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HIGHER ECONOMIC EDUCATION
Tutorial
Innovation management. Theory and practice
in the specialty "Management of the organization"
Yu.V. Vertakova, E.S. Simonenko
Moscow, 2008
BBK 65.291.551-21
Series "Higher Economic Education"
Reviewers:
Risin I.E. - Doctor of Economics, Professor, Chair of Regional Economics and Territorial Administration, Voronezh State University;
Davnis V.V.- Doctor of Economics, Professor, Head of the Department of Information Technologies and Mathematical Methods in Economics, Voronezh State University
Vertakova Yu. V., Simonenko E. S.
Management of innovations: theory and practice: textbook. allowance / Yu. V. Vertakova, E. S. Simonenko. - M.: Eksmo, 2008. - 432 p. - (Higher economic education).
ISBN 978-5-699-24242-9
The manual has been prepared in accordance with the requirements of the State Educational Standard for Higher Professional Education.
The book discusses the basic concepts of innovation management, the content and structure of the innovation process, various aspects of innovation management. The issues of formation of innovative strategies are analyzed, the classification and characteristics of types of risk in innovative activity are given. The manual includes extensive material on the analysis of Russian and foreign experience in managing innovation processes.
To consolidate the theoretical knowledge and develop the practical skills of students, questions for self-control, training tasks, tests, control tasks are given for each chapter.
For students, graduate students, teachers of economic universities, specialists receiving a second higher education, as well as those who are interested in the management of innovation processes.
BBK 65.291.551-21
ISBN 978-5-699-24242-9
© LLC "Publishing house "Eksmo" 2008
Foreword
CHAPTER 1. Basic concepts of innovation management
1.1 Innovation as an object of innovation management
1.2 Essence and content of innovation
1.3 Classification and functions of innovations
CHAPTER 2. General characteristics of innovation management
2.1 Essence and content of innovation management
2.2 The emergence, formation, development and current state of innovation management
2.3 Functions and methods of innovation management
CHAPTER 3. Organization of innovation management
3.2 Stages and phases of development and implementation of innovations at the stages of development of innovations
3.3 Methods for finding innovative ideas
3.4 Analysis of the implementation of the innovation process
CHAPTER 4. Innovation management techniques
4.1 Essence and content of innovation management techniques
4.2 Techniques affecting the production of innovations
4.3 Techniques affecting the production, implementation, promotion and diffusion of innovations
4.4 Techniques affecting only the implementation and diffusion of innovations
CHAPTER 5. Innovation management and strategic management
5.1 Concept and types of innovation strategies
5.2 Ways to choose innovation strategies
5.3 Shaping innovation strategies
CHAPTER 6. Innovative behavior
6.1 Evaluation of the strategic directions of innovation command. Innovative Games
6.2 Research of innovative activity
6.3 Types of innovative behavior of firms
CHAPTER 7. Forms of innovation management
7.1 Organizational forms of innovation management
7.2 Classification of innovative organizations
7.3 Organizational structures of the scientific and technical sphere
CHAPTER 8. Innovation policy
8.2 Optimization of innovation policy at the enterprise
8.3 Methods for choosing the innovation policy of an economic entity
CHAPTER 9. Cost management and pricing in innovation
9.1 Management of innovation costs
9.2 Features of pricing for innovative products
9.3 Analysis of break-even conditions in innovative business
CHAPTER 10. Risk in innovation
10.1 Classification and characterization of risk types
10.2 Risk assessment methods in innovative business
10.3 Ways to reduce risks in innovation
CHAPTER 11. Management of the development of programs and projects of innovations
11.1 The concept of innovative programs. Types of innovative projects
11.2 Business plan and expertise of an innovative project
11.3 Selection of innovation projects
CHAPTER 12. Analysis of the effectiveness of innovation
12.1 Measuring the effectiveness of innovations
12.2 Cost-effectiveness of investing capital in innovation
12.3 Efficiency of innovation activity with attraction of external sources of financing
Control tasks by chapters
Answers to training tasks
Literature
Glossary
Foreword
In modern conditions, almost every organization in any sector of the national economy solves the problems of change and improvement, which create a competitive advantage of one company over others, allow you to maintain and strengthen your position in the market. Material resources tend to run out. The intellectual resources of an organization, region, country is the only inexhaustible source that allows you to stay at the world level of development. The ability of new knowledge to save the necessary costs of labor and resources gives them a special use value - the ability to reduce the cost of manufactured products or services.
Unlike the methods of working with an established, “mature” product, a business with a new product that has better consumer properties is associated not only with the economic aspects of management (search for and master a new market), but also with technological ones (develop and improve the products themselves to meet the needs market).
A large amount of research and development has been carried out in Russia, a bank of results promising for commercialization has been created, but their authors can become qualified managers of their business only in exceptional cases. Unsold reserves of advanced technological developments number tens of thousands. For their successful promotion to Russian and foreign markets, hundreds of thousands of specialists in the field of innovation implementation are needed.
The objectives of the discipline "Innovation Management" are the training of highly qualified specialists who, on the basis of the acquired knowledge, can develop practical skills in managing the processes of development and implementation of innovations - the main factor in the development of the economy of modern society; the formation of modern ideas among future managers about the innovative nature of entrepreneurship in the manufacturing sector, the features and mechanisms of innovative activity. Innovation management is one of the main special disciplines that allows you to prepare a future specialist with a high level of theoretical knowledge in the field of management, which is necessary in the future for an in-depth study of other disciplines and for successful application in practice. The need to study this discipline is dictated by the needs of a market economy, in which effective activity is based on intensive factors of economic growth. innovation management management
Tasks of the discipline "Innovation management":
* the formation of students' theoretical knowledge about the basic concepts and techniques of innovation management and the innovation process;
* teaching students the basics of building a strategy and policy in the field of innovation;
* creation of modern ideas among future managers about the commercialization of innovations in the manufacturing sector, about the features and mechanisms of innovative activity;
* familiarization of students with domestic and foreign practical experience of innovation.
As a result of studying the discipline "Innovation Management", a manager and an economist-manager must:
* know theoretical foundations and modern practice of innovation management; methods of activating innovation activity, basic methods and techniques of innovation management, as well as stages of the innovation process;
* be able to introduce innovations in production; to carry out financial management of innovations; conduct effective marketing of innovations; apply the latest methods of material and moral incentives for personnel involved in innovation;
* own skills in evaluating and selecting innovations, evaluating markets, determining market value and legal protection of intellectual property objects; planning and organization of innovation activities.
The textbook is written in accordance with the State Standard of Higher Professional Education in the specialty "Organization Management".
The book consists of 12 chapters. The study of the first chapter gives a general idea of the discipline "Innovation Management". The second chapter is devoted to the study of the characteristics of innovation management. The following chapters discuss the most important components of innovation management: innovation process, innovation management techniques, strategic management in innovation management, innovation behavior, forms of innovation management, innovation policy, pricing in innovation business, risk in innovation, innovation project management, analysis of the effectiveness of innovation .
The textbook summarizes the achievements of foreign and domestic science in the field of innovation process management. In its preparation, materials of research in the field of innovation management, the authors of which are I.T. Balabanov, G.D. Kovalev, P.N. Zavlin, S.D. Ilyenkov, V.N. Gunin, A.A. Trifilova and a number of other Russian scientists.
