Modern innovative educational technologies. Innovative technologies of education Innovative technologies in educational activities

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Introduction

The purpose of the course work is to identify the features of innovative education technologies.

Objectives of the course work:

Determining the features of innovative learning technologies based on a theoretical analysis of philosophical and psychological-pedagogical literature;

Identification of the main reasons for the use of innovative technologies;

Defining the features of student-centered learning technology;

Identification of the criteria for the effectiveness of the lesson in the system of student-centered learning.

The object of the research is innovative learning technologies.

The subject of the research is a student-oriented learning technology.

The research hypothesis is that the use of innovative learning technologies in the general pedagogical process will increase its effectiveness, as well as the level of development of the students' personality.

The methodological basis of the study was the provisions of activity (Yu.V. Gromyko, N.N. Leontiev, G.P. Shchedrovitsky and others), systemic (O.S. Anisimov, A.P. Belyaeva, N.V. Kuzmina, V. .V. Yudin and others), personality-oriented (M.V. Klarin, I.S. Yakimanskaya and others) approach, about the patterns of child development (L.S. Vygotsky).

Research methods are the study and analysis of the current state of the problem in theory and practice according to literary sources.

The concept of "change" becomes in many ways synonymous with the word "innovation". During this period, strategic approaches to modern innovations in teaching and learning begin to take shape. In 1962, the work of Everett Rogers "The Diffusion of Innovations" was published, which withstood multiple reprints and was analyzed by scientists around the world. And today, his model of the diffusion of innovations is used as the basis for conducting research at various levels.

In the 1990s, many works devoted to the problem of innovative education appeared. The causes of this problem are described in sufficient detail by V. E. Shukshunov and his co-authors. One of them is that “the system of “supportive education” that has developed in the past no longer contributes to the requirements of the emerging post-industrial civilization”

Novelty is always concrete-historical in nature. Born at a specific time, progressively solving the problems of a certain stage, an innovation can quickly become the property of many, the norm, generally accepted mass practice, or outlive, become obsolete, and become a brake on development at a later time. Therefore, the teacher needs to constantly monitor innovations in education and carry out innovative activities. The main functions of the teacher's innovative activity include progressive (so-called defect-free) changes in the pedagogical process and its components: a change in goals (for example, the new goal is the development of a student's individuality), a change in the content of education (new education standards), new teaching aids (computer learning ), new ideas of education (Yu.P. Azarov, D. Bayard, B. Spock), new methods and techniques of education (V.F. Shatalov), development (V.V. Davydov, L.V. Zankov), education junior schoolchildren (Sh.A. Amonashvili), etc.

The introduction of modern technologies depends on the readiness of the subjects of the educational process (primarily teachers) for innovation, the formation of innovative pedagogical thinking, and the restructuring of the mentality of the participants in the training.

In all pedagogical guidelines, the importance of two principles is emphasized: taking into account the age characteristics of pupils and the implementation of education based on an individual approach. Psychological and pedagogical studies of the last decades have shown that it is not so much the educator's knowledge of the age and individual characteristics that is of paramount importance, but the consideration of the personal characteristics and capabilities of the pupils. The personal approach underlying the construction of the content of education is understood as a reliance on personal qualities. The latter express characteristics that are very important for upbringing - the orientation of the personality, its value orientations, life plans, established attitudes, the dominant motives of activity and behavior. Neither age taken separately, nor individual personality traits (character, temperament, will, etc.), considered in isolation from the named leading qualities, provide sufficient grounds for a high-quality personality-oriented educational result. Value orientations, life plans, personality orientation, of course, are associated with age and individual characteristics. But only the priority of the main personal characteristics leads to the correct accounting of these qualities.

innovative learning personal

1. The concept of innovative learning technologies

1.1 General concept of innovative education technologies

The word "innovation" comes from the Latin inovatis (in - in, novus - new) and in translation means "update, novelty, change". Pedagogical innovation is a change aimed at improving the development, education and learning of students.

Innovation is change within a system. Therefore, in the pedagogical interpretation, innovation is the introduction of something new, change, improvement and improvement of the existing pedagogical system.

Pedagogical innovative technology is the integrity of scientifically based and rationally selected content and organizational forms that create conditions for motivation, stimulation and activation of educational and cognitive activity of students. In pedagogical technology, each element and stage of the educational process is conditioned, aimed at an objectively diagnosable result.

At the present stage of development of society, the need for the introduction of innovative technologies into the educational process, based on new achievements in economics, pedagogy and psychology, is sharply increasing.

In domestic pedagogy and psychology, the position has been established that the development of the individual in the learning process depends on both external and internal conditions. The external ones are:

§ pedagogical skills of the teacher;

§ rational construction of training programs;

§ a set of optimal teaching methods.

However, external conditions are always refracted through the individual characteristics of the individual, her relationships with other people, which constitute the internal conditions of learning. The latter are psychological factors that are determined by the personality of the student himself: the level of mental development, attitudes towards learning, features of self-organization, and other individual characteristics.

The formation of a system of one's own views and tastes, the definition of standards and assessments, attitudes towards people, etc., largely depend on psychological factors. Consequently, one and the same technology cannot be a recipe for all cases of pedagogical activity. These factors make it necessary to look for new educational technologies.

The concept of innovative technology includes a number of criteria and principles, the implementation of which ensures the effectiveness of learning outcomes.

1.2 The essence and content of the concept of innovative technology

Pedagogical technology is a complex, integrated process that includes people, ideas, means and ways of organizing activities for problem analysis and planning, providing, evaluating and managing problem solving, covering all aspects of learning. Such an understanding of modern pedagogical technology determines the direction of theoretical and practical searches for educational technologies.

1.2.1 Principles for the development of innovative technologies

The results of ongoing research in the field of pedagogical technologies show that their prospects are associated with the development of three models of pedagogical technologies: semantic, structural and parametric. At the same time, under the model of pedagogical technology, we mean purposefully developed and in general terms reproducible components of the student learning process, which lead to an increase in the efficiency of the functioning of an integral pedagogical system. Modeling involves the definition of the goal of education (why and for what?), the selection and construction of the content of education (what?), the organization of the educational process (how?), methods and methods (using what?), the interaction of teachers and students (who?).

When creating a semantic model of student learning technology, the subject of research is limited to the framework of pedagogical reality: what is the content of education, forms of organization of the educational process, results and their evaluation system. However, under certain conditions of the equipment of the pedagogical process, depending on the level of pedagogical skills of teachers, the readiness of students to perceive and process educational information, the essence of the main technological acts changes. In this regard, in semantic modeling, changes and admissible possibilities of replicating author's technologies in specific conditions of the pedagogical process are investigated.

The concretization of the semantic model depends entirely on the purpose for which it is being developed. On this basis, several areas of detailing the general semantic model of pedagogical technology can be distinguished:

The model can serve to form a fundamentally new technology of education, which involves the formation of innovative, scientific and pedagogical thinking;

The model can act as a means of determining the norms, principles of innovative activity in pedagogy;

The model can be used in methodical work on servicing innovators - specialists in the design, programming and organization of innovative learning technologies;

The model can serve as a means of teaching innovative pedagogical activity.

The creation of a structural model of innovative learning technologies includes the identification of the most important characteristics, the totality of which allows us to evaluate the place and role of a particular technology among other possible ones, to compare the advantages and disadvantages of its options.

Methods for highlighting the structure of innovative teaching technology are: a description of a separate pedagogical innovation, taken as a unique phenomenon, a comparative analysis of the data obtained and statistical generalization. Based on such a step-by-step analysis, it is possible to single out the structure of the model of innovative technology as the following sequence of steps:

1) awareness of the problem, identification of a contradiction based on fixing the discrepancy between what is and what should be;

2) decision-making process (setting goals, creating a theoretical model, searching for alternatives and choosing solutions, building a normative model);

3) creation and first development of the project (experiment, finalization of the normative model to the project, verification of the project at the level of pedagogical technology, preparation of the project for use);

4) development (development of forms for using the project, basic methods for replicating the project);

5) use (distribution of innovation among users, long-term use, modification of innovations).

The stage of designing innovative technology involves taking into account the stress in the pedagogical system. The search for parameters that arise in the pedagogical environment of situational structures as a reaction to innovation is the primary task of scientific activity in the field of creating innovative learning technologies.

During the examination, specialists noted a high level of prospects for the development of structural learning technologies.

Therefore, the creation of innovative technology is a very complex and responsible process. How carefully it is worked out and comprehended depends on how effective the technology will be in the process of use, and how effective the entire pedagogical system will be. Currently, there are three models of pedagogical technologies: semantic, structural and parametric. After the pedagogical technology has passed all these stages, it receives the right to be introduced into the pedagogical process. But since a large number of pedagogical technologies are being developed, it is necessary to classify them for a better orientation of the teacher in them.

1.2.2 Classification of innovative technologies

The classification of innovative technologies can be based on certain criteria on the basis of which it will be carried out. The first criterion can be considered the method of the emergence of an innovative process, the second - the breadth and depth of innovative activities, and the third - the basis on which innovations appear.

Depending on the method of implementation of innovations, they can be divided into:

a) systematic, planned, preconceived;

b) spontaneous, spontaneous, random.

Depending on the breadth and depth of innovative activities, we can talk about:

a) mass, large, global, strategic, systematic, radical, fundamental, essential, deep, etc.;

b) partial, small, small, etc.

