Modern technologies in the educational process of the university types. Modern educational technologies

use of modern teaching technologies at the university

Dziuba E.A.

In modern psychological and pedagogical science, learning technologies are considered as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity. Of particular interest are technologies that allow you to bring the educational process to the level of the student's personal meaning.

Key words: technologies in the educational process, language personality, student's value-semantic sphere.

In the age of “multicultural dialogue” (P. Shchedrovitsky), the development of a multilingual and multicultural linguistic personality is especially important. A linguistic personality in the field of foreign languages ​​is an indicator of a person's ability to take full part in intercultural communication, the ability to realize oneself within the framework of a dialogue of cultures. In other words, this is the formation of skills in the knowledge of one's own culture and the culture of other peoples. Referring to the definition of Yu.N. Karaulova, a linguistic personality is a multi-layered and multi-component set of linguistic abilities, skills and readiness for the implementation of linguistic actions of varying degrees of complexity: actions that are classified, on the one hand, by types of speech activity (speaking, listening, writing, reading), and on the other - by language levels (phonetics, grammar, vocabulary). The successful formation of an autonomous linguistic personality is directly related to the formation of the student's educational competence, i.e. ability to manage their learning activities.

Modern learning technologies, in our opinion, are the most relevant ways to solve the problem.

The term learning technologies (or pedagogical technologies) is used to refer to a set of teacher’s work methods (methods of his scientific organization of work), with the help of which the learning goals set in the lesson are achieved with the greatest efficiency in the shortest possible period of time to achieve them.

The term was widely used in the literature of the 60s. XX century in connection with the development of software

simulated learning and was originally used to refer to learning with technical aids.

In the 70s. the term has become more widely used: both to refer to learning using TCO and as a rationally organized learning in general. Thus, the concept of "learning technologies" began to include all the main problems of didactics related to improving the educational process and increasing the efficiency and quality of its organization.

Nowadays, there has been a differentiation of two components of the content of the term: technology of teaching (Technology of Teaching) and technology in teaching (Technology in Teaching). With the help of the first term, they denote the methods of the scientific organization of the teacher's work, with the help of which the set goals of education are best achieved, and with the help of the second, the use of technical teaching aids in the educational process.

The following are considered the most important characteristics of teaching technologies: a) effectiveness (a high level of achievement of the set educational goal by each student), b) economy (a large amount of educational material is learned per unit of time with the least effort to master the material), c) ergonomics (learning takes place in an environment cooperation, a positive emotional microclimate, in the absence of overload and overwork), d) high motivation in studying the subject, which contributes to an increase in interest in classes and allows you to improve the best personal qualities of the student, to reveal his reserve capabilities.

Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in the classroom, thanks to which students act as active creative subjects of educational activity (I.A. Zimnyaya, E.S. Polat, I.L. Bim, etc. ).

In the methodology of teaching foreign languages, it is customary to refer to modern teaching technologies:

Collaborative learning;

Design technologies;

Use of intensive teaching methods (communicative technology, game technology, problem-based learning);

Information and communication technologies, the use of technical teaching aids, distance learning;

Multi-level (differentiated) training;

Modular learning.

Collaborative learning. This learning technology is based on the idea of ​​interaction between students in a group of classes, the idea of ​​mutual learning, in which students take not only individual but also collective responsibility for solving learning problems, help each other and bear collective responsibility for the success of each. Unlike frontal and individual learning, in which the student acts as an individual subject of educational activity, is responsible only "for himself", for his successes and failures, and the relationship with the teacher is subject-subjective in nature, when learning in cooperation, conditions for interaction are created. and cooperation in the system "student - teacher - group" and the actualization of the collective subject of educational activity takes place.

The concept of learning has received practical implementation in a number of options for the technology of such learning, proposed by American teachers E. Arnoson (1978), R. Slavin (1986), D. Johnson (1987) and is focused on creating conditions for active joint activity of students in various learning situations offered teacher. If you combine students into small groups (3-4 people) and give them one common task, specify the role of each student in completing the task, then a situation arises in which everyone is responsible not only for the result of their work, but, which is especially important for this learning technologies, for the result of the whole group. Together, the task is solved, and strong students help the weaker ones in the success of its implementation. This is the general idea of ​​learning in cooperation, and to complete the learning task, the study group is formed

in such a way that there are both strong and weak students in it. The assessment for the completed task is put one per group.