The assimilation of the material is controlled with the help of tests and training tasks that complete each chapter, which contributes to the consolidation of theoretical knowledge and the development of practical skills in the field of innovation management in modern conditions. At the end of the tutorial are the final control tasks, as well as answers and solutions to some of them.
The authors thank the reviewers Professor I.E. Risin and Professor V.V. Davnis for valuable and constructive recommendations during the preparation of the manuscript of the book, as well as to the editor V.V. Kosmin for the revision, which significantly improved the text of the book.
CHAPTER 1. Basic concepts of innovation management
> General concepts of innovation
> Trends and developments
> Innovative spiral
> Innovative period of economic development
> The concept, essence and content of innovation
> Classification of innovations
> Innovation features
> Sources of innovation opportunities
1.1 Innovation as an object of innovation management
Innovations are based on innovations, or innovations, called innovations. Innovation is the replacement of an old object (phenomenon) with a new one. It is a permanent driving force behind the development of human society, the products of its activities and progress in general.
The development of any object is a special type of change, characterized by qualitative transformations leading to the emergence of a new one. In economic theory, there are two most common views on development and its interpretation: Keynesian and neoclassical.
Initially, "development" in the views of Keynesians in the concept of transition to self-sustaining growth, which was put forward by the American scientist W. Rostow, was understood as a synonym for high growth rates. Then the theory of the "big push" appeared, the founders of which were P. Rosenstein and A. Rodan. They associated development with profound structural changes covering the main branches of the national economy. Another understanding of "development" was offered by the model of economic growth with two deficits, developed by a group of American scientists (X. Chenery, M. Bruno, A. Strout and others). Development in this approach was interpreted as the displacement of external sources of financing by internal ones, as the replacement of imported goods with domestic ones, as the creation of prerequisites for overcoming external financial dependence.
In turn, the neoclassical school proposes to approach development issues on the basis of the models of W. Lewis, G. Myrdal, R. Solow.
The scientific category "development" was constantly undergoing changes. In the 1950s and 60s scientific and socio-political concepts and doctrines prevailed, according to which the development process was presented as a set of stages of economic growth through which any system must pass.
In the 1980s under the significant influence of the crisis phenomena in the world economy, the leading position was taken by the neoclassical concept, in which the main emphasis is placed on the constructive role of free markets, on the need to liberalize the economy, its external openness, privatization of property, institutional restructuring, etc.
In the early 1990s in contrast to neoclassical theories of economic development and growth, the concept of endogenous growth, or a new theory of growth, arises. Its main postulates are in the superior role of internal factors and sources of economic development, which arise and are recreated in relatively isolated economic systems. It is they who should play the role of the main triggers and levers of economic growth. An important feature of the new theory of economic development is the need to strengthen the regulatory role of the state in economic processes.
At present, the evolution of views on the problem of "development" has reached an understanding of it in a broader sense than it was perceived in the works of Keynesians and neoclassicals. Development should be associated primarily with the development of all spheres of society. This understanding of development determined the emergence of the concept of sustainable development.
It appears that under sustainable economic development one should understand such development, which ensures the reproduction of all factors of production and the economic system as a whole, which can be achieved only through the initiation and dissemination of innovations.
Innovation in this sense acts as materialized information, i.e., turned into a tangible thing. In the course of development, the process of the emergence of a new one goes on continuously.
Information gives a person an impetus to activity in a new direction. And this already means the appearance of progress (lat. progress - forward movement),
The development of direct commodity exchange leads to the emergence of money as an intermediary of this exchange. The appearance of metallic money is already the beginning of civilization, and technical progress in the conditions of commodity-money relations turns into scientific and technological progress.
The basis of scientific and technological progress are inventions and discoveries. When inventions find their practical application in any area of human activity, this leads to the creation of a new product or new technology. Thus, the idea underlying the invention turns into an innovation. It always stimulates the emergence of new ideas, as it develops human curiosity. This is how innovative spiral"scientific and technological progress - idea - innovation - scientific and technological progress - idea - innovation -...".
In the world economic literature, "innovation" is interpreted as the transformation of potential scientific and technological progress into real, embodied in new products and technologies.
The term "innovation" began to be actively used in the transitional economy of Russia, both independently and to refer to a number of related concepts: "innovative activity", "innovative process", "innovative solution", etc.
The economy in its development goes through certain stages, or life cycles - agricultural, industrial, post-industrial. The last two decades have been marked by the emergence of the newest global economic system. The industrial and post-industrial periods of the development of the world economy have been replaced by an innovative period with its inherent features.
The new economic system is characterized by a change in the main competitive advantages that allow economic entities to survive and develop in the external environment. This is manifested primarily in the strengthening of the role of intangible assets, expanded investment in intellectual capital. In modern competition, there is a competition not so much for the possession of capital resources and material values, but for the ability to develop and implement innovations. Let us summarize these and other main distinguishing characteristics of the previous and currently developing economic systems (Table 1.1).
Table 1.1 The main distinguishing characteristics of the modern economy
|
Characteristic |
|||
|
Industrial (second half of the 20th century) |
Innovative (late 20th - early 21st century) |
||
|
Strategic Factors of Economic Growth |
Manufacturing Experience |
scientific knowledge |
|
|
Dominant Capital |
Physical |
Intellectual |
|
|
Dominant assets |
material |
Intangible |
|
|
Main competitive advantages |
industrial technologies |
Technological and managerial innovations |
|
|
Key Strategies in the Global Economy |
Transfer of capital and property |
The spillover of knowledge and technology |
|
|
Basic production formula |
Capital + labor |
Capital + R&D |
|
|
Innovation process |
Periodic, carried out at the functional level |
Permanent, managed at the corporate level |
The emerging trends in changing the usual market foundations in the external and internal economic environment of enterprises impose new requirements on managing the processes of their survival and development. The strengthening of the role of scientific knowledge as a strategic resource and the growing influence of technological innovations as key success factors have led to the fact that today, all over the world, the economic growth of enterprises is determined by the share of products and equipment that contains progressive knowledge and modern solutions. In this regard, the legislation of the Russian Federation in the field of innovation development emphasizes that “in the XXI century. The country's position in geopolitical competition, along with the education and health of the population, will be determined by the development of science and key production systems of the latest technological order, the possibilities of the information environment, as well as the ability of the economic mechanism to generate high innovative activity.
In the economic literature, this process is characterized as a transition from the industrial and post-industrial economy of the 19th and 20th centuries. towards an innovative economy that will dominate the 21st century. Their main substantive difference is as follows. In an industrial economy, product improvement is achieved through the application of new knowledge to natural resources, equipment, labor, and in an innovative type of economy, this development is ensured by applying new knowledge to existing ones.
The speed of equipment replacement, development and introduction of new technologies into production is currently taking on a turbulent character and exacerbates economic and technological competition. Today, firms track the emergence of new scientific knowledge even at the stage of fundamental research and strive to be the first to get positive results at their disposal. As a result of such a scientific and technological race, more and more new goods and services appear on the market every day.
1.2 Essence and content of innovation
Under innovation(English) innovation) most commonly understood as “investing in innovation”.
innovation(lat. innovation - change, update) is an innovation that did not exist before. In accordance with civil law, novation means an agreement between the parties to replace one obligation they have concluded with another, i.e., this result is novation.
Innovation is a materialized result obtained from capital investment in new equipment or technology, in new forms of organization of labor production, service and management, including new forms of control, accounting, planning and analysis methods.
Innovation can also be called an innovative product.