Depending on the basis on which innovations appear and arise, there are:

a) pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relations with an individual approach, non-rigid democratic management and a bright humanistic orientation of the content.

These include personality-oriented technology, cooperation pedagogy, humane-personal technology (Sh.A. Amonashvili), the system of teaching literature as a subject that forms a person (E.N. Ilyina), etc.;

b) pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology using abstracts of reference signals V.F. Shatalova, communicative learning E.I. Passova and others;

c) pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, Inge Unt, V.D. Shadrikov), promising anticipatory learning using support schemes in commented management (S.N. Lysenkova), group and collective methods of learning (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc.;

d) pedagogical technologies based on methodological improvement and didactic reconstruction of educational material: enlargement of didactic units (UDE) P.M. Erdniev, technology "Dialogue of cultures" V.S. Bibler and S.Yu. Kurganov, the system "Ecology and Dialectics" L.V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M.B. Volovich and others;

e) natural, used methods of folk pedagogy, based on the natural processes of child development: training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc.;

f) alternative methods: Waldorf pedagogy by R. Steiner, technology of free labor by S. Frenet, technology of probabilistic education by A.M. Lobka and others.

To reproduce this or that pedagogical technology, it is very important to have its most complete description.

The structure of the description of pedagogical technology may include:

identification of this pedagogical technology in accordance with the accepted systematization (classification system);

the name of the technology, reflecting the main qualities, the fundamental idea, the essence of the applied training system, and finally, the main direction of the modernization of the educational process;

3) the conceptual part (a brief description of the guiding ideas, hypotheses, principles of technology that contribute to the understanding, interpretation of its construction and operation):

target settings;

main ideas and principles (the main development factor used, the scientific concept of assimilation);

the position of the child in the educational process;

4) listing the content of education:

orientation to personal structures;

volume and nature of the content of education;

didactic structure of the curriculum, material, programs, form of presentation;

5) procedural description:

Features, application of methods and means of training;

Motivational characteristic;

Organizational forms of the educational process;

Management of the educational process (diagnostics, planning, regulations, projection);

6) software and methodological support:

curricula and programs;

educational and methodical grants;

didactic materials;

visual and technical teaching aids;

diagnostic toolkit.

The description structure is also necessary in order to analyze its differences from traditional or already existing technologies.

1.3 Conditions for the transition to new learning technologies

Traditional pedagogical science developed in an authoritarian society based on a certain system of social values. In new circumstances, the old pedagogical theory is not always suitable.

In order to move to more advanced teaching technologies, it will take time, psychological restructuring of both teachers, students, and parents. The requirement to adapt (adapt, make more convenient) the process of education and upbringing has its roots in the 14th century, when Ya.A. Kamensky proclaimed the principle of conformity to nature as one of the basic principles of education.

The conceptual basis of the new (innovative) pedagogy is the assertion that a person is a self-developing system, because everything that a person acquires from the outside, he passes through his consciousness and his soul. The need to move to a qualitatively new level of organization of the pedagogical process is also determined by the fact that at present, 70-80% of all information the student receives not from the teacher and not at school, but on the street, from parents and observations of the surrounding life (including mass media).

The value orientations of the teacher should also change. When starting work in a new system of education, the teacher must imagine that he is not just children who need to be educated, but bright, unique individuals whom he is obliged to deeply respect, appreciate, who still have little knowledge, little social experience, but they have an extraordinary advantage. before him - youth and thirst for knowledge. The main task of the teacher is to help the student gain and master the experience of the older generation, to enrich and develop them. Difficulties or more serious problems in the educational process cannot be grounds for belittling the student's personality, showing disrespect for it. Pedagogical assistance, support and assistance to each student is the main function of a professional teacher.

The student's involvement in the educational process with an adaptive learning system is considered as the resulting goal. Accordingly, an adapted educational process should be built in such a way that it is convenient for students of different age groups, taking into account the typological and individual characteristics of schoolchildren.

The principle of humanistic pedagogy: there should be two subjects of the same process that act together, in parallel and in common, which are partners, form an alliance of the more experienced with the less experienced, but with the advantage of youth and receptivity. And none of them should stand above the other: they should cooperate in the learning process.

1.3.1 Main ways of reforming the traditional education system

The implementation of a student-centered approach to learning involves three main areas of reforming the traditional system: content, organizational and procedural.

1. New in the content of education.

Within the framework of the first direction of reform - the substantive one - the education system should structurally consist of several interrelated components, providing for:

the introduction of two standards of education: the standard of compulsory (general education) training, which each student must achieve, and the standard of additional (advanced) training, which an interested capable student can choose for himself; to assess learning outcomes, it is advisable to use thematic tests designed for a particular standard;

creating conditions for the early identification of potentially gifted children and the development of their abilities;

development of the natural inclinations of all students in the subjects of aesthetics, fine arts, music, rhythm, singing, communication;

care for the social and moral development of students, accelerating their adaptation in society by creating special training programs and "playing" various life situations in extracurricular activities.

Particular attention should be paid to the realization of the opportunities of potentially gifted and talented students. The search for appropriate forms of development for such students is the most important scientific and practical task of education.

2. Organizational changes in the educational process.

One of the most important tasks is to solve the issue of the optimal duration of a training session, a school day, a school week.

For example, it is obvious that it is impossible to educate all children aged 6 to 17 in a single regime without compromising their health. When solving this problem, the principle of avoiding overload should be laid down, providing for a reduction in the time for compulsory educational work, primarily due to the strict selection of the content and volume of material, as well as the introduction of integrative courses, and in high school - due to the choice of disciplines by students in accordance with the profile their intended professional activities.

Particular attention of the heads of educational authorities is focused on the search for adaptive options for teaching elementary school children. This is connected with the emergence of completely new types of educational institutions for children aged 6-11, such as a school - a complex, in the structure of which a kindergarten and an elementary school are combined. The main goal of such educational institutions is not only to ensure a smooth and natural transition of the child to school, but also to make the most of the preschool period for the development of children, to ensure continuity between preschool institutions and the school.

In many giant schools, the issue of territorial separation of primary classes from the general structure of the school and their placement in separate rooms with special equipment, rooms for games and recreation for children is being resolved, which makes it possible to provide children of primary school age with the most convenient mode of work throughout the working day.

In elementary school children, the adaptation process is built along the line "kindergarten - school", in teenage classes it should be built with maximum regard for the age characteristics of students from 11 to 14 years old, and in high school, at the final stage of education, the student must adapt to learning in professional secondary and higher educational institutions.

3. Procedural transformations in educational activities.

Currently, all the innovations introduced at the school relate mainly to changes in the content of academic disciplines, private forms and teaching methods that do not go beyond the usual technologies.

Changes in the procedural block of the pedagogical system, ensuring its reorientation from external indicators to personality development, should provide for a significant transformation of the educational process through the use of more advanced teaching technologies, providing for other conditions for organizing the educational process, ensuring the most complete satisfaction of the cognitive needs of schoolchildren, comprehensive consideration of their interests aptitudes, abilities.

The implementation of new conceptual foundations will require solving a number of problems inherited by the educational system, among which the main ones are:

* reorientation of teachers from educational and disciplinary to personal model of interaction with students;

* preparation of teachers for the consistent exclusion of coercion in teaching, the inclusion of internal activators of activity.

The task is to change learning so that the majority of students learn at the level of increasing cognitive interests and only in relation to a minority of them, measures of motivation would be required.

At the psychological level, the exclusion of strict external requirements is achieved by ensuring freedom in the choice of means, forms and methods of teaching both on the part of the teacher and on the part of children, as well as by creating an atmosphere of trust, cooperation, mutual assistance by changing the evaluation activities of the teacher and students, and also supervising the activities of educational institutions of higher organizations.

The solution of the main tasks associated with procedural internal changes in the educational process involves the following:

active inclusion of the student himself in the search educational and cognitive activity, organized on the basis of internal motivation;

organization of joint activities, partnerships between teachers and students, the inclusion of students in pedagogically appropriate educational relations in the process of educational activities;

ensuring dialogic communication not only between the teacher and students, but also between students in the process of obtaining new knowledge.

All these transformations are embedded in the technologies of developing education. Subject to the appropriate preparation of the teacher, a quick transition to this mode of work is possible only with children in the first grades who have no experience of interaction in the educational process. Teachers working with all other age groups of schoolchildren will need a certain period for the adaptation of children, extensive explanatory work with parents.

Annex A. Comparative table of pedagogical systems that use and do not use innovative technologies.

1.3.2 Top reasons for using innovative technologies

Among the main incentives for the emergence and practical use of new psychological and pedagogical technologies, the following can be distinguished:

the need for a deeper consideration and use of the psychophysiological characteristics of trainees;

awareness of the urgent need to replace the ineffective verbal method of transferring knowledge with a system-activity approach;

the possibility of designing the educational process, organizational forms of interaction between the teacher and the student, providing guaranteed learning outcomes;

the need to reduce the negative consequences of the work of an unqualified teacher.

The idea of pedagogical technology as the practical implementation of a pre-designed educational process implies, firstly, its use by specialists with high theoretical training and rich practical experience, and secondly, the free choice of technologies in accordance with the goals, capabilities and conditions of interrelated activities. teacher and student.

At the same time, there are a number of obstacles on the way to the implementation of innovative copyright projects:

The conservatism of the pedagogical system, largely due to the fact that teachers lack an effective information service that ensures the adaptation of scientific achievements to the conditions of a mass school;

The developing systems of primary education do not always ensure its matching with the subsequent stages of the child's school life.

