students // Higher education today. - 2011. - No. 6. - P. 6–10.

5. Plotnikova E.B. Pedagogical technologies for the development of the intellectual culture of students in the humanities // World of science, culture, education. - 2011. - No. 3. - P. 108-110.

6. Romanov P.Yu. The technology of education of a teacher-researcher in the system of continuous education // Scientific works of the Moscow State Pedagogical University. Series: Natural Sciences. - 2001. - S. 290-294.

7. Saygushev N.Ya. Reflexive management of the process of professional development of the future teacher: dis. … Dr. ped. Sciences. - Magnitogorsk, 2002. - 408s.

The modern system of higher professional education is the result of significant changes that have taken place in recent years. It is going through a stage of modernization: the content is being updated, new educational technologies are being introduced. The market economy makes more and more demands on university graduates. A modern employer needs not just a young specialist, but a professional with special knowledge in the field of his chosen professional activity. Unfortunately, at present there is a significant discrepancy between the direction of professional training and the content of the future activity of a university graduate.

In accordance with this, one of the urgent activities of universities is the implementation of an innovative approach to the organization of the educational process.

Innovations, innovative education, innovative technologies, innovative activities are becoming the subject of active discussion in pedagogical science. An analysis of the scientific literature shows that, in the most general sense, innovation is the end result of innovation, embodied in the form of a new or improved product, a new or improved technological process. Innovation is understood not just as the creation and dissemination of innovations, but as changes that are of a significant nature, accompanied by changes in the way of activity, style of thinking. Pedagogical innovation - an innovation in pedagogical activity, a change in the content and technology of training and education, with the goal of increasing their effectiveness.

In modern literature on innovative education, the complexity and multidimensional nature of this phenomenon is noted. The indicators of innovative education are: ensuring a high level of intellectual, personal and spiritual development of the student; creation of conditions for mastering the skills of the scientific style of thinking; learning the methodology of innovations in the socio-economic and professional spheres.

Among the characteristic properties of innovative education is professionalism. The concept of professionalism becomes an integral quality of a graduate and professionalism is understood as: a certain level of skill in solving professional problems; the ability within the framework of their profession to reliable, trouble-free operation; creativity in non-standard situations, search for effective solutions; high intellectual and personal level of development; availability of key qualifications and competencies.

The innovative activity of a teacher is understood as a purposeful pedagogical activity based on understanding (reflection) of one's own practical pedagogical experience by comparing and studying, changing and developing the educational process in order to achieve better results, obtain new knowledge, and a qualitatively different pedagogical practice.

Innovative educational technology - educational technology based on the use of innovative methods of education. In pedagogical science, three types of innovative educational technologies are conditionally distinguished: radical, implying the restructuring of the learning process or a significant part of it, combined, combining a number of known elements, technologies or methods, and also modifying, designed to improve classical methods without significantly changing them. If we analyze their content side, we can argue that these technologies are based on active teaching methods that help form students' creative approach to understanding professional activities, develop their independence of thinking, the ability to make optimal decisions in a certain situation.

In the theory and practice of modern higher education, technologies such as the development and use of lecture multimedia tools, electronic and educational tools are presented; use of specialized programs, computer testing, use of Internet resources, business and role-playing games, problematic, research methods, case method, educational and personal trainings, module-rating technologies for organizing the educational process, project method.

The potential of problem-based learning, project methods, teaching dialogues, research methods and the development of essays, simulation games, information retrieval and other approaches are being productively used with the help of new technologies.

Let us consider the possibilities of using innovative technologies on the example of organizing independent work of university students.

The existing educational environment in the university does not sufficiently activate and use the internal resources of the subjects of educational activity, their creative potential.

Independent work is the co-creation of all subjects of the educational process - a student, teacher and students among themselves. Independent work should be focused on the student, contribute to the development of his own educational trajectory. As a result, there is a problem asynchronous organization in conditions of the level system of higher professional education.

Performing independent work in an individual mode and pace in modern scientific literature is called asynchronous independent work. The content side of asynchronous independent work of a student is characterized by the following features:

Sustainable intrinsic motivation for learning;

Competence-oriented nature of the individual self-educational route;

Activation of the subjective position of educational choice;

Productive search and cognitive activity of the student;

Independence of decision-making;

Self-organization of activity in space and time of university education;

The polysubjective nature of educational interaction;

Student-centered.

Independent work is active in nature.

In this regard, it is possible to single out a set of conditions that ensure the successful implementation of independent work of students:

1. Motivation of the educational task (for what, what it contributes to).
2. A clear statement of cognitive tasks.
3. Algorithm, method of doing work, students' knowledge of how to do it.
4. A clear definition by the teacher of reporting forms, the amount of work, the timing of its submission.
5. Determination of the types of consulting assistance (consultations - installation, thematic, problematic).
6. Criteria for evaluation, reporting, etc.
7. Types and forms of control (workshop, tests, tests, seminar, etc.).