Under invention understand new devices, mechanisms, tools, other devices created by man.
opening it is the result of obtaining previously unknown data or observing a previously unknown natural phenomenon.
Discovery differs from innovation in the following ways:
1) a discovery, like an invention, occurs, as a rule, at a fundamental level, and innovation is carried out at the level of a technological (applied) order;
2) the discovery can be made by a single inventor, and the innovation is produced by teams (laboratories, departments, institutes) and embodied in the form of an innovative project;
3) the discovery does not aim to gain benefits, but innovation is always aimed at obtaining tangible benefits, in particular, a greater influx of money, a greater amount of profit, an increase in labor productivity and a reduction in production costs through the use of a specific innovation in engineering and technology.
Discovery can happen by accident, and innovation is always the result of scientific research. The production of an innovation requires a specific, clear goal and a feasibility study.
The term and concept of "innovation" as a new economic category was introduced into scientific circulation by the Austrian (later American) scientist Joseph Alois Schumpeter (J.A. Schumpeter, 1883-1950) in the first decade of the 20th century. In his work "The Theory of Economic Development" (1911), J. Schumpeter for the first time considered the issues of new combinations of changes in development (i.e. issues of innovation) and gave a complete description of the innovation process. J. Schumpeter singled out five changes in development:
1) the use of new equipment, technological processes or new market support for production;
2) introduction of products with new properties;
3) use of new raw materials;
4) changes in the organization of production and in its material and technical support;
5) the emergence of new markets.
The very term "innovation" J. Schumpeter began to use in the 30s. 20th century At the same time, J. Schumpeter meant innovation as a change with the aim of introducing and using new types of consumer goods, new production, vehicles, markets and forms of organization in industry.
There are many definitions of innovation in the literature.
For example, B. Twiss defines innovation as a process in which an invention or idea acquires economic content.
F. Nixon believes that innovation is a set of technical, industrial and commercial activities that lead to the emergence of new and improved industrial processes and equipment on the market.
An analysis of various definitions of innovation allows us to conclude that the specific content of innovation is change, and the main function of innovation is the function of change.
The methodology for collecting data on technological innovation is based on the recommendations adopted in Oslo in 1992 and called the Oslo Guide.
In accordance with international standards (“Oslo Guide”), innovation is defined as the end result of innovative activity, embodied in the form of a new or improved product introduced to the market, a new or improved technological process used in practice, or in a new approach to social services. .
The Oslo Manual notes that there are two types of technological innovation:
* grocery;
* process.
Product innovation covers the introduction of new or improved products. Therefore, product innovations are divided into two types:
1) basic grocery:
2) improving food.
Process innovation is the development of new forms and methods of organizing production in the production of new products. This means that the release of new products can be organized using existing technology, equipment, energy resources and using traditional methods of organizing production and management.
Innovation can be managed. This means that it is possible to use various methods and means of control, allowing to varying degrees to influence the course of the innovation process, to increase the duration of the life cycle of innovation, to increase the effectiveness of innovation.
1.3 Classification and functions of innovations
The classification of innovations provides for the distribution of innovations into specific groups according to certain characteristics in order to achieve the goal.
The construction of a classification scheme for innovations begins with the definition of classification features. The classification feature is a distinctive feature of this group of innovations, its main feature.
Classification of innovations can be carried out according to different schemes, using various classification features. In the domestic literature, various classifications of innovations are given.
So, for example, A.N. Tsvetkov offers a classification of innovations and scientific and technical innovations based on various features. At the same time, he believes that innovation and innovation are different economic categories. “Innovation is a process. At the heart of this process is the practical implementation of some innovation. Innovation thus constitutes the content basis of innovation as a process,” he writes. According to I.T. Balabanov, innovation and innovation are one and the same concept, they come from the same English word innovation, i.e. innovation.
P.N. Zavlin and A.V. Vasiliev offer a classification of innovations based on seven classification features: scope, stages of scientific and technical progress, degree of intensity, pace of innovation, scale of innovation, effectiveness, efficiency of innovation (Table 1.2).
Table 1.2 Classification of innovations according to P.N. Zavlin and A.V. Vasiliev
|
Classification sign |
Classification groupings of innovations |
|
|
Application area |
Management, organizational, social, industrial, etc. |
|
|
Stages of scientific and technical progress, the result of which was innovation |
Scientific, technical, technological, design, production, information |
|
|
Degree of intensity |
"Boom", uniform, weak, massive |
|
|
The pace of innovation |
Fast, slow, decaying, rising, steady, jumpy |
|
|
Scale of innovation |
Transcontinental, transnational, regional, large, medium, small |
|
|
Efficiency |
High, low, medium |
|
|
Innovation Efficiency |
Economic, social, ecological, integral |
V.V. Gorshkov and E.A. Kretova use two features as the basis of the classification scheme of innovations: structural characteristics and target changes.
From the position of structural characteristics, innovations are divided into three groups:
* innovations "at the entrance" to the enterprise;
* innovations "at the exit" from the enterprise;
* innovations in the structure of the enterprise as a system that includes individual elements and interconnections between them.
According to the target change, innovations are divided into technological, industrial, economic, trade, social and management innovations.
Completely different features are the basis for the classification of innovations by E.A. Utkin, G.I. Morozova, N.I. Morozova. In their opinion, the classification features of innovation are the reason for the emergence of innovation, the subject and scope of innovation, the nature of the needs satisfied (Table 1.3).
Table 1.3 Classification of innovations by functional features
|
Classification sign |
visa innovation |
||
|
1. Cause |
1.1. jet |
Ensure the survival of a firm or bank in response to new transformations carried out by a competitor in order to be able to compete in the market |
|
|
1.2. Strategic |
Their implementation is proactive in order to obtain decisive competitive advantages in the future. |
||
|
2. Subject and scope of application |
2.1. Grocery |
New products and services |
|
|
2.2. Process |
Technology, production organization and management processes |
||
|
2.3. Market |
Opening new areas of application of the product, as well as allowing the implementation of the service in new markets |
||
|
3. The nature of the needs met |
3.1. Orientation to existing needs |
Current needs that are not fully or partially met |
|
|
3.2. Orientation to the formation of new needs |
Needs for the future, which may appear under the influence of factors that change the tastes and interests of people, their requests, etc. |
According to I.T. Balabanov, the system of classification features should include target, external and structural features.
Proposed by I.T. Balabanov classification of innovations is shown in fig. 1.1.
Economic theory distinguishes five types of innovation:
* introduction of a new product;
* introduction of a new method of production;
* creation of a new market:
* development of a new source of supply of raw materials or semi-finished products:
* reorganization of the management structure.
Rice. 1.1 Classification of innovations
The essence of a category is manifested in its functions. function (lat. functio - performance, commission) of an economic category expresses the external manifestation of its properties in a given system of relations; the functions of innovation reflect its purpose in the economic system of the state and its role in the economic process.
Innovation has three functions:
1) reproductive;
2) investment;
3) stimulating.
reproductive function means that innovation is an important source of financing for expanded reproduction.
The cash proceeds from the sale of innovations on the market creates entrepreneurial profit, which acts as a source of financial resources and at the same time a measure of the effectiveness of the innovation process.
The profit received from the implementation of innovations can be used in various ways, including as capital, which can be used to finance both all investments and specifically new types of innovations. Thus, the use of profits from innovation for investment is the content investment function innovation.