In recent years, a new field of knowledge, pedagogical innovation, has become increasingly important. This is a field of science that studies new technologies, school development processes, and new educational practices.

The diagnostics of the effectiveness of innovative technologies includes the evaluation of the following group of objects: a) the readiness of subjects of education (teachers and students) for innovations, which is checked by a set of psychological tests; b) adaptability of innovative education technologies, tested and passed valeological examination; c) humanistic orientation to ensure the right of the individual to education and all-round development; d) the novelty of the content of education as an object of a holistic pedagogical process, its block-modular compliance with state standards of education; e) variability and non-standard nature of the procedural side, methods and forms of the educational and cognitive process, organization of an effective dialogue of cultures in a multicultural and multiethnic educational environment; f) availability of modern technical means as attributes of innovative technologies; g) monitoring the results of the educational process using a set of diagnostic tools; h) cost-effectiveness (individual and social), measured, in particular, by reducing the time of training, mastering the program and the formation of skills, abilities and qualities that cannot be developed by other teaching methods.

The use of innovative technologies in the formation of concepts among students allows us to take into account not only the characteristics of the material, but also the individual characteristics of students. The concept goes from the perception of objects to the idea of them, and then to their complex designation in concepts.

Cognitive processes unfolding in the course of learning activities are almost always accompanied by emotional experiences. Therefore, when learning, it is necessary to create only positive emotions. This is explained by the fact that emotional states and feelings have a regulatory influence on the processes of perception, memory, thinking, imagination, personal manifestations (interest, needs, motives). Positive emotions reinforce and emotionally color the most successful and effective actions.

One of the most difficult tasks solved by innovative technologies is the formation of a self-regulation system in students, which is necessary for the implementation of educational activities. Its significance lies in bringing the student's capabilities into line with the requirements of educational activity, that is, the student must be aware of his tasks as a subject of educational activity. It consists of such components as awareness of the purpose of the activity, models of significant conditions, action programs, evaluation of results and correction. The student, first of all, must realize and accept the purpose of the educational activity, that is, understand what the teacher requires of him. Further, in accordance with the understood goal, the student thinks through the sequence of actions and evaluates the conditions for achieving this goal. The result of these actions is a subjective model on the basis of which the student draws up a program of actions, means and methods for its implementation. In the process of performing educational activities, the student must be able to adapt to each other<модель условий>and<программу действий>. To evaluate the results of their activities, students must have data on how successful they are.

Thus, the use of innovative technologies contributes to the development of memory, thinking, imagination, scientific concepts, self-regulation among students, increases interest in the learning process, that is, the problems of modern education are solved.

2 Student-centered learning technology

2.1 The essence of student-centered technology

At present, the model of student-centered education is becoming more and more relevant. It belongs to the model of innovative, developing type.

A personality-oriented approach involves looking at the student as a person - the harmony of body, soul and spirit. The leader is not just learning, i.e., the transfer of knowledge, skills, but education, i.e., the formation of a person as a whole based on the integration of learning, upbringing, and development processes. The main result is the development of universal cultural and historical abilities of the individual, and above all, mental, communicative and creative.

The construction of personality-oriented technology is based on the following starting points:

1) the priority of individuality, self-worth, originality of the child, as an active carrier of subjective experience, which develops long before the influence of specially organized teaching at school (the student does not become, but initially is the subject of cognition);

2) education is the unity of two interrelated components: teaching and learning;

3) the design of the educational process should provide for the possibility of reproducing the teaching as an individual activity to transform the socially significant standards of assimilation set in training;

4) when designing and implementing the educational process, special work is needed to identify the experience of each student, his socialization, control over the emerging methods of educational work, cooperation between the student and the teacher, aimed at exchanging the various content of experience; special organization of collectively distributed activities between all participants in the educational process;

5) in the educational process there is a “meeting” of the socio-historical experience given by the training and the subjective experience of the student, realized by him in the teaching;

6) the interaction of two types of experience should go through their constant coordination, the use of everything that has been accumulated by the student as a subject of knowledge in his own life;

7) the development of the student as a person goes not only through mastering normative activities, but also through constant enrichment, the transformation of subjective experience as an important source of one's own development;

8) the main result of the study should be the formation of cognitive abilities based on the acquisition of relevant knowledge and skills.

Thus, student-centered technology makes it possible to organize an effective educational process in which subject-subject relations are carried out and which is aimed at the comprehensive development of the personality of each student.

2.2 Principles and patterns of student-centered learning technology

The main principle of developing a student-centered learning system is the recognition of the student's individuality, the creation of the necessary and sufficient conditions for his development.

Student-centered technology involves maximum reliance on the subjective experience of each student, its analysis, comparison, selection of the optimal (from the standpoint of scientific knowledge) content of this experience; translation into a system of concepts, i.e., a kind of “cultivation” of subjective experience. The reasoning of students is considered not only from the position of "right-wrong", but also from the point of view of originality, originality, individual approach, i.e. a different view of the problem under discussion.

Designing work on the use of the student's subjective experience in the educational process involves the development of didactic material that provides:

1) identification of the individual selectivity of the student to the type, type, form of material;

2) providing the student with the freedom to choose this material when acquiring knowledge;

3) identification of various ways of working out educational material, their constant use in solving various cognitive tasks.

Student-centered technology should provide an analysis and evaluation of the procedural side of the student's work, along with the result.

In the technology of student-centered learning, the following principles operate that contribute to its effective implementation:

1) the principle of algorithmization;

2) the principle of structuring;

3) the principle of activation;

4) the principle of creativity;

5) the principle of activity orientation.

The principle of algorithmization. The principle of algorithmization is:

Formation of content based on categorical settings in the context of a multi-level modular complex;

Definition of the main components of the content;

Construction of meaningful components according to the logic of subject-object relations;

Implementation of the content, taking into account the dynamics of the student's development.

In the principle of algorithmization, the main didactic factors organizing the entire content of the educational process are the principles of scientific, systematic and consistent. The two basic rules of Ya. A. Kamensky - from simple to complex, from close to far - work effectively in student-centered learning.

The principle of structuring. Determines the invariant structure, procedural conditions for the development of the student in the learning process. This principle works based on the content settings defined by the principle of programming in order to create an atmosphere of live communication as an activity.

The activation principle is such a pedagogical unit that defines the technology of student-centered learning as a process that contributes to the development of personality creativity.

The principle of creativity. This is such a pedagogical unit that defines the technology under consideration as a mechanism that creates conditions for the creative activity of the subject of student-centered learning. Two categories - "creativity" and "activity" - are presented as fundamental for consideration in the context of the principle of creative activity, from the standpoint of the content of technology, subject-object relations, the dynamics of self-development of the creative activity of its subject.

The principle of the activity orientation of the technology of student-centered learning. This is such a pedagogical unit that defines technology as a process applied to practice.

Practice from the standpoint of student-centered learning is considered as a stage of self-promotion in creative activity. Moreover, the practical stage of self-movement completes the formation of a qualitative certainty of the relationship. The subject of learning strives for the practical implementation of his life plans. It is impossible to complete the movement of a certain quality of the subject without raising it to the level of practical implementation.

Patterns of student-centered learning technology:

1. The pattern of goal-setting dynamics, which is understood as a mechanism for anticipatory reflection of a qualitatively defined process of educating the spirituality of the team and the individual.

2. Regularity of the epistemological movement.

The essence of the regularity lies in the algorithm for mastering culture, which is a movement from contemplation mediated by understanding ascending then to action, which is an idea of the necessary attitude to the world of culture (image - analysis - action).

3. The regularity of the correspondence of the methods of technology to the stages of self-movement of the spiritual consciousness of the subject of training.

The essence of the regularity lies in the fact that any stage of the self-movement of the subject corresponds to its own method of technology, which contributes to the actualization of a certain spiritual state.

4. The regularity of the dynamics of funds in accordance with the modular triad (image - analysis - action).

The essence of the pattern lies in the fact that teaching aids act in an obligatory trinity (word, action, creativity), dominating at each stage of the module by one of the means.

5. The regularity of the movement of the educational process towards creative action.

The essence of the pattern lies in the fact that any procedural act of the modular technology of a multi-level complex will not be completed if it has not reached an effective situation - a dialogue in which experience is born. Experience is the substratum of action. Thus, the technology assumes a chain of patterns that embody the mechanism for implementing the principles of technology.

2.3 Methods and forms of effective implementation of student-centered learning

When using the technology of student-centered learning, it is important to correctly select teaching methods and adequate forms of their implementation. The method in this case is an invariant structure, with the help of which the interpenetration of the goals and means of technology is carried out.

Based on this definition, four main methods can be distinguished, which must be understood as universal technological constructs that perform their tasks at all levels of student-centered learning technology: the method of creating an image, the method of personification (method of the symbolic center), the search method, the event method.

As a result, we present a system of technology methods in the context of four factors:

1. Organization of content and means with the help of invariant structures of methods.

2. The movement of subject-object relations (teacher-student).

3. Internal self-movement of the subject of personality-oriented technology.

4. Internal self-movement of the main manifestations of the subject of technology.

The technology of student-centered learning assumes six personally significant multi-level complexes, i.e. its main forms.