In order to level the development of students' competence in organizing independent work, it is necessary to take into account the following levels of complexity of tasks and assignments:

Reproductive (typical tasks of a performing nature) is aimed at consolidating and practical application of basic concepts, facts, operations, algorithms studied within a specific topic;

Reconstructive with elements of heuristics (complex, fairly formalized tasks) is aimed at analyzing the task, its decomposition, updating the necessary knowledge, skills, algorithms studied within several topics, and their systematic application in a new situation;

Creative (interdisciplinary projects) is aimed at finding new ideas, independent development of a new professionally oriented technology, is characterized by the actualization of methodological knowledge, the design of their independent activities, and prepares students to make strategic decisions.

The essential characteristic of independent work is the subjective position of the student.

In accordance with this, the following requirements should be imposed on the content and form of assignments for independent work of students:

Tasks are aimed at the formation of competencies and have a problematic character;

Tasks of a differentiated and variable nature;

Tasks for the choice of students;

Tasks with an integrative basis (intra-subject and inter-subject content), necessary for the integration of individual components of competencies into experience and the formation of broad general and subject competencies.

In the modern theory and practice of higher education, an innovative search for technologies for organizing students' independent work is being carried out. The rating system of student education is considered as one of such technologies.

The practice includes innovative means of organizing extracurricular independent work of students using case technologies. The name of these technologies comes from the English word "case" - folder, suitcase, briefcase, and "case" can also be translated as "case, situation". The process of learning using case technologies is an imitation of a real event, which combines, on the whole, an adequate reflection of reality, small material and time costs, and learning variability. The essence of case technologies is that educational material is presented to students in the form of professional problems (cases), and knowledge is acquired as a result of active and creative work: self-implementation of goal setting, collection of the necessary information, its analysis from different points of view, hypotheses, conclusions , conclusions, self-control of the process of obtaining knowledge and its results.

The most common methods of case technologies are situational analysis and its varieties: analysis of specific situations; situational tasks and exercises; case-study or the method of teaching specific situations.

A special place in the professional and creative self-development of students is occupied by the technology of project-based learning. During the implementation of this technology, students, together with the teacher, design some professionally mediated problem-semantic situation related to the content of the subject being studied or future activities, and then independently resolve the contradictions inherent in it. An important advantage of this technology is its focus on the formation of a student's value-semantic thinking, his ability to find answers to important professional-semantic questions of a moral, ethical, aesthetic nature.

All types of projects (educational, educational and research, scientific research) are aimed at developing personal qualities in students, shaping the experience of creative activity, understanding various professional, pedagogical, worldview, moral, ethical and other important problems . The specificity of project-based learning lies in the fact that the educational process is organized in the logic of activities that have personal meaning for the student. The technology of project-based learning has a developing target setting, projects the content of education isomorphically to future professional activity, is based on the subject-subject interaction of participants in the educational process, presents educational material in the form of a system of cognitive and practical tasks, provides motivational training based on subjective experience future professionals.

Thus, in the context of reforming higher professional education, the process of preparing a future teacher should be integrated as a strategy that is implemented on the basis of a number of principles: fundamentalization of teacher education; openness, variability, dynamism of changes in the content, forms and methods of training a future teacher; orientation to creative activity; cooperation and co-creation in the joint activities of the student and teacher. The basis of this strategy is the wider use of innovative technologies in combination with traditional ones. A special place in preparing a student for practice-oriented professional activity is occupied by their independent work using a variety of innovative methods.

Bibliographic link

Saigushev N.Ya., Romanov P.Yu., Vedeneeva O.A., Turaev R.R., Melekhova Yu.B. INNOVATIVE EDUCATIONAL TECHNOLOGIES AS A MEANS OF OPTIMIZING THE PROFESSIONAL TRAINING OF A FUTURE SPECIALIST // Modern Problems of Science and Education. - 2016. - No. 5.;
URL: http://science-education.ru/ru/article/view?id=25294 (date of access: 03/19/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Federal Agency for Education FGOU VPO

"Amur Humanitarian-Pedagogical State University"

Department of Pedagogy and Innovative Educational Technologies

Course work

By discipline: "Pedagogical technologies"