Receiving profit by an entrepreneur through the implementation of innovation directly corresponds to the objective function of any commercial economic entity. This coincidence serves as an incentive for the entrepreneur to new innovations; encourages him to constantly study demand, improve the organization of marketing activities, apply more modern methods of financial management (reengineering, brand strategy, benchmarking, fronting, etc.). This is the content stimulating function innovation.
Allocate the following sources of innovation.
1. An unexpected event, which may be a sudden success, an unforeseen failure.
2. The discrepancy between reality, such as it is, and its reflection in the opinions and assessments of people.
5. Demographic changes.
6. Changes in perception and values.
7. New knowledge, scientific and non-scientific.
Let us consider successively all the listed sources of innovative opportunities.
1. An unexpected event can be associated with both unexpected success and failure. There is no field that offers richer opportunities for successful innovation than this kind of success. However, it is most often neglected, as it is difficult for management to realize it. Thus, unexpected success is a kind of test of leadership competence. It is not just an opportunity for innovation, but it itself causes the need for these innovations.
Failures, unlike successes, cannot be rejected and rarely go unnoticed. But as a source of innovative opportunities, they are perceived even less frequently. Of course, most failures are just the result of blunders, incompetence in planning or execution. Failure indicates the need for change, i.e., latent innovation opportunities.
2. The discrepancy between reality and its reflection is a discrepancy, a dissonance between what is and what “should be”.
There are the following types of discrepancies: discrepancy between the economic realities of society; discrepancy between the real situation in the industry and plans; discrepancy between the orientation of the industry and the values of consumers of its products; internal discrepancy in the rhythm or logic of technological processes.
3. When the needs of the production process change, we are talking about improving an existing process, replacing a weak link, restructuring the old process in accordance with new needs.
4. With changes in the structure of the industry, rapidly growing market segments are usually formed. You can specify the main factors indicating changes in the sectoral structure:
* rapid growth of the industry;
* the convergence of technologies that were previously considered completely independent;
* the industry is ready to start fundamental structural changes if the direction of activity in it changes intensively.
5. Demographic refers to changes in the size of the population, its age structure, composition, employment, level of education and income.
6. Changes in values and perceptions are difficult to explain from a social or economic point of view. Perceptions are hardly quantifiable, but they are a source of innovation.
7. Innovations based on new knowledge become the object of attention and bring large incomes. Innovations based on non-scientific knowledge differ from all others in all the main characteristics: temporal coverage, failure rate, predictability.
Questions for self-control
1. What is innovation?
2. What is the difference between an invention and a discovery?
3. What is innovation?
4. What is innovation?
5. List the features that distinguish discovery from innovation.
6. What are the types of innovation?
7. What classification features of innovations are distinguished by different authors?
8. What functions do innovations perform?
9. What sources of innovation do you know?
10. Describe each source of innovation.
Training tasks
Exercise 1. It is planned to start organizing the production of a completely new class of electrically conductive film composite materials. The material belongs to the class of film composite materials with a unique combination of high sorption capacity and low electrical resistance. The high electrical conductivity of the material can dramatically increase the selectivity of sorption, control the rate of sorption and desorption, which is necessary when creating reusable materials. Applications: industry, medicine and biology.
a) reactive;
b) strategic.
2. This innovation is:
a) process;
b) grocery.
3. By the nature of the needs satisfied, innovation is oriented:
a) to existing needs;
b) on the formation of new needs.
Task 2 . The production of amorphous (rapidly hardened) solders intended for soldering homogeneous and dissimilar permanent joints: metal - metal, metal - ceramics, metal - glass, ceramics - ceramics is being established. One of the main areas of use is the replacement of silver-containing solders. Consumers (existing or potential) can be: electrical and radio engineering industry, machine-building enterprises, metalworking, equipment repair workshops, jewelry workshops.
Choose the correct answer options that characterize the described innovation:
1. By scope, this innovation is:
a) managerial;
b) organizational;
c) social;
d) industrial.
2. This innovation is:
a) grocery;
b) process.
3. According to the effectiveness of innovations, this innovation is:
a) economic;
b) social;
c) ecological;
d) integral.
Task 3 . Banks are increasingly replacing existing magnetic stripe plastic cards with chip cards. A chip card is a plastic card with a microprocessor (chip) embedded in it that functions like a mini-computer. Their benefits are obvious. The appearance of a chip can radically change the entire system of card payments; 80 times more information can be placed on a chip than on a magnetic strip of plastic cards. It is possible to simultaneously use several applications (programs) on one card. Unlike magnetic stripe cards, chip cards can process and store data. They protect cardholder information from unauthorized use. Chip cards are multifunctional: they simultaneously replace a passport, travel ticket, they store all data on health insurance.
Choose the correct answer options that characterize the described innovation:
1. By reason of occurrence, this innovation is:
a) reactive:
b) strategic.
a) process:
b) grocery.
3. By the nature of the needs satisfied, this innovation is focused on:
a) on the formation of new needs:
b) to existing needs.
Task 4 . The modern plant "Green Plastic" begins the production of biaxially oriented polypropylene film (BOPP). It is planned to produce three-layer BOPP of all types (transparent, metallized, pearl) with a thickness of 10 to 80 microns. The film is intended for packaging of foodstuffs, tobacco products, perfumery, light industry and cultural goods, paper and cardboard lamination, metallization and production of combined film materials. Temperature range of operation from - 30 to 100 °C. The cutting width is set at the request of the consumer.
Choose the correct answer options that characterize the described innovation:
1. By reason of occurrence, this innovation is:
a) reactive;
b) strategic.
2. According to the subject and scope of application, this innovation is:
a) process;
b) grocery.
3. In terms of application, this innovation is:
a) managerial;
b) organizational;
c) social;
d) industrial.
Test tasks
Choose the correct answer from those given.
1. In the world economic literature, "innovation" is interpreted as:
1.1. Turning potential scientific and technological progress into real, embodied in new products and technologies.
1.2. Development of direct trade.
1.3. Civilization started.
1.4. There is no correct answer.
2. The term "investment in innovation" most often means:
2.1. Money and funds received for the production of new products.
2.2. Innovation, innovation, innovation, innovation.
2.3. There is no correct answer.
3. Innovation is:
3.1. The agreement of the parties to replace one obligation they have concluded with another, i.e. this result is an innovation.
3.2. Innovation.
3.3. All answers are correct.
3.4. There is no correct answer.
4. Innovation is:
4.1. "An investment in innovation".
4.2. The materialized result obtained from capital investment in new equipment or technology, in new forms of organization of labor production, maintenance and management, including new forms of control, accounting, planning methods, analysis, etc.
4.3. Innovative product.
4.4. Combination of answers 4.1, 4.2 and 4.3.
4.5. A combination of answers 4.1 and 4.2.
4.6. A combination of answers 4.1 and 4.3.
4.7. There is no correct answer.
5. How discovery differs from innovation:
5.1. The discovery is made, as a rule, at the fundamental level, and the innovation is carried out at the technological level.
5.2. A discovery can be made by a lone inventor, and an innovation is developed by a team and embodied in the form of an innovative project.
5.3. Discovery does not aim at making a profit; innovation always aims at obtaining a tangible benefit.
5.4. All answers are correct.
6. Innovation sphere is:
6.1. The area of activity of producers and consumers of innovative products, including the creation and dissemination of innovations.
6.2. The totality of various types of resources, including material, financial, intellectual and others, necessary for the implementation of innovative activities.