1. Personally significant complex of motivation.

2. Personally significant complex of creating the image of the relationship "profession personality".

3. Personally significant complex of personalized modeling.

4. Personally significant complex of semantic modeling.

5. Personally significant complex of practical modeling.

6. Personally significant complex of real relationships (practice).

2.4 Internal classification of student-centered learning technology

The following classification of student-centered learning technology is distinguished:

Full assimilation of knowledge

Multi-level education

Collective "mutual learning"

Modular learning

These pedagogical technologies make it possible to adapt the educational process to the individual characteristics of students, different levels of complexity of the content of education.

2.4.1 Technology of full assimilation of knowledge

As a working hypothesis, the authors of the technology accepted the assumption that the student's abilities are determined not under average, but optimally selected conditions for a given child, which requires an adaptive learning system that allows all students to fully assimilate the program material.

J. Carroll drew attention to the fact that in the traditional educational process, the conditions for learning are always fixed (study time is the same for everyone, the way information is presented, etc.). The only thing that remains unfixed is the learning outcome. Carroll proposed to make the result of learning a constant parameter, and the learning conditions - variables that are adjusted to the achievement of a given result by each student.

This approach was supported and developed by B. Bloom, who proposed the ability of the student to determine the pace of learning not under average, but under conditions optimally selected for this student. B. Bloom studied the abilities of students in a situation where time for studying the material is not limited. He identified the following categories of trainees:

Incapacitated, who are not able to achieve a predetermined level of knowledge and skills, even with a large expenditure of study time;

Talented (about 5%), who are often able to do what everyone else cannot handle;

Students who make up the majority (about 90%), whose ability to master knowledge and skills depends on the cost of study time.

These data formed the basis for the assumption that with the correct organization of training, especially when the rigid time frame is removed, about 95% of students will be able to fully master the entire content of the training course. If the learning conditions are the same for everyone, then the majority achieves only "average" results.

Implementing this approach, J. Block and L. Anderson developed a teaching methodology based on the complete assimilation of knowledge. The starting point of the methodology is the general setting that the teacher working on this system should imbue: all students are able to fully assimilate the necessary educational material with the rational organization of the educational process.

Next, the teacher has to determine what the full assimilation consists of and what results should be achieved by everyone. The exact definition of the criterion for complete assimilation for the entire course is the most important moment in the work on this system.

This standard is set in a unified form with the help of a hierarchy of pedagogical goals developed for the mental (cognitive), sensory (affective) and psychomotor spheres. Categories of goals are formulated through specific actions and operations that the student must perform in order to confirm the achievement of the standard. Categories of goals of cognitive activity:

Knowledge: the student memorizes and reproduces a specific educational unit (term, fact, concept, principle, procedure) - “remembered, reproduced, learned”;

Understanding: the student transforms educational material from one form of expression to another (interprets, explains, summarizes, predicts the further development of phenomena, events) - "explained, illustrated, interpreted, translated from one language to another";

Application: the student demonstrates the application of the studied material in specific conditions and in a new situation (according to the model in a similar or changed situation);

Analysis: the student isolates parts of the whole, reveals the relationship between them, realizes the principles of building the whole - “singled out the parts from the whole”;

Synthesis: the student shows the ability to combine elements to obtain a whole that has novelty (writes a creative essay, proposes an experiment plan, problem solving) - "formed a new whole";

Evaluation: the student evaluates the value of the educational material for this specific purpose - "determined the value and significance of the object of study."

The presented taxonomy of B. Bloom's goals has become widespread abroad. It is used in textbooks and teaching aids as a scale for measuring learning outcomes.

To implement this technology, a significant reorganization of the traditional class-lesson system is required, which sets the same study time, content, working conditions for all students, but has ambiguous results. Such a system was adapted to the conditions of the class-lesson system, having received the name "Technology of multi-level education".

2.4.2 Multi-level learning technology

The theoretical substantiation of this technology is based on the pedagogical paradigm, according to which the differences between the majority of students in terms of learning ability are reduced primarily to the time required for the student to master the educational material.

If each student is given time corresponding to his personal abilities and capabilities, then it is possible to ensure guaranteed assimilation of the basic core of the school curriculum (J. Carroll, B. Bloom, Z.I. Kalmykova, etc.).

A school with level differentiation functions by dividing student flows into mobile and relatively homogeneous groups, each of which masters program material in various educational areas at the following levels: 1 - minimum (state standard), 2 - basic, 3 - variable (creative).

The following were chosen as the main principles of pedagogical technology:

1) universal talent - there are no mediocre people, but there are those who are not busy with their own business;

2) mutual superiority - if someone does something worse than others, then something must turn out better; it is something to look for;

3) the inevitability of change - no judgment about a person can be considered final.

In the future, this technology was called "the technology of learning the basis without laggards." The choice of the child's individual characteristics that are significant in learning to track the effectiveness of the technology is based on the category of "personality structure", which reflects in a generalized form all aspects of the personality.

In the system of multi-level education, the personality structure proposed by K.K. Platonov. This structure includes the following subsystems:

1) individual typological features, manifested in temperament, character, abilities, etc.;

psychological characteristics: thinking, imagination, memory, attention, will, feelings, emotions, etc.;

experience, including knowledge, skills, habits;

the orientation of the personality, expressing its needs, motives, interests, emotional and value experience.

Based on the chosen concept, a system of psychological and pedagogical diagnostics of personality development in training was formed, taking into account the following elements:

upbringing;

cognitive interest;

general educational skills and abilities;

fund of effective knowledge (by levels);

thinking;

anxiety;

temperament.

The organizational model of the school includes three options for differentiating learning:

1) recruiting classes of a homogeneous composition from the initial stage of schooling based on the diagnosis of the dynamic characteristics of the individual and the level of mastery of general educational skills;

intra-class differentiation in the middle level, carried out by selecting groups for separate education at different levels (basic and optional) in mathematics and the Russian language (enrollment in groups is carried out on a voluntary basis according to the levels of cognitive interest of students); in the presence of sustainable interest, homogeneous groups become classes with in-depth study of individual subjects;

specialized education in elementary school and senior classes, organized on the basis of psychodidactic diagnostics, expert assessment, recommendations from teachers and parents, self-determination of schoolchildren.

This approach attracts pedagogical teams in which the idea of introducing a new learning technology with a guaranteed result of mastering basic knowledge by all students and at the same time with opportunities for each student to realize their inclinations and abilities at an advanced level has matured.

2.4.3 Technology of collective mutual learning

Popular student-centered learning technologies include the technology of collective mutual learning A.G. Rivin and his students. Methods A.G. Rivin have various names: “organized dialogue”, “associative dialogue”, “collective mutual learning”, “collective way of learning (CSE)”, “work of students in pairs of shifts”.

"Working in pairs of shifts" according to certain rules allows you to fruitfully develop students' independence and communication skills.

The following are the main benefits of CSR:

As a result of regularly repeated exercises, the skills of logical thinking and understanding are improved;

In the process of speech, mental activity skills develop, memory work is activated, previous experience and knowledge are mobilized and updated;

everyone feels relaxed, works at an individual pace;

increased responsibility not only for their own success, but also for the results of collective work;

What is "innovative technology"

Word " innovation"is of Latin origin. "Novatio" means "update", "change", and "in" is translated as "in the direction". Literally "innovatio" - "in the direction of change." Moreover, this is not just any innovation, but after the application of which there are significant improvements in efficiency and quality of activities.

Under technology(Greek techne "art", "skill", logos "word", "knowledge" - the science of art) is understood as a set of methods and processes used in any business or in the production of something.

Any innovation finds its implementation through technology. Thus, innovative technology- this is a technique and process of creating something new or improving an existing one in order to ensure progress and increase efficiency in various fields of human activity.

Innovative educational technologies

The methods used do not work as effectively with a new generation of students. Standardized education does not take into account the individual qualities of the child and the need for creative growth.

Despite a number of problems that cannot be solved by the old methods, there are difficulties with the introduction of innovations. The teacher must understand that the introduction of innovative methods not only helps his pupils learn the material more efficiently, it develops their creative potential. But it also helps the teacher to realize their own intellectual and creative potential.

Types of pedagogical innovations

A variety of pedagogical innovative methods are used in school education. In choosing a huge role is played by the profile orientation of the educational institution, its traditions and standards.

The most common innovations in the education process:

information and communication technologies (ICT);
student-centered learning;
design and research activities;
gaming technologies.

ICT

Implies integration of teaching disciplines with informatics, as well as computerization of assessment and communication in general. The computer can be used at any stage of the educational process. Schoolchildren are trained to work with the main programs, study the material thanks to electronic textbooks and manuals. Using a computer and a projector, the teacher presents the material. Presentations, diagrams, audio and video files, thanks to their clarity, contribute to a better understanding of the topic. Self-creation of slides, diagrams, memory cards helps to structure knowledge, which also helps in memorization.

The presence of a computer, the Internet and special programs makes it possible distance teaching, online tours, conferences and consultations.

At the end of the study of the topic, as a control can be used computer tests. Schools use the system electronic journals, in which you can track the results of an individual child, class, or performance in a particular subject. come into use and electronic diaries where grades are given and homework assignments are recorded. So that parents can find out the child's scores and the availability of tasks.

It is important to teach students how to use the Internet, search engines and social networks correctly. With a competent approach, they become an inexhaustible source of information and a way for students to communicate with the teacher and among themselves.

Popularity is gaining creation of a teacher's own website. Thanks to it, you can share interesting books, manuals, articles, educational videos and audios, and answer students' questions remotely. It can be used in the development of a group project: participants share their best practices, results with each other and the curator, and solve emerging problems.