Topic: "Innovative pedagogical technologies

Completed by: 3rd year student of FTiD

Groups PO-33

Eremin Alexey Konstantinovich

Checked by: Ph.D., Associate Professor of the Department of PiIOT

Ponkratenko Galina Fedorovna

Komsomolsk-on-Amur

Introduction

1.1 Pedagogical innovation

1.1.3 Innovative educational institutions

1.2 Modern innovative technologies in pedagogy

1.2.1 Interactive learning technologies

1.2.2 Project based learning technologies

1.2.3 Computer technology

2. Chapter: Practical approaches to the problem of innovative pedagogical technologies

2.1 Innovative trends in vocational education

2.1.1 World experience in vocational education innovation

2.1.2 Innovations in vocational education in Russia

2.2 Innovative pedagogical technologies at the legislative level

2.3 Innovative pedagogical activity in the capital

Conclusion

Bibliographic list

Introduction

Development is an integral part of any human activity. Accumulating experience, improving methods, methods of action, expanding their mental capabilities, a person thereby constantly develops.

The same process is applicable to any human activity, including pedagogical. At different stages of its development, society presented more and more new standards, requirements for the labor force. This necessitated the development of the education system.

One of the means of such development is innovative technologies, i.e. these are fundamentally new ways, methods of interaction between teachers and students, ensuring the effective achievement of the result of pedagogical activity.

The problem of innovative technologies has been and continues to be dealt with by a large number of talented scientists and teachers. Among them, V.I. Andreev, I.P. Podlasy, professor, doctor of pedagogical sciences K.K. Kolin, Doctor of Pedagogical Sciences V.V. Shapkin, V.D. Simonenko, V.A. Slastyonin and others. All of them have made an invaluable contribution to the development of innovation processes in Russia.

The object of study of this course work is the process of development of education as an integral pedagogical system, and the subject of study is innovative pedagogical technologies, as an integral part of the object of study.

The purpose of the course work is to identify the types, difficulties, methods of introducing innovative technologies, as well as their specificity in the Russian Federation.

1. Chapter: Theoretical approaches to the problem of innovative pedagogical technologies

1.1 Pedagogical innovation

1.1.1 Essence, classification and directions of pedagogical innovations

The scientific innovations that drive progress cover all areas of human knowledge. There are socio-economic, organizational and managerial, technical and technological innovations. One of the varieties of social innovations are pedagogical innovations.

Pedagogical innovation is an innovation in the field of pedagogy, a purposeful progressive change that introduces stable elements (innovations) into the educational environment that improve the characteristics of both its individual components and the educational system itself as a whole.

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

The combination of intensive and extensive ways of development of pedagogical systems allows the implementation of the so-called "integrated innovations", which are built at the junction of diverse, multi-level pedagogical subsystems and their components. Integrated innovations do not usually appear as far-fetched, purely "external" activities, but are conscious transformations that come from deep needs and knowledge of the system. By reinforcing the "bottlenecks" with the latest technologies, it is possible to increase the overall efficiency of the pedagogical system.

The main directions and objects of innovative transformations in pedagogy are:

Development of concepts and strategies for the development of education and educational institutions;

Updating the content of education; change and development of new technologies of training and education;

Improving the management of educational institutions and the education system as a whole;

Improving the training of teaching staff and improving their qualifications;

Designing new models of the educational process;

Ensuring the psychological, environmental safety of students, the development of health-saving teaching technologies;

Ensuring the success of education and upbringing, monitoring the educational process and the development of students;

Development of textbooks and teaching aids of a new generation, etc.

Innovation can take place at various levels. The highest level includes innovations that affect the entire pedagogical system.

Progressive innovations arise on a scientific basis and help move practice forward. A fundamentally new and important direction has emerged in pedagogical science - the theory of innovations and innovative processes. Reforms in education are a system of innovations aimed at fundamentally transforming and improving the functioning, development and self-development of educational institutions and their management system.

1.1.2 Technologies and conditions for the implementation of innovative processes

Pedagogical innovations are carried out according to a certain algorithm. P.I. Pidkasty identifies ten stages in the development and implementation of pedagogical innovations:

1. Development of a criterion apparatus and meters of the state of the pedagogical system to be reformed. At this stage, you need to identify the need for innovation.

2. A comprehensive check and assessment of the quality of the pedagogical system to determine the need for its reform using special tools.

All components of the pedagogical system should be subject to examination. As a result, it should be precisely established what needs to be reformed as obsolete, inefficient, irrational.

3. Search for samples of pedagogical solutions that are proactive and can be used to model innovations. Based on the analysis of the bank of advanced pedagogical technologies, it is necessary to find material from which new pedagogical constructions can be created.

4. A comprehensive analysis of scientific developments containing a creative solution to current pedagogical problems (information from the Internet may be useful).

5. Designing an innovative model of the pedagogical system as a whole or its individual parts. An innovation project is created with specific specified properties that differ from traditional options.