6.3. A set of innovative projects and activities, coordinated in terms of resources, executors and terms of their implementation and ensuring the effective development and distribution of fundamentally new types of products.
7. The invention is understood as:
7.1. Innovation.
7.2. The process of obtaining previously unknown data or observing a previously unknown natural phenomenon.
7.3. New devices, mechanisms, tools, other devices created by man.
7.4. All answers are correct.
7.5. There is no correct answer.
8. Opening is:
8.1. The process of obtaining previously unknown data or observing a previously unknown natural phenomenon.
8.2. New devices, mechanisms, tools, other devices created by man.
8.3. Innovation.
8.4. All answers are correct.
8.5. There is no correct answer.
9. The following types of technological innovation are identified in the Oslo Manual:
9.1. Basic and process.
9.2. Product and basic.
9.3. Product and process.
9.4. Basic and improving.
9.5. There is no correct answer.
10. Product innovation covers:
10.1. Mastering new forms and methods of organizing production in the production of new products.
10.2. The process of obtaining previously unknown data or observing a previously unknown natural phenomenon.
10.3. Introduction of new or improved products.
10.4. All answers are correct.
10.5. There is no correct answer.
11. Product innovations are divided into two types:
11.1. Process and basic.
11.2. Basic and improving.
11.3. Process and improve.
11.4. All answers are correct.
11.5. There is no correct answer.
Chapter 1 summary
Innovation - the end result of an innovative activity that is embodied in the form of a new or improved product introduced to the market, a new or improved technological process used in practice or in a new approach to social services.
The concept of "innovation" is closely related to the concepts of "invention" and "discovery".
The invention is understood as new devices, mechanisms, tools, other devices created by man.
Discovery is the process of obtaining previously unknown data or observing a previously unknown natural phenomenon.
There are two types of technological innovation:
* grocery;
* process.
Product innovation covers the introduction of new or improved products. Therefore, product innovations are divided into two types:
* basic grocery;
* improving grocery.
Process product innovation is the development of new forms and methods of organizing production in the production of new products. At the same time, it is understood that the release of new products can be organized using existing technologies, equipment, energy resources, as well as traditional methods of organizing production and management.
A strategic need is a need for innovation for the future. It is caused by forecasts of economic activity, for example, loss of competitiveness of a product, a decline in the image of an economic entity, its possible bankruptcy, etc. The goal of innovation here is to increase the competitiveness of the product and the entire economic entity in the future. Such an innovation is a developmental innovation.
The classification of innovations means the distribution of innovations into specific groups according to certain characteristics in order to achieve the goal.
Innovation performs the following three functions:
1) reproductive;
2) investment;
3) stimulating.
There are the following sources of innovation:
1. An unexpected event, which may be an unexpected success or failure.
2. The discrepancy between reality as such and its reflection in the opinions and assessments of people.
3. Changing the needs of the production process.
4. Changes in the structure of the industry or market.
5. Demographic changes.
6. Changes in perception and values.
7. New knowledge (scientific and non-scientific).
Innovative activity - a process aimed at implementing the results of completed scientific research and development or other scientific and technological achievements into a new or improved product sold on the market, into a new or improved technological process used in practice, as well as additional scientific research related to this and development.
After studying the material in this chapter, the student shouldKNOW :
> basic concepts and approaches to the concept of innovation;
> main types and classifications of innovations on various grounds;
> main functions of innovation and conditions affecting the genesis of innovation
andBE ABLE TO :
* distinguish between the concepts of "innovation", "discovery", "invention";
* identify innovation according to various classification criteria.
CHAPTER 2. General characteristics of innovation management
> The concept, essence and content of innovation management
> Development and current state of innovation management
> Stages of innovation management development
> Evolution of innovation management principles
> Functions and methods of innovation management
> Forecasting in innovation management
2.1 Essence and content of innovation management
In the range of tasks currently being solved in the Russian economy, an important role is undoubtedly played by ensuring the real economic independence of enterprises. This explains the growing interest in such areas in the field of management, which, while meeting the goals of increasing the efficiency of business entities, at the same time allow them to maintain their financial independence and stability in various, inevitably changing situations. Such an approach leads to the recognition of priority in the area of innovation management under consideration, i.e., activities focused on obtaining in production as a result of the development and implementation of optimal management decisions a new positive quality of one or another intended property (product, technological, informational, organizational, managerial and etc.).
Innovation management is an independent area of economic science and professional activity aimed at shaping and ensuring the achievement of innovative goals by any organizational structure through the rational use of material, labor and financial resources.
Innovation management is one of the varieties of functional management, the direct object of which is innovation processes in all their diversity.
Thus, innovation management is a system (from the Greek. systema - whole, composed of parts) control, consisting of two subsystems: manager(subject of management) and managed(control object). The connection between the subject and the object of management is carried out through the transfer of information, which (the process of dissemination and transmission of information) is the process of management.
The subject of management in innovation management there may be one or a group of specialists who, through various methods and methods of managerial influence, organize the purposeful functioning of the control object.
Control object in innovation management are innovations, the innovation process and economic relations between participants in the innovation market (producers, sellers and buyers) (Fig. 2.1).
Rice. 2.1 Scheme of innovation management
In general, the content of the concept innovation management can be viewed from three perspectives:
* science and art of innovation management;
* the type of activity and the process of making managerial decisions;
* innovation management apparatus.
As a science and art of management, innovation management is based on the theoretical principles of general management. As a type of activity and the process of making managerial decisions, innovation management is a set of procedures that make up the general technological scheme of innovation management. This set consists of separate areas of management activity, often called management functions, each of which is divided into separate stages performed in a certain sequence.
Innovation management as a scientific discipline meets the principles of consistency, complexity, and dynamism. This is a complex discipline, its basis is a scientific approach to management.
The implementation of innovation management in general involves:
* targeted search for innovative ideas;
* organization of the innovation process (development of plans and programs for innovation activities, implementation of a unified innovation policy, provision of finance, material resources and qualified personnel for the programs of this activity);
* promotion and implementation of innovations in the market.
The most effective option for achieving the goals of innovation management is the development and implementation of industrial, technological, research projects for each event or for certain combinations of them. And here, as one of the most effective modern management tools, project management comes to the fore. Project management as an element of innovation management is of particular importance for enterprises and firms located in the risk zone or approaching it.
2.2 The emergence, formation, development and current state of innovation management
For innovation management, as well as for the general science of management, evolutionary development of the main theoretical positions and concepts is characteristic. There are four relatively independent stages in the development of innovation management: factor approach, functional concept, systemic and situational approaches.
For stage factor approach It is characteristic that science and technology are considered among the most important factors in the development of the country's economic potential. R&D was a constant and significant factor in the development of the production potential of industrial innovative enterprises (IP). Science personnel, material and technical base, scientific equipment and information funds were the factors of the scientific and technical potential of the IP. The factorial approach involved the development of evaluation criteria for each component and the use of predominantly extensive development levers associated with the quantitative expansion of the scientific and technical sphere. This stage is characterized by the appearance of in-depth research and practical developments in the field of scientific and technical potential, its assessment and development forecasting.
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We invite scientists, graduate students and students, theorists and practitioners of innovation, representatives of innovation business and authorities to take part in the international scientific and practical conference:
Innovation management: theory, methodology, practice
The main directions of the conference:
SECTION 1. Innovative potential of the modern economy.
SECTION 2. Mechanisms of state innovation policy.
SECTION 3. Infrastructure of innovative activity.
SECTION 4. Theory and practice of innovation management.