Learner-centered learning

In this case the child is recognized as the main actor in education. The goal is to develop the student's personality, taking into account his individual qualities. Accordingly, it is not the students who adapt to the educational system and the style of the teacher, but the teacher, using his skills and knowledge, organizes training according to the characteristics of the class.

Here it is necessary for the teacher to know the psychological, emotional and cognitive characteristics of the student team. Based on this, he forms lesson plans, selects methods and ways of presenting the material. It is important to be able to arouse the student's interest in the material presented and work collectively, acting not so much as a leader, but as a partner and adviser.

At the request of the educational institution, it is possible student differentiation. For example, completing a class according to a certain attribute as a result of testing; further division according to interest; introduction of specialized classes in high school.

Design and research activities

The main goal is to develop the ability to independently, creatively search for data, set and solve problems, use information from different fields of knowledge. The task of the teacher is to awaken interest in search activity and creating conditions for its implementation.

When working on a group project, teamwork skills, communication skills, the ability to listen to other people's opinions, criticize and accept criticism also increase.

The use of this technology in school develops the ability to know the world, analyze facts, and draw conclusions. This is the basis and assistance in entering a higher educational institution and working on diploma and master's theses.

Gaming technologies

The value of gaming technology lies in the fact that, being essentially recreation, it performs an educational function, stimulates creative realization and self-expression. Of course, it is most applicable in the younger group of schoolchildren, since it meets their age requirements. It must be used sparingly.

At the request of the teacher, the entire lesson can be held in a playful way: a competition, a quiz, KVN, staging scenes from a work. It is possible to use game elements at any stage of the lesson: at the beginning, in the middle or at the end as a survey. A properly organized game stimulates the memory of schoolchildren, interest, and also overcomes passivity.

Changes in the educational sphere are necessary and inevitable. And it should be noted that for the most part students are happy to accept something new, interesting, unusual. They are ready and able to perceive. The last word belongs to the teachers.

Many useful materials using innovative technologies are presented in the "Publications" section. You can draw interesting tricks and ideas from the work of colleagues.

Hamidullina Dinara Ildarovna, State Budgetary Educational Institution NPO PL No. 3, Sterlitamak RB, teacher of mathematics

Modern innovative educational technologies

Currently, the teaching methodology is going through a difficult period associated with a change in the goals of education, the development of federal state educational standards built on a competency-based approach. Difficulties also arise due to the fact that in the basic curriculum the number of hours for studying individual subjects is reduced. All these circumstances require new pedagogical research in the field of teaching methods, the search for innovative means, forms and methods of teaching and education related to the development and implementation of innovative educational technologies in the educational process.

For a skillful and conscious choice from the existing bank of pedagogical technologies, precisely those that will achieve optimal results in training and education, it is necessary to understand the essential characteristics of the modern interpretation of the concept of "pedagogical technology".

Pedagogical technology answers the question "How to teach effectively?"

Analyzing the existing definitions, we can identify the criteria that make up the essence of pedagogical technology:

definition of learning objectives (why and for what);

content selection and structure (what);

optimal organization of the educational process (as);

methods, techniques and teaching aids (With using what);

as well as taking into account the necessary real level of qualification of the teacher (who);

and objective methods for evaluating learning outcomes (Is it so).

Thus,“Pedagogical technology” is such a construction of the teacher’s activity, in which the actions included in it are presented in a certain sequence and suggest the achievement of a predictable result.

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

Modern content, which is transmitted to students, involves not so much the development of subject knowledge, but the developmentcompetencies , 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.

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.

A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

A generally accepted classification of educational technologies in Russian and foreign pedagogy does not exist today. Various authors approach the solution of this topical scientific and practical problem in their own way.

Innovative areas or modern educational technologies in the Priority National Project "Education" include: developmental education; problem learning; multi-level training; collective education system; problem solving technology; research teaching methods; project teaching methods; modular learning technologies; lecture-seminar-test system of education; use of gaming technologies in teaching (role-playing, business and other types of educational games); training in cooperation (team, group work); information and communication technologies; health-saving technologies.

Other sources distinguish:

Traditional technologies : referring to traditional technologies various types of training sessions, where any system of means can be implemented that ensures the activity of each student on the basis of a multi-level approach to the content, methods, forms of organization of educational and cognitive activities, to the level of cognitive independence, the transfer of relations between the teacher and the student to parity and much more.

Class-lesson learning technology - ensuring the systematic assimilation of educational material and the accumulation of knowledge, skills and abilities.

Interactive technologies or ggroup learning technologies (work in pairs, groups of permanent and shift staff, frontal work in a circle). Formation of a sociable, tolerant personality, possessing organizational skills and able to work in a group; increasing the efficiency of assimilation of program material.

Game technology (didactic game). Mastering new knowledge based on the application of knowledge, skills and abilities in practice, in cooperation.

(educational dialogue as a specific type of technology, problem-based (heuristic) learning technology. The acquisition by students of knowledge, skills and abilities, the development of methods of independent activity, the development of cognitive and creative abilities.

Technology of prospective-anticipatory learning. Achievement by students of the mandatory minimum content of education. Learning how to solve problems, how to consider opportunities, and how to use knowledge in specific situations. Providing opportunities for each student to independently determine the ways, methods, means of finding the truth (result). Contribute to the formation of methodological competence. Formation of abilities to independently solve problems, to search for the necessary information. Learning how to solve problems.

Workshop technology. Creation of conditions conducive to students' understanding of the goals of their lives, awareness of themselves and their place in the world around them, self-realization in a joint (collective) search, creativity, research activities.

research technology (method of projects, experiment, modeling)or Technology for solving research (inventive) problems (TRIZ). Teaching students the basics of research activities (statement of an educational problem, formulation of a topic, choice of research methods, promotion and testing of a hypothesis, use of various sources of information in the work, presentation of the work performed).

ESM (electronic educational resources,including ICT-technologies ). Training in working with different sources of information, readiness for self-education and a possible change in the educational route.

Cooperation Pedagogy. Implementation of a humane-personal approach to the child and the creation of conditions for the conscious choice of the educational route by students.

Technology of conducting collective creative affairs. Creation of conditions for self-realization of students in creativity, research activities, a team of students. Involving students in the discussion and analysis of the problems that concern them most, self-assessment of various negative life situations. Formation of organizational abilities of students.

Active Learning Methods (MAO) - a set of pedagogical actions and techniques aimed at organizing the educational process and creating conditions by special means that motivate students to independent, proactive and creative development of educational material in the process of cognitive activity

Communication technologies

portfolio technology

Development of critical thinking

Modular learning

Distance learning

Test technologies

Technology for identifying and supporting gifted children

Technologies of additional education, etc.

Each teacher needs to be guided in a wide range of modern innovative technologies, ideas of schools, trends, not to waste time discovering what is already known. Today, it is impossible to be a pedagogically competent specialist without studying the entire vast arsenal of educational technologies. Moreover, this was reflected in job descriptions, in attestation materials. The use of innovative educational technologies is one of the criteria for evaluating the professional activities of a master of p / o and a teacher.

Therefore, we need a more intensive implementation of technologies for our conditions. Of course, we do not have enough time, money or even knowledge to apply some of them, since modern technologies use the latest achievements in science, technology, psychology, etc. But the elements of technology are quite accessible.

Most of the technologies have been considered repeatedly at previous pedagogical councils, training seminars (Appendix 2). Therefore, we will consider technologies less known to us.

Interactive learning technology

or group learning technology

Interactive technologies or group learning technologies are learning based on interactive forms of the learning process. These are group work, educational discussion, game simulation, business game, brainstorming, etc.

These forms of learning are important for students because they allow everyone to get involved in the discussion and solution of the problem, to listen to other points of view. The development of communicative skills and abilities of students occurs both in the communication of microgroups and in the dialogue between groups.

This form of education is psychologically attractive for students, it helps to develop the skills of cooperation, collective creativity. Students are not observers, but solve difficult questions themselves. Each group finds interesting arguments in defense of its point of view.

The organization of group interactions in educational activities can be different, but includes the following steps:

individual work;

work in pairs;

making group decisions.

Groups are organized at the discretion of the teacher or "at will". It is taken into account that a weak student needs not so much a strong one as a patient and friendly interlocutor. You can place students with opposing views so that the discussion of the problem is lively and interesting. There are also “positions” in groups: an observer, a sage, a keeper of knowledge, etc., while each of the students can play one role or another.

Through work in permanent and temporary microgroups, the distance between students decreases. They find approaches to each other, in some cases they discover tolerance in themselves and see its usefulness for the cause in which the group is engaged.

Only a non-standard formulation of the problem forces us to seek help from each other, to exchange points of view.

A lesson plan is drawn up periodically. It contains:

the issue the group is working on;

list of participants;

self-assessment of each participant from the point of view of the group.

For self-assessment and assessment, precise criteria are given in the map so that there is no significant disagreement. The guys willingly join in the assessment of the oral and written answers of their classmates, i.e. take on the role of an expert.

Those. the use of interactive learning technology affectsfformation of a sociable, tolerant personality, possessing organizational skills and able to work in a group; increasing the efficiency of assimilation of program material.

case method

In the context of interactive learning, a technology has been developed that has received the name CASE STUDY or CASE METHOD.