6. Performing reform integration. At this stage, it is necessary to personalize tasks, determine those responsible, means of solving problems, and establish forms of control.

7. Elaboration of the practical implementation of the well-known law of labor change. Before introducing an innovation into practice, it is necessary to accurately calculate its practical significance and effectiveness.

8. Building an algorithm for introducing innovations into practice. In pedagogy, similar generalized algorithms have been developed. They include such actions as analysis of practice to search for areas to be updated or replaced, modeling innovation based on the analysis of experience and scientific data, developing an experiment program, monitoring its results, introducing the necessary adjustments, and final control.

9. Introduction to the professional vocabulary of new concepts or rethinking of the old professional vocabulary. When developing terminology for its implementation in practice, they are guided by the principles of dialectical logic, reflection theory, etc.

10. Protection of pedagogical innovation from pseudo-innovators. At the same time, it is necessary to adhere to the principle of expediency and justification of innovations. History shows that sometimes great efforts, material resources, social and intellectual forces are expended on unnecessary and even harmful transformations. The damage from this can be irreparable, so false pedagogical innovation should not be allowed. As pseudo-innovations that only imitate innovative activity, the following examples can be given: formal change of signboards of educational institutions; presenting the renovated old as fundamentally new; turning into an absolute and copying the creative method of any innovative teacher without its creative processing, etc.

However, there are real barriers to innovation processes. IN AND. Andreev identifies the following of them:

The conservatism of a certain part of the teachers (the conservatism of the administration of educational institutions and educational bodies is especially dangerous);

Blindly following the tradition of the type: "We are doing well anyway";

Lack of the necessary teaching staff and financial resources to support and stimulate pedagogical innovations, especially for experimental teachers;

The current level of development of society requires the use of innovations in the practice of secondary education, based on the achievements of psychology, pedagogy and economics. Pedagogical innovation is a new learning technology, an intra-system change that is designed to develop and improve the pedagogical process. Modern innovative technologies in education are substantiated and carefully selected according to the principle of rationality of organizational forms and content. They are results-oriented and aim to:

• motivate students to self-knowledge;
• to increase the practical value of the studied and the level of education in general;
• stimulate the emergence of a new generation of children, and at the same time contribute to the improvement of the skills of teachers;
• to intensify educational and cognitive activity of children.

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Useful information on the procedure for introducing an innovative component into the educational process can be found in the journal "Handbook of the Head of an Educational Institution":

- Organization of an innovative library space for students and teachers (best practice)
- An informal approach to teaching and educating schoolchildren (from idea to practice)

Innovative pedagogical technologies in Russian education are provoked by socio-economic innovations, the entry of educational institutions into market relations, a systematic change in the composition and volume of academic disciplines, the humanization of the educational process, and the transformation of the role of the teacher.

Innovative technologies in education

Despite the fact that the Soviet, and later the Russian, education system was considered one of the best in the world, it needs to be reformed. Conservatism prevents advanced trends - augmented reality, interactive whiteboards, online learning, electronic notebooks and textbooks, innovative technologies in education - from being involved in the learning process.

At the same time, innovations are already on the threshold of educational institutions and are waiting for approbation. One of these innovations may be an electronic student card, which will become a universal multi-passport that allows children to go to classes, helps pay for school canteen services, and also acts as an electronic diary. The introduction of such a technological solution will allow students and their parents to monitor their child's academic progress, homework, and class schedules online.

However, while the mass appearance of electronic cards should not be expected, innovative technologies in the school primarily affect the educational process, since personal development depends on the effectiveness of curriculum development, teacher professionalism, a set of proven teaching methods and individual psychological factors. In this regard, there is a need to search for advanced educational technologies that meet the needs of students and include integrated tools, ideas, ways of organizing learning and participants in this process.

The value of pedagogical technology extends not only to students, but also to teachers. Technology features:

1. organizational - teachers and students organize joint and individual educational activities;
2. design - participants in the educational process predict learning outcomes and the principles of pedagogical interaction;
3. communicative - the interaction of students with each other and representatives of the teaching staff;
4. reflexive - self-assessment and self-analysis of students and teachers, assessment of their own achievements and failures;
5. developing - the formation of the conditions necessary for the comprehensive development, ensuring continuous self-education of the teacher and students.

Methods of innovative technologies in education

Comparison of traditional and new technologies in education speaks in favor of the latter. Before the reformation of the education system, school education used reproductive and explanatory-illustrative methods, each of which involved the transfer of ready-made knowledge to students, dispersed attention, provided a load on memory, work at an average pace of learning:

• reproductive - does not develop the thinking and creative process, although it partially stimulates students to extract information;
• explanatory and illustrative - the teacher conveys to the students the finished information in various available ways (orally, visually, through the printed word), and the children fix in memory what they realize.