SECTION 5. Problems of commercialization of innovations.
SECTION 6. Benchmarking in innovation activity.
SECTION 7. Innovative activity of universities.
SECTION 8. Experience in creating small innovative enterprises.
SECTION 9. Innovations in the construction industry.
SECTION 10. Innovations in the industry.
SECTION 11. Innovations in mechanical engineering and energy.
SECTION 12. Innovations in chemistry, pharmaceuticals, medicine.
SECTION 13. Service innovations.
SECTION 14. Innovative educational technologies.
SECTION 15. Management of social innovations.
SECTION 16. Information and communication technologies.
SECTION 17. Critical Technologies XXI century.
SECTION 18. Formation of innovative competencies of university graduates.
SECTION 19. Legislation in the field of innovation.
Section 20. Development of innovative technologies in the regional aspect.
Section 21. Foreign experience in the implementation of state innovation policy.
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Topic: Innovative theories and practice in education.
The concept of "innovation" has an interdisciplinary character and is one of the most popular in modern research. Translated, it means "update, innovation or change." In the context of the systems approach, "innovation" is defined as a purposeful change in the functioning of the system, and in a broad sense, these can be qualitative and (or) quantitative changes in various areas and elements of the system. The concept of "innovation" was first used in the studies of culturologists in the 19th century. and meant introducing elements of one culture into another. The first most complete description of innovation processes was presented at the beginning of the 20th century. economist I. Schumpeter, who analyzed “new combinations” of changes in the development of economic systems (1911). Somewhat later, in the 30s, I. Schumpeter and G. Mensch introduced the term “innovation” into scientific circulation, which they considered the embodiment of a scientific discovery in a new technology or product. Since that moment, the concept of “innovation”, “innovative theories” and the associated terms “innovative process”, “innovative potential” and others have acquired the status of general scientific categories of a high level of generalization and have enriched the conceptual systems of many sciences. At the same time, innovative theories reflect the essence and regularity of innovations, determine the factors of innovative development, forms of organization of innovative activities.
Theories have been discussed in the Russian educational system since the 80s of the twentieth century, and until now this phenomenon is one of the most uncertain and ambiguous from the standpoint of the categorical apparatus of pedagogy. As N. Yu. Postalyuk points out, it was in the 1980s that the problems of innovation in pedagogy and, accordingly, its conceptual support became the subject of a special study. The terms “innovation in education” and “pedagogical innovation”, used as synonyms, were scientifically substantiated and introduced into the categorical apparatus of pedagogy by I. R. Yusufbekova (book “General foundations of pedagogical innovation: experience in developing the theory of innovative processes in education”). In her works, pedagogical innovation is considered as a special independent branch of pedagogical science, which has its own original object, subject and research methods. She highlights the neological, axiological and praxeological characteristics of such a complex and multifaceted concept as “pedagogical innovation”. In the context of educational activity, innovation involves the introduction of something new in the goals, content, methods and forms of education and upbringing, and the organization of the pedagogical process.
Thus, the innovation process consists in the formation and development of the content and organization of the new. It is a set of procedures and means by which a scientific discovery or idea is transformed into a social, including educational, innovation. Innovation in this consideration is understood as the result of innovation, and the innovation process, in its most general form, is considered as the development of three main stages: generating an idea (in a certain case, a scientific discovery), developing an idea in an applied aspect, and implementing an innovation in practice. In this regard, the innovation process can be viewed as the process of bringing a scientific idea to the stage of practical use and the implementation of the associated changes in the socio-pedagogical environment. An activity that ensures the transformation of ideas into innovation and forms a management system for this process is an innovative activity.
V. S. Lazarev offers a more detailed description of the stages of development of the innovation process, highlighting the following actions: determining the need for changes; collection of information and analysis of the situation; preliminary selection or independent development of innovation; making a decision on implementation (development); the implementation itself, including trial use of the innovation; institutionalization or long-term use of an innovation, during which it becomes an element of everyday practice. The totality of all these stages, from the point of view of V. S. Lazarev, forms a single innovation cycle.
As N. Yu. Postalyuk writes, innovations in education are considered innovations specially designed, developed or “accidentally discovered” as a pedagogical initiative. The content of “innovation” can be: scientific and theoretical knowledge of a certain novelty (V. M. Polonsky), new effective educational technologies (V. L. Bespalko, V. V. Serikov), a project of an effective innovative pedagogical experience ready for implementation (N. L. Guzik). Innovations are new qualitative states of the educational process, which are formed when the achievements of pedagogical and psychological sciences are introduced into practice (A. A. Arlamov), when advanced pedagogical experience is used (Ya. S. Turbovsky).
Analyzing the pedagogical literature, N. Yu. Postalyuk offers the following classification of innovations-innovations.
1) Depending on the functionality, all pedagogical innovations can be divided into:
Innovations - conditions that ensure an effective educational process (new content of education, innovative educational environments, sociocultural conditions, etc.);
Innovations-products (pedagogical tools, technological educational projects, etc.);
Organizational and management innovations (qualitatively new solutions in the structure of educational systems and management procedures that ensure their functioning).
2) Depending on the area of implementation or implementation, innovations can be:
In teaching technologies, in the field of educational functions of the educational system;
In the structure of interaction between participants in the pedagogical process, in the system of pedagogical means, etc.
3) In terms of scale and socio-pedagogical significance, innovations can be distinguished: federal, regional and sub-regional or local, intended for educational institutions of a certain type and for specific professional-typological groups of teachers.
An interesting typology of innovations is offered by V. M. Lizinsky. He believes that innovative activity involves a long "measuring" and serious reflection before introducing any innovations into an established traditional pedagogical process. V. M. Lizinsky distinguishes three types of innovations: random, useful and systemic. Random innovations are far-fetched and introduced from the outside, not arising from the logic of the development of the educational system. Most often, they are introduced by order of higher management and are doomed to failure. Useful - innovations corresponding to the mission of the educational institution, but unprepared, with indefinite goals and criteria that do not form a single whole with the school system. Systemic innovations are innovations taken out of the problematic field with clearly defined goals and objectives. They are built on the basis of taking into account the interests of students and teachers and are in the nature of continuity with traditions. Such innovations are carefully prepared, expertized and provided with the necessary means (personnel, material, scientific and methodological).
Consideration of the innovation process from the point of view of synergetics makes it possible to overcome the rather widespread idea that has developed in the pedagogical literature about innovations as discrete states of the educational system or its individual components. Innovations are represented by “one-time” procedures, planned and implemented after the emergence of a scientific idea, introduced into pedagogical practice. At the same time, recent studies devoted to socio-cultural innovations (I. I. Lapin, A. I. Prigozhin, etc.) actively develop the concept of innovative processes in the status of continuous updating of the corresponding system, which occurs as a result of the purposeful accumulation of innovative potential. In this scientific school, innovation is objectively updated through the mechanisms of the system's self-development. Proceeding from this, innovations in education are possible as a continuous renewal of the pedagogical system, which occurs as a result of the purposeful accumulation of innovative potential. The innovation process is objectively updated through the mechanisms of self-development of the system.
For a complete and accurate representation of the specifics of innovative processes taking place in the modern Russian educational space, two types of educational institutions can be distinguished in the education system: traditional and developing. Traditional systems are characterized by stable functioning, aimed at maintaining once established order. Developing systems are characterized by a search mode.