The name of the technology comes from the Latincase- a confused unusual case; as well as from Englishcase- briefcase, suitcase. The origin of the terms reflects the essence of the technology. Students receive a package of documents (case) from the teacher, with the help of which they either identify the problem and ways to solve it, or develop options for getting out of a difficult situation when the problem is identified.

Case studies can be both individual and group. The results of the work can be presented both in writing and orally. Recently, multimedia presentations of results have become more and more popular. Acquaintance with cases can take place both directly in the lesson and in advance (in the form of homework). The teacher can use both ready-made cases and create their own developments. Sources of case studies in subjects can be very diverse: works of art, films, scientific information, museum expositions, and the experience of students.

Case-based learning is a purposeful process built on a comprehensive analysis of the situations presented, - discussions during open discussions of the problems identified in the cases - the development of decision-making skills. A distinctive feature of the method is the creation of a problem situation from real life.

When teaching the case method, the following are formed: Analytical skills. Ability to distinguish data from information, classify, highlight essential and non-essential information and be able to restore them. Practical skills. Use in practice of academic theory, methods and principles. Creative skills. One logic, as a rule, a case - the situation cannot be solved. Creative skills are very important in generating alternative solutions that cannot be found in a logical way.

The advantage of case technologies is their flexibility, variability, which contributes to the development of creativity in the teacher and students.

Of course, the use of case technologies in teaching will not solve all problems and should not become an end in itself. It is necessary to take into account the goals and objectives of each lesson, the nature of the material, the capabilities of students. The greatest effect can be achieved with a reasonable combination of traditional and interactive learning technologies, when they are interconnected and complement each other.

research technology

Project method

The project method is a learning system in which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks - projects.

The method with their own aspirations and capabilities, to master the necessary knowledge and projects allows each student to find and choose a job to their liking, according to skills, contributing to the emergence of interest in subsequent activities.

The goal of any project is the formation of various key competencies. Reflective skills; Search (research) skills; Ability and skills to work collaboratively; Managerial skills and abilities; Communication skills; Presentation skills and abilities.

The use of project technologies in teaching makes it possible to build the educational process on the educational dialogue between the student and the teacher, take into account individual abilities, form mental and independent practical actions, develop creative abilities, and activate the cognitive activity of students.

Classification of projects according to the dominant activity of students : Practice-oriented project is aimed at the social interests of the project participants themselves or an external customer. The product is predetermined and can be used in the life of a group, lyceum, city.

research project the structure resembles a genuine scientific study. It includes the substantiation of the relevance of the chosen topic, the designation of research objectives, the obligatory putting forward of a hypothesis with its subsequent verification, and discussion of the results obtained.

Information project is aimed at collecting information about some object, phenomenon for the purpose of its analysis, generalization and presentation for a wide audience.

creative project involves the most free and unconventional approach to the presentation of results. These can be almanacs, theatrical performances, sports games, works of fine or decorative art, video films, etc.

role project is the most difficult to develop and implement. By participating in it, the designers take on the roles of literary or historical characters, fictional characters. The result of the project remains open until the very end.

The method of projects, in its didactic essence, is aimed at the formation of abilities, having which, a school graduate is more adapted to life, able to adapt to changing conditions, navigate in a variety of situations, work in various teams, because project activity is a cultural form of activity in which it is possible formation of the ability to make responsible choices.

Todaymodern information technologiescan be considered as a new way of transferring knowledge that corresponds to a qualitatively new content of learning and development of the student. This method allows students to learn with interest, find sources of information, cultivate independence and responsibility in obtaining new knowledge, and develop the discipline of intellectual activity. Information technology makes it possible to replace almost all traditional technical teaching aids. In many cases, such a replacement turns out to be more effective, makes it possible to quickly combine a variety of means that contribute to a deeper and more conscious assimilation of the material being studied, saves lesson time, and saturates it with information. Therefore, it is quite natural to introduce these tools into the modern educational process.

The question of the use of information and communication technologies in the educational process has already been considered at the pedagogical council. Materials on this issue are in the methodical office.

Technology for the development of critical thinking

New educational standards are introducednew direction of appraisal activity - Evaluation of personal achievements. It has to do with implementationhumanistic paradigm education andperson-centered approach to learning. It becomes important for society to objectify the personal achievements of each subject of the educational process: a student, a teacher, a 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 assessment of students includes andaccumulated assessment characterizing the dynamics of individual educational achievements throughout the years of study.

The optimal way to organize a cumulative assessment system isportfolio . This is the wayfixing, accumulating and evaluating work , the results of the student, 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 followingfunctions 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);

meaningful (maximally reveals the entire range of achievements and work performed);

developing (ensures the continuity of the process of development, training and education);

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

corrective (stimulates development within the framework conditionally 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.

Severalportfolio 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 clarifies the purpose of creating a portfolio;

the student collects material;

the evaluation of results 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.

studentgotta learn :

select and evaluate information

specify the goals that he would like to achieve

plan your activities

evaluate and self-evaluate

track your own mistakes and fix them

The introduction of modern educational technologies does not mean that they will completely replace the traditional teaching methods, but will be an integral part of it.

Appendix 1

Selevko German Konstantinovich

"Modern educational technologies"

I. Modern Traditional Learning (TO)

II. Pedagogical technologies based on the personal orientation of the pedagogical process
1. Pedagogy of cooperation.
2. Humane-personal technology of Sh.A. Amonashvili
3. The system of E.N. Ilyin: teaching literature as a subject that forms a person

III. Pedagogical technologies based on the activation and intensification of students' activities.
1. Gaming technology
2. Problem based learning
3. Learning intensification technology based on schematic and sign models of educational material (V.F. Shatalov).

4 Technologies of level differentiation
5. Technology of individualization of education (Inge Unt, A.S. Granitskaya, V.D. Shadrikov).

6. Programmed learning technology
7. A collective way of teaching CSR (A.G. Rivin, V.K. Dyachenko)

8. Group technologies.
9. Computer (new information) learning technologies.

IV. Pedagogical technologies based on didactic improvement and reconstruction of the material.
1. "Ecology and dialectics" (L.V. Tarasov).
2. "Dialogue of cultures" (V.S. Bibler, S.Yu. Kurganov).
3. Enlargement of didactic units - UDE (P.M. Erdniev)
4. Implementation of the theory of gradual formation of mental actions (M.B. Volovich).

V. Particular pedagogical technologies.
1. Technology of early and intensive literacy education (N.A. Zaitsev)..

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

3. Technology of teaching mathematics based on problem solving (R.G. Khazankin).
4. Pedagogical technology based on a system of effective lessons (A.A. Okunev)
5. The system of phased teaching of physics (N.N. Paltyshev)

VI. Alternative technologies.
1. Waldorf pedagogy (R. Steiner).

2. Technology of free labor (S. Frenet)
3. Technology of probabilistic education (AM Lobok).

4. Workshop technology.

VII.. Nature-friendly technologies.
1 Nature-friendly education of literacy (A.M. Kushnir).

2 Technology of self-development (M. Montessori)

VIII Technologies of developing education.
1. General principles of developmental learning technologies.
2. The system of developing education L.V. Zankova.

3. Technology of developing education D. B. Elkonina-V. V. Davydova.

4. Systems of developing education with a focus on the development of the creative qualities of the individual (I.P. Volkov, G.S. Altshuller, I.P. Ivanov).
5 Personally-oriented developmental education (I.S. Yakimanskaya)..

6. Technology of self-developing education (G.K. Selevko)

IX. Pedagogical technologies of author's schools.
1. School of adaptive pedagogy (E.A. Yamburg, B.A. Broide).

2. Model "Russian school".

4. School-park (M.A. Balaban).

5. Agricultural school A.A.Katolikov.
6. School of Tomorrow (D. Howard).

Model "Russian School"

Supporters of the cultural-educational approach try to saturate the content of education with Russian ethnographic and historical material as much as possible. They widely use Russian folk songs and music, choral singing, epics, legends, as well as native studies material. A priority place in the curricula is given to such subjects as the native language, Russian history, Russian literature, Russian geography, and Russian art.

school park

Organizationally, the school-park is a set, or a park, open multi-age studios . The studio is understood as a free association of students around a teacher-master for joint learning. At the same time, the composition of the studios is determined, on the one hand, by the composition of the existing teachers, their real knowledge and skills, and, on the other hand, by the educational needs of the students. Thus, the composition of the studios is not constant, it changes, obeying the law of supply and demand in the educational services market.

waldorf schools

Waldorf schools work on the principle of "not getting ahead" of the development of the child, but providing all the opportunities for his development at his own pace. When equipping schools, preference is given to natural materials and unfinished toys and aids (primarily for the development of children's imagination). Much attention is paid to the spiritual development of all participants in the educational process. The educational material is given in blocks (epochs), but the day at all stages of education (from nursery to seminaries) is divided into three parts: spiritual (where active thinking prevails), sincere (teaching music and dance),creative and practical (here children learn primarily creative tasks: sculpt, draw, carve wood, sew, and so on).

Annex 2

Problem learning technology

problematic education - a didactic system of combining different methods and teaching methods, using which the teacher, systematically creating and using problem situations, ensures a strong and conscious assimilation of knowledge and skills by students.

Problem situation characterizes a certain mental state of the student, arising as a result of his awareness of the contradiction between the need to complete the task and the inability to carry it out with the help of his knowledge and methods of activity.

In problem-based learning, there is always a statement and solution of a problem - a cognitive task put forward in the form of a question, task, task.