As a result of traditional methods, the independence of students is at an insignificant level, providing only a partial assimilation of the material and a complete inability to independently acquire knowledge and make decisions. In contrast, the methods of innovative technologies in education demonstrate the integration of interactive and active forms of work, which provide for an activity approach and the maximum involvement of children in the process of obtaining knowledge, as well as the use of all individual learning tools (PCs, notebooks, textbooks, interactive tools).

Advanced technologies involve the development of knowledge in the process of cooperation with other students and partnership with the teacher, they stimulate cognitive interest, teach them to independently extract, and then generalize and classify the material, discuss it, defending their own views. Most often in the classroom they are implemented through:

• excursion lessons, travel lessons;
• group tasks, work in mini-groups or pairs;
• exercises that require a creative (creative) approach;
• business, didactic, educational games;
• use of visual aids, Internet sources, video materials.

A clear demonstration of the differences between innovative and traditional teaching methods is as follows:

	Traditional	Modern innovative technologies in the education system
Target	Formation of skills and abilities, acquisition of knowledge	Development of the ability to set educational goals, develop tasks and achieve their solution, including in non-standard situations
Forms of work	Individual, frontal (work with the whole class)	Collective (joint activities), group
Methods	Informational, explanatory and illustrative, reproductive	Research, problem-search, partial-search, problem presentation
Primary occupation	Reproduction, development	Creative, problematic, productive
Ways of mastering the material	Work on the algorithm, memorization and reproduction of what has been memorized	Search and research work, reflection
Tasks of the teacher	Keep traditions and norms, be a carrier of information transmitted to students	Advise, be the organizer of research activities, cooperation
Student actions	Passive perception of the information transmitted by the teacher, lack of interest and motivation for learning	Interest in learning activities, motivation for personal growth, active research position

Innovative teaching methods - ways of cooperation between students and teachers, are divided into:

1. Organizational - verbal (conversation, explanation, story, work with a book), visual (demonstration of video materials, observation, study of visual material), practical (laboratory and independent work, written and oral exercises).
2. Controlling - oral (frontal or individual survey), written (dictation, presentation, composition, independent or control work), laboratory control (survey, test, laboratory work).
3. Stimulating - the integration of organizational methods necessary to increase motivation for learning activities.

Application of innovative technologies in education

The deep social and economic processes that modern society is going through are reflected in the methodology of education, inclining it to a personal-activity approach and general humanization of the educational process. Innovative pedagogical technologies in modern education:

• focused on the realization of the natural abilities and capabilities of the child;
• designed to prepare him for a successful life in an ever-changing world;
• develop a creative approach to solving problems, mechanisms of innovation and unconventional thinking;
• stimulate the skills of orientation in the information received, its independent systematization.

Innovative processes in education should combine both the methodological and practical side of the issue, emphasize the growing role of the teacher as an educator, adviser and consultant, as well as a developer, author and propagandist of advanced technologies. Today, it is of key importance not to broadcast the innovations recommended by the ministry, but to develop our own pedagogical innovations.

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Since the essence of pedagogical technology lies in the fundamental role, it is on it that the entire pedagogical process is built, and the achievement of the goals set is ensured. It is characterized by consistency, purposefulness, integrity, efficiency, scientific validity and projectability. The classification of innovative technologies in education is variable, since all technologies carry the author's features and were created at different times. Methodists distinguish between technologies: according to technological models, components of the method system, principles of combination with traditional methods.

As a rule, innovative technologies in the education system are divided according to the scope of innovative activities into partial, global, mass, fundamental, as well as according to the method of occurrence into planned and spontaneous.

According to the principle of the emergence of advanced technologies, they are divided into:

1. Technologies of democratization and humanization of the relationship between teachers and students, putting priority on an individual approach, process orientation. These include the pedagogy of cooperation, personality-oriented technologies, humane-personal technologies.
2. Pedagogical technologies activating student activity - problem-based learning, gaming technologies, communicative learning.
3. Technologies that rely on the management of the educational process and the effectiveness of its organization are differentiated learning, information-innovative, collective and group methods, and individualization of learning.
4. Natural, applying the principles of folk pedagogy and the natural course of development of children.

Innovative technologies in education: examples

Modern teaching refuses to focus on the “average student”, striving to convey information to everyone and equally effectively. It is important not only to transfer and stimulate the acquisition of knowledge, but to help children acquire communication and adaptive skills, the ability to find a way out of conflict situations, overcome stress, and perceive information in an interactive mode. To do this, the educational process uses dozens of innovative technologies, among which ten main ones occupy a special place. The volume and quantity of innovative technologies depends on the status of the school and the conservatism of its administration.