In developing Russian educational systems, innovative processes are implemented in the following areas: the formation of a new content of education, the development and implementation of new pedagogical technologies, the creation of new types of educational institutions. In addition, the teaching staff of a number of Russian educational institutions is implementing innovations into practice that have already become the history of pedagogical thought. For example, alternative educational systems of the early twentieth century by M. Montessori, R. Steiner, S. Frenet, etc.
Since we are talking about the process of mastering the new, it is important to provide the structure of the innovation process, or rather to point to the “political structure” (multiple structures): / based on the materials of M. M. Potashnik and V. S. Lazarev /
Activity structure- represents a set of components: motives - goal - tasks - content - forms - methods - results.
Subjective structure- includes the innovative activities of all subjects of the development of the educational institution: the director, teachers, scientists, students, parents, and the team. The subject structure takes into account the functional and role ratio of all participants in each of the stages of the innovation process.
Level structure- reflects the interconnected innovation activity at the federal, regional, district and institutional levels.
Life cycle structure- is expressed in the following stages: emergence - rapid growth - maturity - development - diffusion (penetration) - saturation (development by many) - duration - exhaustibility.
The structure of the genesis of innovation- /very close to the previous one/: emergence - development of the idea - design - implementation - widespread use.
Management structure- involves the interaction of managerial actions: planning - organization - management - control.
MOU - lyceum of Tatarsk implements all types of innovative structures. Practice shows that all the above structures are organically fastened together not only by horizontal, but also by vertical connections, and moreover: each component of any structure of the innovation process is implemented in the components of other structures, that is, this process is systemic.
Based on the goal of the educational institution “Formation of a socialized personality in the conditions of lyceum education”, as part of the modernization of education, we have identified the main directions of innovative activity. The implementation of the presented long-term program is possible in the presence of the necessary teaching materials for subjects, material, technical, regulatory and legal framework, staffing, which is available in the lyceum.
through BUP clock
Socio-psychological diagnostics of the personal growth of a lyceum student, monitoring the development of the innovation process, the development of priority goals, objectives, intermediate indicators of development.
Obtaining a quality basic education with additional in-depth training of lyceum students in the profile.
Legal support of guarantees of the rights to education and social protection of students (School Council, Pedagogical Council, Methodological Council, etc.). Legal framework: Charter, local acts, etc.
The implementation of these areas is facilitated by the appropriate regulatory and legal support of the educational process, including guarantees of the rights to education and social protection of students.
The effectiveness of innovative work is ensured by a number of factors:
Regulatory - legal
Organizational and pedagogical
Program-methodical (technological)
Kadrov
Socio-psychological
control and prognostic
Innovative work carried out over 7 years has made it possible to create, test and implement a model of specialized education,
allowing in its essence to realize the idea of individually - differentiated, student - oriented learning, to model the profile of each student, taking into account age, personality and current learning indicators. Normative - legal support of this model is carried out on the basis of the provisions of the Charter of the educational institution, local acts, etc.
In the 2004-2005 academic year, based on the organizational and pedagogical structure of the lyceum, 3 classes of physical and mathematical (8-b, 9-b) and socio-economic were formed at the profile-adaptation stage
(8-a) pre-profile class; accordingly, at the profile-defining stage, 4 classes of physical and mathematical (11-b), information-mathematical (10-b) and socio-economic profiles (10-a, 10-b) were formed.
The number of students in these classes was 162 people, 37.4% of the total number of students in the lyceum; in comparison with 2003 - 2004 account. year - 38.3%; 2002 - 2003 academic year year - 29%.
The process of completing these classes has been sufficiently developed, introduced into the practice of an educational institution and includes monitoring the social order of the subjects of the educational process, the results of control testing, as well as conclusions on psychological diagnostics.
The main factor ensuring the effectiveness of innovative work is software and methodological support, within which
1. An educational institution in the 2004-2005 academic year is fully provided with program-methodical and control-measuring materials in the subjects of UP;
2. The educational and methodological complexes of optional classes, special courses are brought into the system.
3.Created, tested and implemented programs of elective courses.
An analysis of the results of the frontal control of the level of conducting electives at the 3rd level of education indicates that the main goal of the courses is
Correction of educational achievements of the student (chemistry, 10th grade, Shmatko T. M.);
Orientation towards the acquisition of educational results for successful promotion in the labor market (economics, grades 9-10, Berezina E.I.);
Preparatory work for passing the exam; (Russian, 11th grade, Brit N.N.), etc.
The electives are provided with a program compiled by the teacher (modified), educational and thematic planning. In the 2005-2006 academic year, the elective course programs “will go through the review stage at the departments.
The technological direction of experimental activity is ensured by the completeness of the use of pedagogical and copyright technologies in the educational lyceum space.
Monitoring analysis testifies to a high level of education in the 8th grade both in algebra and physics; stable positive results in 10-a and 10-b grades; high performance in the 11th grade.
Monitoring the performance of students in specialized classes
(for mathematical disciplines)
The average assessment score in algebra, geometry, physics is from 3.7 points. up to 4.2 points, which allows us to talk about stable “good” (but not high) results.
Monitoring the performance of specialized classes in subjects
(2 semester of credit week) (success)
Staffing contributes to the implementation of the innovative direction of activity: more than 90% of the lyceum teachers participate in the experiment of the Federal, municipal and lyceum scales.
Increasing the scientific and methodological outlook of the teacher, the continuous development of his creative potential was carried out through a system of pedagogical councils on the following topics:
"Acmeological model of lyceum education", "Communicative competence - a new type of education content", "Pedagogical communication as an instrument of interaction in the conditions of lyceum education", "Health-saving lyceum space as a condition for the formation of a health culture", etc.
psychological and pedagogical seminars on the topics:
“Theory of multiple intelligences”, etc., as well as scientific and methodological activities of departments, creative laboratories.
The active participation of the teaching staff in experimental activities at various levels made it possible to achieve results in the regional exhibition - fair "UchSib - 2005"
The introduction and implementation of educational practices in the organization of lyceum education allows for the implementation of the programs “Able and gifted children”, “Health”, “Psychological and pedagogical support for students in the conditions of lyceum education”, “Continuity in development, education and training”.
The result of the implementation of the program "Able and gifted children" is the educational and research activities of lyceum students, carried out within the framework of the NOU, the main tasks of which in 2004 - 2005 were educational:
Development of cognitive activity, research skills and abilities of lyceum students;
Organization of training in working with scientific literature: selection, analysis and systematization of material; design of educational research;
Involvement of students in grades 7-8 to participate in the NOU.
The solution of the tasks was carried out through:
a) creation and execution of a data bank on the types of giftedness of lyceum students; (the academic type of giftedness predominates - general mental abilities) (see diagnostic results)
b) registration of a data bank “On the social order of lyceum students” during the formation of the BUP, which made it possible to largely determine the direction and form of educational and research activities (programming, development of projects and research topics)
c) organization of a general lyceum conference, where sections of physical and mathematical sciences, social sciences and the natural sciences are formed; criteria for evaluating academic research are proposed, the results of the past academic year are analyzed, etc.
d) participation in olympiads, competitions, tournaments.
A variety of forms of activity allows us to talk about the following results:
448 students of 2-11 grades in 14 subjects took part in the lyceum round of the Olympiads, respectively, 64 lyceum students of 3-4 and 6-11 grades participated in the city tour.
As a result, 41 places were won - 15 - first places, 12 - second and 14 - third places, instead of 37 places in 2004-2005. year.