The problem to be solved exists objectively, regardless of whether the situation has become problematic for the student, whether he has realized this contradiction. When the student realizes and accepts the contradiction, the situation will become problematic for him.

Problem-based learning is carried out using almost all teaching methods and, above all, in the process of heuristic conversation. Problem-based learning and heuristic conversation are related as a whole and a part.

Requirements for problem situations and problems

The creation of a problem situation should, as a rule, precede the explanation or independent study by students of new educational material.

The cognitive task is compiled taking into account the fact that the problem should be based on the knowledge and skills that the student owns. It should be sufficient to understand the essence of the issue or task, the ultimate goal and solutions.

The problem should be interesting for students, stimulate the motivation of their active cognitive activity.

The solution of the problem should cause a certain cognitive difficulty that requires active mental activity of students.

The content of the problem in terms of difficulty and complexity should be accessible to students, correspond to their cognitive abilities.

To master a complex system of knowledge and actions, problem situations and corresponding problems must be applied in a certain system:

Problem-based learning is used most often as part of a lesson.

Gaming technology

The use of didactic games

The increase in the load in the lessons makes us think about how to maintain students' interest in the material being studied, their activity throughout the lesson. An important role here is given to didactic games in the classroom, which have educational, developmental and nurturing functions that operate in organic unity. Didactic games can be used as a means of training, education and development. The game form of classes is created in the lessons with the help of game techniques and situations. The implementation of game techniques and situations occurs in the following areas:

The didactic goal is set for students in the form of a game task;

Learning activities are subject to the rules of the game;

Educational material is used as a means of play;

An element of competition is introduced into the educational activity, which transforms the didactic task into a game one, the success of the didactic task is associated with the game result.

The student's gaming activity is usually emotional, accompanied by a sense of satisfaction. While playing, students think, experience situations, and against this background, ways to achieve results are easier and more firmly remembered by them. The game form of classes can be used at various stages of the lesson, when studying a new topic, when consolidating, in generalizing lessons.

Thus, the inclusion of didactic games and gaming moments in the lesson makes the learning process interesting, entertaining, and facilitates overcoming difficulties in mastering the educational material.

business games

Business (role-playing, management) games - imitation of decision-making and performance of actions in various artificially created or directly practical situations by playing the appropriate roles (individual or group) according to the rules set or developed by the participants themselves.

Signs of business games and requirements for them:

The presence of a problem and a task proposed for solution. Distribution between participants of roles or role functions. The presence of interactions between players that repeat (imitate) real connections and relationships.

The multi-link and logic of the chain of decisions arising from one another in the course of the game.

The presence of conflict situations due to differences in the interests of participants or the conditions of information activity. The plausibility of a simulated situation or situations taken from reality.

The presence of a system for evaluating the results of gaming activities, competitiveness or competitiveness of the players.

Cooperation Pedagogy

"Pedagogy of cooperation" is a humanistic idea of joint developmental activities of students and teachers, based on the awareness of common goals and ways to achieve them. The teacher and students in the educational process are equal partners, while the teacher is an authoritative teacher-mentor, senior comrade, and students receive sufficient independence both in acquiring knowledge and experience, and in forming their own life position.

Fundamentals of "pedagogy of cooperation"

Stimulation and direction ""by the teacher of the cognitive and vital interests of students;

The exclusion of coercion as an inhumane and not giving a positive result means in the educational process; replacing coercion with desire;

Respectful attitude of the teacher to the personality of the student; recognition of his right to make a mistake;

The high responsibility of the teacher for their judgments, assessments, recommendations, requirements, actions;

High responsibility of students for their academic work, behavior, relationships in the team.

Multidimensional technology V.E. Steinberg

The use of multidimensional didactic technology (MDT) or the technology of didactic multidimensional tools (DMI) developed, used and described by Doctor of Pedagogical Sciences V.E. It is the multidimensional didactic technology and with the help of didactic multidimensional tools that allows presenting knowledge in a collapsed and expanded form and managing the activities of students in their assimilation, processing and use.

The main idea of MDT - and the idea of the multidimensionality of the surrounding world, a person, an educational institution, an educational process, and cognitive activity. It is the multidimensional didactic technology that makes it possible to overcome the stereotype of one-dimensionality when using traditional forms of presentation of educational material (text, speech, diagrams, etc.) and to include students in active cognitive activity in the assimilation and processing of knowledge, both for understanding and memorizing educational information, and for developing thinking, memory and effective ways of intellectual activity.

The MDT is based on a number of principles:

1. The principle of multidimensionality (multi-aspect), integrity and consistency of the structural organization of the surrounding world.

2. splitting principle - combining elements into a system, including:

splitting the educational space into external and internal plans of educational activity and their integration into a system;

splitting the multidimensional space of knowledge into semantic groups and their integration into a system;

splitting information into conceptual and figurative components and their combination in system images - models.

3. The principle of bichannel activity, on the basis of which one-channel thinking is overcome, due to the fact that:

Channel submission - perception information is divided into verbal and visual channels;

Channel interactions "teacher - student" - on information and communication channels;

Channel design - on the direct channel of constructing training models and the reverse channel of comparative-evaluative activities using technological models.

4. The principle of coordination and polydialogue of external and internal plans:

coordination of the content and form of interaction between external and internal plans of activity;

· coordination of interhemispheric verbal-figurative dialogue in the internal plan and coordination of interplanar dialogue.

5. The principle of triad representation (functional completeness) of semantic groups:

triad "objects of the world": nature, society, man;

· the triad of "spheres of mastering the world": science, art, morality;

triad "basic activities": cognition, experience, assessment;

· triad "description": structure, functioning, development.

6. The principle of universality, i.e., all-subjectivity of tools, suitability for use in lessons of different types, in different subjects, in professional, creative and managerial activities.

7. The principle of programmability and repeatability of basic operations performed in the multidimensional representation and analysis of knowledge: the formation of semantic groups and the "granulation" of knowledge, coordination and ranking, semantic linking, reformulation.

8. The principle of self-dialogicality, realizing in dialogues of various types: an internal interhemispheric dialogue of mutual reflection of information from a figurative into a verbal form, an external dialogue between a mental image and its reflection in the external plane.

9. The principle of supporting thinking - reliance on models of a reference or generalized nature in relation to the designed object, reliance on models when performing various types of activities (preparatory, educational, cognitive, search), etc.

10. The principle of compatibility of the properties of the image and the model tools, in accordance with which the holistic, figurative and symbolic nature of certain knowledge is realized, which makes it possible to combine the multidimensional representation of knowledge and the orientation of activity.

11. The principle of compatibility of figurative and conceptual reflection , according to which, in the process of cognitive activity, the languages of both hemispheres of the brain are combined, due to which the degree of efficiency of operating information and its assimilation increases.

12. The principle of quasi-fractality deployment of multidimensional models for representing values on repetition of a limited number of operations.

The main goal of the introduction of MDT - reduce labor intensity and increase the efficiency of the teacher and the student through the use of multidimensional didactic tools.

The most effective and promising tool of multidimensional didactic technology for use in the educational process arelogical-semantic models (LSM) knowledge (themes, phenomena, events, etc.) in the form of coordinate-matrix frameworks of a support-nodal type for a visual, logical and consistent presentation and assimilation of educational information.

Logical - semantic model is a tool for representing knowledge in natural language in the form of an image - a model.

The semantic component of knowledge is represented by keywords placed on the frame and forming a connected system. In this case, one part of the keywords is located at the nodes on the coordinates and represents the connections and relationships between the elements of the same object. In general, each element of a meaningfully related system of keywords receives precise addressing in the form of a "coordinate-node" index.

The development and construction of the LSM makes it easier for the teacher to prepare for the lesson, enhances the visibility of the material being studied, allows algorithmization of the educational and cognitive activity of students, and makes prompt feedback.

The ability to present large arrays of educational material in the form of a visual and compact logical and semantic model, where the logical structure is determined by the content and order of arrangement of coordinates and nodes, gives a double result: firstly, time is freed up for practicing the skills of students, and secondly, the constant use of LSM in the learning process forms a logical understanding of the studied topic, section or course as a whole among students.

When using MDT, there is a transition from traditional education to a student-centered one, the design and technological competence of both the teacher and students develops, a qualitatively different level of the teaching process and the assimilation of knowledge is achieved.

One of the main priorities and values in our country has always been considered to receive a quality education. At present, there is a wide potential of human capabilities and desires. Thus, education does not stand still, but modernizes its achievements, focusing on a personal approach in the process of learning activities. Innovative technologies in education are becoming quite a common part of the educational process.

In education, innovative technologies are new ways and methods of interaction between teachers and students that ensure the effective achievement of the result of pedagogical activity.

Now many people are hearing such concepts as " interactive technologies and methods", " innovation", " multimedia educational materials" and many others. Words at first glance are complex and unknown, but on the other hand they have a similar meaning. And the thing is that a modern school at this stage of education must meet certain requirements. This mainly concerns the equipment in classrooms with computers, projectors, that is, information resources.

There are various pedagogical innovations in school education, and each institution uses its most “established” or traditional innovative technologies in education - examples are given below.

Innovative pedagogical technologies: examples

But not only the introduction of information and communication technologies determines the progress of the educational process. These technologies also determine productive work and success in production activities.

Positive aspects of innovative technologies in the educational process

Innovative processes in education have their advantages:

Firstly, they awaken students' motivation for cognitive activity, especially for design.