Information and innovation technologies in education

Information and communication or ICT technologies - the integration of informatics in the course of mastering other academic subjects. ICT is the most striking example of a practical innovative technology in education, according to which students independently seek sources of new information, cultivating responsibility and independence in themselves. Information technologies are successfully integrated into other areas, contributing to a deep and comprehensive mastery of the material.

Children learn more actively the material that they see on an interactive whiteboard or monitor screen. Computer programs allow you to simulate life and learning situations, make learning individually oriented. Information and communication technologies are reflected in:

1. Visualization lessons - the study of material, which is accompanied by a demonstration of audio, photo or video materials.
2. Practical lessons in which the results of research or project activities are presented in the form of a presentation.

For the effective use of ICT, teachers should form the basics of an individual’s information culture in order to successfully mentor children in matters of computer programs, using which they can draw up documentation, form illustrative material for lessons, create presentations, and exchange experiences with colleagues.

Person-Centered Technologies

The personality of the child is central in the educational system, in accordance with the needs and capabilities of which safe and comfortable conditions for development are formed, individual training programs are created.

According to the personality-oriented innovative technology in the process of education, the teacher concentrates on stimulating the emotional possibilities and unlocking the creative potential of the child, he directs the wards. The teacher creates the conditions necessary for:

• choosing the right way to act in the lesson;
• an impartial assessment of the boundaries of one's own "I";
• accepting responsibility;
• fair assessment of their own and others' activities.

Given the age, psychotype, level of intellectual development, abilities, this approach allows you to form proactive and responsible students. The leading goal is the formation of personality, the development of communicative, mental and creative abilities of children. Implementation of pedagogical technology is possible under the condition:

• priority of identity and individuality of the child;
• unity of teaching and learning;
• complex diagnostic work to identify the social experience of students;
• interaction of subjective and historical experience;
• development of the student's personality through the transformation of subjective experience and its constant enrichment.

The technology is based on the student's subjective experience, its comparison and analysis. That is why teachers design work, providing maximum freedom for students to master knowledge, demonstrating selectivity to the form and type of material. The effective implementation of the technology is based on the principles of structuring, algorithmization, creativity, activation and activity orientation. Student-centered learning is implemented in the form of: multi-level and modular learning, collective "mutual learning" and full development of knowledge, due to which they adapt to the needs and abilities of students.

Gaming technologies

Game activity is more often used in elementary school, since it is predominant among primary school students, helping to learn new information and gain knowledge. However, the use of innovative technologies in education has made it possible to use game forms in middle and high schools. The game is an important mechanism of education and training, which requires the teacher to develop the plot and rules in advance, prepare props. The most demanded game forms are travel lessons and competition lessons.

Game technologies are in close interaction with didactic ones. So, didactic games stimulate interest in what is being studied, implement developmental and educational functions. The material of the lesson becomes the means of the game, the didactic task becomes a condition for successful participation in it. According to the functional and semantic load, games can be diagnostic, communicative, relaxing, emotional, therapeutic, cultural and sociological.

Experienced teachers use game techniques to:

• set a didactic goal in the form of a game task;
• subordinate educational activity to the game form and rules;
• introduce a competitive element into the learning process, making the game result in the success of the task;
• use the studied material as a game tool.

Game activity is appropriate at any stage of the lesson, since it involves emotionality, a sense of satisfaction from the achieved result or empathy, increases interest in what is being studied and the concentration of children's attention. Didactic games facilitate the assimilation of the material, make the process of overcoming educational difficulties exciting.

Problem learning technology

According to the didactic system of problem-based learning, the teacher designs problem situations that stimulate the conscious acquisition of knowledge and the acquisition of new skills by students. The problem situation forces the student to look for new or deepen existing knowledge in order to effectively solve the problem. The student is aware of the contradiction between the skills and knowledge he has and those that are required to solve. Independent study of the material or teacher's explanation precedes the creation of a problem situation. The problem should be of interest to students, move them to knowledge, and the solution of the problem should be associated with a certain cognitive difficulty that needs the mental activity of children.

Since the main goal of innovative technologies in education is to stimulate cognitive activity, problem-based learning is the best answer to it, since a certain mastering system is used to master complex knowledge:

• complex exercises are divided into small ones;
• there can be only one unknown element in one problem;
• information received by students independently or from the teacher should be differentiated.

Problem-based learning is part of the lesson, and one of the methods of such learning is heuristic conversation.

Health saving technologies

The technology of preserving the health of students implies the responsibility of teachers for the correspondence of the physiological characteristics of children to the specifics of the educational process. Teachers should strive for the physiological course of the lesson, in every possible way prevent the psychological and physical ailments of students, and actively implement preventive measures.