22 students participated in the all-lyceum scientific-practical conference, 13 studies were submitted to the regional scientific-practical conference, 5 of them received the title of "Laureate" of the conference; as a result, 6 research papers will take part in a regional scientific and practical conference in the following areas: valeology (Schrader K. 9-b, leader Kotova G. N.); biology (Ivanovskaya Yu. 11-b, supervisor Ponomareva L. I.); mathematics (Trifonov A. 10-b, supervisor E. G. Odinets); sociology (Ukhvatova G. 11-b, supervisor Biryukova I. A.); literary criticism and linguistics (Popova T. 9-b, supervisor Yu. V. Barashkovskaya); geography (Fursova T. 10-b, leader Ivanchenko O. S.)
Students of grades 5-6 take an active part in the activities of the NOU as part of the organization of mini-conferences, defending design work on technology (solving the problem of 1 year of study) (for more details, see the reference)
A positive moment in the effectiveness of the NOU is the entry of lyceum students to intellectual competitions in subjects:
District level:
history 1st place (7th grade students, leader Biryukova I.A., int. game "Battle of Stalingrad")
history 2nd place (students of 10-11th grades, leader Lomakina L.V., intellectual game dedicated to the 60th anniversary of the Victory)
Regional level
31st place in the Russian Bear Cub (Vrazhkina L., 5th grade Brit N.N.)
56th place in the "Kangaroo" school (Biryukova E., 7th grade student Ivanova G.I.)
Interregional level
participation of students of 9th grade. (Kobyded O., Aleksandrova A., Tyan I.), students of the 10th class. (Sergeeva G.) in the correspondence physics and mathematics Olympiad of the Avangard school confirm their ability to study in a class with in-depth study of mathematics and physics.
The effectiveness of the participation of lyceum students in extracurricular activities at various levels is monitored using a portfolio or a folder of personal achievements of the student, the purpose of the portfolio is to diagnose the student's individual progress in a broad educational context. A portfolio structure scheme and a scheme for calculating a student's educational rating have been implemented and tested.
An analysis of the diagnosis of creating a portfolio shows that 75.3% of the lyceum students, ashamedly with the class teacher, have drawn up folders of personal achievements and, as necessary, monitor the effectiveness of their activities.
A special place in the experimental work of the 2004-2005 academic year continues to be occupied by a large-scale federal experiment to improve the structure and content of general education, the main directions of which are Experiment Analysis)
Approbation of program-methodical, educational-methodical complexes under the general editorship of N. F. Vinogradova;
Approbation of measuring instruments for monitoring key educational competencies;
Teaching a foreign language in elementary school;
Teaching computer science in elementary school.
Experimental activities provided:
The participation of an educational institution in the Federal experiment made it possible to update the educational and material base (lyceum library fund)
To test the curriculum at the 1st and 2nd levels of education;
To test the teaching materials under the general editorship of N. F. Vinogradova; systematize control and measuring materials by subjects;
Ensure continuity in the teaching of computer science and a foreign language between primary and secondary (full) education;
To take into account and control the process of individual development of each student;
To carry out an increase in the professional level of teachers - experimenters in NIPK and PRO;
High stable results of students were received.
Thus, the program of innovation activities in the 2004-2005 academic year covers the main areas of activity of the educational institution:
- An educational institution is provided with software-methodical, educational-methodical complexes for the formation of a profile: physical and mathematical, informational and mathematical and socio-economic. In the future, the formation of a humanitarian profile should be continued, taking into account the individual capabilities of students.
- Most of the lyceum teachers are involved in experimental and experimental innovation activities.
The theoretical and practical base of the teacher was formed mainly through the system of pedagogical councils, scientific and methodological council, the activities of departments, psychological and pedagogical seminars, creative laboratories.
- The educational programs “Health”, “Psychological and pedagogical support of students in the conditions of lyceum education”, “Continuity in training, education and development” have been introduced into the educational process.
- The main directions of activities with capable and gifted children were carried out within the framework of the program "Able and gifted children"
· individually - group work with lyceum students in order to prepare their possible participation in olympiads, competitions, scientific - practical conferences of various levels.
· opening of specialized classes and approbation of new subjects through BUP, additional education.
The normative and content aspects of the "Student Portfolio" have been developed
The effectiveness of training in profile and pre-profile classes in profile disciplines is stable and positive.
This system of innovation activity is dynamic and applicable in any educational institution in the form of a technological chain:
Dear colleagues!
International Research Center "Scientific Cooperation"
MULTI-VOLUME COLLECTIVE MONOGRAPH (IN 9 volumes)
MONOGRAPH IS INDEXED IN
RUSSIAN SCIENTIFIC CITATION INDEX (RSCI)
The monograph accepts materials that address issues related to modern theoretical and applied achievements in various scientific fields, education, technology and industry, highlighting the thematic diversity, current forms of presenting the latest research concepts, directions and approaches, developments, technologies and products, allowing to evaluate current trends in the development of science and the innovation sphere, commercialization of ideas, inventions and experience in introducing innovations in the following scientific fields:
Architecture and art;
Biology;
Geology;
Geography;
natural science;
Story;
cultural studies;
Computer science;
Linguistics;
Mathematics;
The medicine;
Pedagogy;
Political science;
Psychology;
Sociology;
Technical science;
Philology;
Philosophy;
Economy;
Jurisprudence.
I. Requirements for the design of the text of a collective monograph
Original author's materials of 25-35 pages of text in A4 format are accepted for publication, paper orientation is portrait. The material should contain a brief introduction (1-2 pages) and a conclusion (1 page), and also divided into several parts of equal volume. Materials from applicants and graduate students are accepted for consideration only if there is a review of the supervisor (signed and certified by the seal of the university), which is sent in scanned form to the center's mail, along with the materials provided. If the work is written in co-authorship with the supervisor, then a review is not required.
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II. Application form and requirements for the design of a collective monograph
APPLICATION FOR THE PUBLICATION OF A COLLECTIVE MONOGRAPH
"Science today: theory, practice, innovation" (vol. 3)
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Certificate of participation in a collective monograph (Russian Federation - 230 rubles, CIS - 280 rubles).
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Editing of the list of references according to GOST (300 rubles).
Source of information letter
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The cost of publishing and reviewing the materials of a collective monograph is 250 rubles. for 1 page. Additional payment for a co-author - 500 rubles. One author (principal in co-authorship) is entitled to one copy of the collective monograph free of charge. Payment for sending a mandatory copy of a collective monograph to an author from Russia - 250 rubles, for authors from the CIS countries - 480 rubles. The cost of additional copies of the collective monograph is 400 rubles per copy, including postage (Russia) and 650 rubles (CIS). All materials are independently reviewed, in case of positive feedback from the reviewer, you will be sent a letter containing the cost of publication and payment details. The monograph will be published in hardcover with the assignment of the international index ISBN, LBC, UDC and sent to the main libraries in Russia and abroad and indexed in the RSCI.
We ask you to order in advance additional copies of the monograph for your co-authors, supervisors and scientific consultants.
IV. Contacts
Please send the application and materials to the e-mail of the International Research Center "Scientific Cooperation" [email protected] marked "KM2 - T2".
The contact person for the publication of the monograph is Oksana Pavlovna Chigisheva, Candidate of Pedagogical Sciences, Associate Professor.
Dear colleagues!
We will be grateful to you for disseminating this information among a wide range of people interested in the publication of materials.
in a collective monograph.
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