Secondly, it is noted that the use of such training creates a more comfortable psychological climate for the student, in particular, relieves tension when communicating with the teacher.

Thirdly, a creative space is open for the child, thanks to which the number of high-quality and interesting works increases.

Fourthly, informatization stimulates not only students, but also attracts teachers to a greater extent due to the increase in labor productivity and culture.

Innovative activity of the teacher

A large amount of educational work is entrusted to the shoulders of the teacher, and especially the class teacher. The innovative activity of the teacher allows the educational process to be carried out more qualitatively and diversified.

Technologies provide invaluable assistance in documentary work, preparation of presentation lessons, in organizing parent meetings and cooperation with the family, it occupies a special place, since the award material (diplomas of winners, diplomas, etc.) is the result of effective work. To this end, institutions are monitoring diagnostics and making adjustments to the general work plan that are important for the high-quality assimilation of the curriculum by students.

For students, teachers organize individual classes in early learning of a foreign language, and pre-profile training for graduates is introduced.

Having become numerous, innovative learning technologies allow the head of the institution to have a choice. Now the director himself has the right to decide, after conducting a general analysis and assessment, which innovative technology will help the institution achieve fruitful and successful work in pedagogical activity.

Thus, a whole system of scientific research is being formed, the transfer of the experience of teachers and even entire pedagogical teams, which contribute to the fact that innovative activity in education is spreading and expanding.

Innovations in school education - video

The changing socio-economic situation in Russia has necessitated the modernization of education, rethinking theoretical approaches and the accumulated practice of higher education institutions to improve the quality of education, as well as the introduction of innovative methods, techniques, technologies to obtain results in the form of educational services that are socially and market-demanded.

Innovative educational technologies at the university are a complex of three components:

Modern content that is transmitted to students, which involves not so much the development of subject knowledge, but the development of competencies that are adequate to modern business practice. This content is well structured and presented in the form of educational materials that are transmitted using modern means of communication.

A modern learning infrastructure that includes information, technological, organizational and communication components that allow you to effectively use the benefits of distance learning.

Innovative technologies are widely used at the Southern Federal University. Teachers are actively introducing active and interactive teaching methods into the educational process. These are simulation technologies, which are based on simulation or simulation-game modeling: situational methods (analysis of specific situations, case technologies), simulation training, business game, game design. It was noted that these methods give the greatest effect in mastering the material, since in this case a significant approximation of the educational process to practical professional activity is achieved with a high degree of motivation and activity of students. As well as non-imitation technologies: problematic lectures and seminars, thematic discussions, brainstorming, etc.

Currently, much attention is paid to the technology of project-based learning, which allows you to effectively organize the independent work of students. The university approved the "Standard for the design and implementation of educational programs of the Southern Federal University". The standard provides for strengthening the role of the project component, which ensures the formation of social, personal and professional competencies in the process of creative independent work. According to the Standard, a project activity module has been introduced into all educational programs of higher education. This module is part of the curriculum and provides for the implementation of three projects in the undergraduate, four projects in the specialist and 1 project in the master's program with a workload of 3 credits each. For educational programs of undergraduate and specialist degrees in the 1st semester, as part of the project module, the discipline "Introduction to project activities" is implemented, which is designed to acquaint students with the basics of project activities in order to further apply the acquired knowledge and skills to solve specific practical problems using the project method.

An important part of the activities of the project activity module: presentations of projects, the formation of project teams, defense of projects, takes place in the SFedU as part of the Week of Academic Mobility, a special form of organization of the educational process that creates conditions for the active participation of students in the learning process, building an individual educational trajectory, familiarization with educational opportunities and educational programs of SFU. The format of the Week of Academic Mobility allows the development of interdisciplinary research and projects, the introduction of innovative educational technologies.

Thus, during the autumn Week of Academic Mobility, conferences, seminars, colloquia, trainings, master classes using information and communication technologies, as well as events with the participation of employers were held in the structural divisions of the university.

The project activity of students is of great importance, as it provides students with the opportunity to independently acquire knowledge in the process of solving practical, theoretical problems or problems that require the integration of knowledge from various subject areas. The teacher in the project is given the role of coordinator, expert, mentor, but not the performer. Thus, "a project is a complex of search, research, calculation, graphic and other types of work performed by students independently, but under the guidance of a teacher, with the aim of practical or theoretical solution of a significant problem" .

In general, for teaching design technology, regardless of the discipline being studied or the goals of the project, five stages are necessary and significant: motivation and goal setting, planning, project implementation, project defense, verification and evaluation of results.

The project methodology is characterized by high communicativeness and involves students expressing their own opinions, active involvement in real activities, taking personal responsibility for progress in learning. Thus, conditions are created for freedom of expression of thought and comprehension of what is perceived. In addition, it is worth noting that preparing, designing and presenting a project is much more exciting than performing traditional tasks, which means that this technique plays an important role in shaping students' positive motivation for learning. Working on a training project, students not only acquire knowledge about various activities, but also practically master this activity, gaining experience for the upcoming profession.

Recently, special attention has also been paid to interactive teaching methods using computer technology. Without the use of information and communication technologies, an educational institution cannot claim an innovative status in education. After all, an educational institution is considered innovative if it widely introduces organizational, didactic, technical and technological innovations into the educational process and, on this basis, achieves a real increase in the pace and volume of assimilation of knowledge and the quality of training of specialists.

Article 16 of the Law on Education is devoted to new learning technologies, which refers to e-learning and distance learning technologies. E-learning is understood not only as "the organization of educational activities using ... information and communication technologies", but, most importantly, the organization of "interaction between students and teachers", and distance learning technologies are understood as the use of information and telecommunication networks to organize "indirect (at a distance) interactions between students and teachers” . This approach allows you to actively use electronic and distance technologies to organize interactive forms of learning, such as: organizing students' independent work, interaction between students and teachers, organizing students' joint work on projects.

Teachers of the Southern Federal University have extensive experience in e-learning using distance technologies, which allows us to offer some electronic products for use in organizing an interactive educational environment. For example, the Moodle learning environment (E-learning at SFedU. E-learning), which is a means of remote support for the educational process, allows not only organizing independent work of students, but also the interaction of students with each other.

As the author of the textbook “Active and interactive educational technologies (forms of conducting classes) in higher education” notes, “modern computer telecommunications allow participants to enter into a “live” (interactive) dialogue (written or oral) with a real partner, and also make it possible to actively exchange of messages between the user and the information system in real time. Computer training programs, using interactive tools and devices, provide continuous interactive interaction between the user and the computer, allow students to control the course of learning, adjust the speed of learning the material, return to earlier stages, etc.” . This improves the quality and efficiency of training, makes it possible to implement a differentiated approach to learning, taking into account the individual characteristics of students. Computer technologies also allow interaction between a teacher and a student in an interactive mode, create opportunities for enhancing cognitive activity, access to modern, fresh information, and allow for the best implementation of the principle of visibility. Computer programs make learning interesting and varied in form. The combination of traditional methods and teaching aids with computer technology helps to improve academic performance, activates independent work. The greatest effect is achieved with a systematic approach to the choice of various teaching methods in accordance with the tasks that the teacher sets for himself.

Thus, the introduction and active use of new educational technologies in the educational process changes the teaching methodology, allowing, along with traditional methods, techniques and methods of interaction, to use innovative ones that contribute to the formation of general cultural and professional competencies in students, providing high motivation, strength of knowledge, creativity and imagination. , sociability, active life position, team spirit, value of individuality, freedom of expression, emphasis on activity, mutual respect and democracy. How skillfully new educational technologies will be introduced into the educational process depends on the personality of the teacher himself. According to Bordovskaya N.V.: “The most rigorous instrumental technology needs to be filled with human content and meaning, breathe life into it, make it authorial to some extent, take into account the individual and personal characteristics of subjects, groups or collectives, the circumstances of the real life environment and educational environment, features of the teacher himself.

Bibliography

1. Active and interactive educational technologies (forms of conducting classes) in higher education: textbook / comp. T.G. Mukhin. - Nizhny Novgorod: NNGASU, 2013. - 97 p.

2. Gushchin Yu.V. Interactive teaching methods in higher education // Psychological journal of the International University of Nature, Society and Man "Dubna", 2012. - No. 2. - P. 1-18.

3. Zakharova, I.G. Information technology in education: textbook for higher education. textbook institutions / I.G. Zakharov. - M.: "Academy", 2008., p.338

4. Kovalenko E.M. Interactive technologies in education and elements of e-learning // Modern system of interactive learning in the conditions of education modernization. Materials of the scientific and methodological conference; South Federal University). - Rostov-on-Don: Southern Federal University Publishing House. - P.47-50.

5. Modern educational technologies: textbook / team of authors; ed. Bordovskoy N.V. - 2nd ed., erased - M.: KNORUS, 2011. - 432 p.

6. Tikhobaev, A.G. Interactive computer learning technologies. // Vestn. Tomsk State ped. University (Tomsk State Pedagogical University Bulletin). 2012. Issue. 8 (123). - S. 81–83.

7. Federal Law of December 29, 2012 No. 273-FZ (as amended on July 13, 2015) “On Education in the Russian Federation” // Consultant Plus Legal Reference System. Access mode: URL: http://www.consultant.ru/document/cons_doc_law_140174/ (date of access: 01.10.2015).

Modern innovative educational technologies. Innovative technologies of education Innovative technologies in educational activities

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