Health-saving innovative technologies in education and training involve:

• optimization of the teaching load;
• removal of increased fatigue and stress;
• prevention of physical and emotional overwork;
• learning how to control your condition.

As a result of a complex impact, a school graduate should not only be healthy, but also be able to monitor their health, realizing the importance of maintaining a healthy lifestyle.

If health-saving technologies are not used or implemented at an insufficient level, children cannot concentrate on tasks, show absent-mindedness, lack of ingenuity and creativity, and cannot tune in to study after a break or a physical education lesson. However, for the correct implementation of pedagogical technology, the methods of preserving children's health must be adapted for a certain age, and the teacher should not be excessively authoritarian. It is enough for the teacher to determine the presence of a problem in a timely manner and help the child (children) to balance the learning load.

Correctional technologies

To relieve psycho-emotional stress in the classroom, correctional technologies are used. All of them are aimed at children's experimental activities, during which students will be able to take a direct part, as well as see the result of their labors. Corrective technologies rely on observational methods, game-based learning, conversations, modeling, work assignments, and creativity. Complex material is perceived in a fascinating form through art, the use of artistic images.

Among the many innovative technologies in the field of education that are corrective in nature, the following have proven their effectiveness:

1. Art therapy. Art lessons contribute to the development of a creative approach, the release of creative energy reserves, the effective interaction of children, the expression of their attitude to an object or material through artistic images. Art therapy at school is based on the creative interaction of students and the teacher, the teacher's mention of the elements (objects) of art in the course of explaining the material, the use of various types of creativity in the process of studying the material. Implementing the correctional technology of art therapy, teachers most often use virtual travel, theatrical performances, applied types of children's creativity and modeling. Independent creative activity and the creation of artistic images in school lessons are equally effective.
2. Music therapy. In the lessons, holistically or in isolation, music is used as a corrective tool, helping to establish contact with children, promote the formation of interpersonal relationships in the classroom, improve speech function, memory, have a beneficial effect on the emotional background - to interest, motivate or calm down, develop creative, musical, empathic and communication skills of students, improve children's self-esteem. Music therapy is especially relevant in working with difficult students, it has a powerful calming effect on withdrawn or hyperactive children. In the lessons, teachers use technical means of playing music, or improvise with the help of musical instruments and voice.
3. Logarithmics. The technology of overcoming speech disorders through the development of the motor sphere in the combination of music and words. Logorhythmic influence aims to develop musical, dynamic, phonemic hearing, fine motor skills, facial expressions, expressiveness and spatial expression of movements, as well as to form speech motor skills as the basis of articulation and phonation breathing, auditory-visual-motor coordination. Classes in logorhythmics are systematically conducted with the participation of the music director and teacher, or they are part of the lesson, relying on lexical topics and acting as a playful and thematic integrity.
4. Color therapy. The use of this innovative technology in education at school is carried out to relieve irritability, apathy, aggressiveness. To strengthen the psychophysical health of students, methods of color meditation and visualization are used, which allow in just 10 minutes to have the maximum impact on the central nervous system. Through color therapy, teachers manage to motivate children to creative initiative and artistic activity, to create a favorable psycho-emotional background in the classroom.
5. Fairy tale therapy. The technology is used to integrate the personality of the child, his socialization, the acquisition of knowledge about the laws of life, the expansion of consciousness and the development of creative abilities. Fairy tale therapy in the classroom is necessary to relieve anxiety, feelings of apathy, aggressiveness, the formation of favorable relationships with others, the development of emotional self-regulation. Teachers use didactic, artistic, mediative, psychotherapeutic and psycho-corrective fairy tales. They are used as a metaphor, are involved in artistic activity, become the subject of discussion, retelling, dramatization and analysis.

Interactive or group learning technology

Dialogue forms of the learning process are key in the implementation of group educational technologies - business games, game modeling, discussions, group work, brainstorming. These pedagogical technologies allow each student to:

• take part in the work, express your opinion and listen to someone else's;
• develop their own communication skills, tolerance, tolerance, the ability to listen and hear;
• to develop the skills of collective creativity and effective cooperation;
• play an active role as a doer, not an observer.

The organization of group interaction under the program of innovative technology in education involves individual work, interaction in pairs and the subsequent adoption of collective decisions. There are roles in groups (sage, observer, doer, expert, thinker), each of which must be tested by all participants in the work.

The teacher helps to form groups in which weak students are matched with friendly and patient partners, and in order to have an interesting and lively discussion, students with opposing views are deliberately brought together.

Interactive technology, which makes it possible to form a tolerant, communicative personality with powerful organizational and leadership qualities, is closely related to the technology of collective mutual learning. The latter helps to increase responsibility for the success of the minigroup (pair) and the results of collective work, allows you to form an impartial assessment of the individual, develop mental activity, use previous knowledge and experience, activate logical thinking and memory.

Pair work is built in three directions:

1. Static couple - students unite and distribute roles as they wish, therefore, if there is a mutual arrangement, a strong and a weak one, two strong or two weak students can successfully interact;
2. Dynamic - to complete a task consisting of four parts, four students are chosen, each of which discusses the exercise with partners on the task, adjusting to the individual characteristics of classmates to achieve maximum results;
3. Variable - each member of a group of four students receives an individual task, the correctness of which he discusses with the teacher, and then conducts mutual training of classmates of the group members.

case method

The case study method is an innovative technology in education, examples of which allow you to find a problem and ways to solve it or develop a solution to a problem when it has already been posed. In the process of implementing pedagogical technology, students receive a package of documents from the teacher, which they analyze individually, as part of a group or frontally, presenting the results of the work orally or in writing.

Children can study cases, the sources of which can be not only ready-made developments, but also films, works of art, literary works, scientific or media information, in advance or directly in the classroom. The case method is based on real and life problem situations and provides for:

• open discussion of the problems identified in the documents;
• gaining experience in classifying, analyzing and extracting information;
• a comprehensive analysis of the information received, followed by the formation of analytical skills;
• the ability to integrate existing skills and knowledge, the introduction of logic and creativity;
• gaining the skill of making informed decisions.

research technology

Project activity is the basis for the use of information and innovation technologies in education, providing for the stimulation of cognitive interest, thought processes and self-education, creativity through the planning and implementation of projects, forming key competencies that correspond to the interests of the child. The project method allows you to form and develop search skills, reflection skills, cooperation practices, organizational skills, communication skills, presentation skills. The educational process, according to the technology of project activities, is based on a dialogue between the teacher and the child, which takes into account the abilities, interests and individual characteristics of the student. The method of projects is based on problematic activities, and the knowledge gained in the process of implementing the task is fixed in the system of knowledge about the world and becomes the personal property of the student. The classification of projects involves various approaches:

• by subject they are divided into studies of natural or social phenomena, cultural and historical values, family relationships;
• by duration into long-term, medium-term and short-term;
• by the number of participants in group, pair, frontal and individual.

Project technology is a real scientific research, which begins with the selection and justification of the relevance of the topic, determining the range of tasks and goals, putting forward a hypothesis with its subsequent proof or refutation. The technology allows students to form adaptive abilities, orientation skills in difficult situations, work in a team, set and achieve goals.

• If the project is practically oriented, the research product can be used in the life of the school or class.
• Information research involves the collection of materials about a phenomenon or object, followed by analysis and systematization of information.
• A creative project is based on maximum freedom of action, a creative approach to the presentation of the results of work.
• Role-playing research is one of the most difficult, as participants need to transform into the role of fictional characters, historical figures or literary heroes.

Critical thinking development technology - portfolio

The use of modern innovative technologies in education involves an assessment of personal achievements, an emphasis on reflective activity, which is associated with the implementation of a student-centered approach and a humanistic learning paradigm. Self-analysis and self-assessment contribute to the development of responsibility, volitional regulation, motivation for self-education and development.

Portfolio technology is the best way to meet the needs of a cumulative system of self-assessment of achievements, fixing the student's results, assessment of his work, progress in achievements and interests. Creating a portfolio requires the interaction of teachers, the student and his parents, performing a number of important functions:

• goal-setting - work within the target field, designated by the state standard;
• motivation - an incentive for interaction and an active student position;
• diagnostics - fixing changes for the selected period;
• content - revealing the full range of ongoing work and student achievements;
• development - the continuity of self-education and development;
• rating - demonstrates a range of skills and abilities.

Students more often choose forms of portfolio-self-assessment, report, achievements and plans. All of them serve as an organizer of his learning activities for the child, and for the teacher - an assessment tool. The portfolio assumes a personality-oriented character, relies on mutual assessment, self-assessment and reflexivity. Working on a portfolio, the student demonstrates the skills of structuring and analyzing information, impartial evaluation of results.

Advanced pedagogical technologies optimize the educational process, but do not replace traditional teaching methods, but only integrate with them. As a result, the load from excessive concentration on a particular topic in children will decrease, the effectiveness of learning and the general emotional mood will increase. At the same time, it is important to master and use not one, but several innovative technologies at once in order to increase the effectiveness of learning through the integration of educational areas, the formation of mobility and flexibility of thinking, and changes in the worldview of students and teachers.