Various collaborative learning options have been developed (Polat, 1998). It is also important to emphasize here that when organizing educational activities according to the technology of cooperation, the individual independent work of the student becomes the initial part of the collective activity.

Collaborative learning techniques are implemented in the course of the students' performance of game tasks in the situations of communication offered to them. For mastering a language, an important condition is communication in the target language. According to our observations, learning in cooperation is learning in the process of students communicating with each other, and purposeful work in cooperation allows you to increase interest in classes and significantly increase the time of speech practice for each student in class.

Project learning technology. This learning technology is a further development of the concept of collaborative learning and is based on modeling social interaction in a study group during classes. At the same time, students take on various social roles and prepare for their implementation in the process of solving problematic tasks in situations of real interaction. The popularity of project technology is explained, first of all, by the fact that the project task to be completed by the student directly links the process of language acquisition with the acquisition of certain subject knowledge and the ability to actually use this knowledge. Thus, the orientation towards the creation of a project as a personal educational product makes the process of mastering subject knowledge personally significant for the student, personally motivated.

From what has been said, it can be seen that the method of projects involves the solution of a problem by students. And to solve it, the student needs not only knowledge of the language, but also possession of a certain amount of subject knowledge, necessary and sufficient to solve the problem. According to the fair statement of one of the developers of this learning technology, E.S. Polat, “the method of projects is the essence of developing, student-centered learning. It can be used at any level of education.

Let us list some general didactic features of the project technology, which determines the structure and content of the projects that students have to prepare in the language practice classes.

1. Dominant types of activities in the project: role-playing, informational, project-oriented.

2. The subject-content side of the project: a mono-project (within the framework of one communication situation or one area of ​​knowledge or an interdisciplinary project (affects situations and a range of knowledge from different subjects).

3. The nature of the coordination of actions in the process of project implementation: with open, explicit coordination (direct) or with hidden coordination (implicit, simulating the possible nature of the action in a given situation).

4. The nature of the project: several members of the study group, who are united by their interest in the implementation of the project, the whole group, students of the educational institution.

5. Duration of the project: short-term, long-term.

Of course, project technology is most designed for use in work with more prepared and developed students. To the greatest extent, this technology can be used in the profiling of training. For this reason, project technology is increasingly becoming a part of bilingual education, i.e. such training, which is organized on the basis of a specific subject area of ​​knowledge (content-based language learning). The greatest experience of teaching on a bilingual basis has been accumulated primarily in regions with a natural bilingual environment (for example, Canada, Belgium) and is now relevant for neighboring countries. Education on a bilingual basis, one of the ways to implement which can be a project-based learning technology, provides for: a) mastering by students subject knowledge in a certain area based on the interconnected use of two languages ​​being studied (native and non-native) and b) mastering two languages ​​as a means of educational activity.

The relevance of learning on a bilingual basis as a component of in-depth language education is determined, first of all, by the global trend towards integration in various spheres of life, which leads to a trend towards the integration of subject knowledge, aimed at understanding a holistic picture of the world. Given these trends, bilingual education provides students with greater access to information in various subject areas and creates additional opportunities to compete in the pan-European and global market for specialists.

The methodological literature offers various options for projects in the field of language learning (eg, Koryakovtseva, 2002). These can be game - role-playing projects (acting out the situation, dramatization of the text), information projects

(preparation of a message on a proposed topic), publishing projects (preparation of materials for a wall newspaper, radio broadcasts), scenario projects (organization of a meeting with interesting people), creative work (composition, translation of a text).

Multilevel training. The problem of training differentiation is one of the central ones in the student-centered approach. In order to form a positive self-esteem, it is important to objectively realize in which direction a person is able to achieve the greatest success. This is the problem of self-actualization. Psychologists define self-actualization as an activity specially organized by the subject in order to identify potential opportunities. If such a comprehension has come, then another need arises - for self-realization, i.e. in applying their abilities to achieve success. According to the definition of psychologists, self-realization is an activity specially organized by the subject with the aim of embodying his subjectively felt destiny, as well as the achieved result of this activity. This success is needed not only for a specific individual. Society needs it to no lesser extent, since the more successfully individual individuals realize their potential, the more successfully society as a whole develops. A person who has not been able to find himself, his "I", may turn out to be a burden on society, not only professionally, but also psychologically. With such people, more psychological problems arise, which the family and society have to solve. Therefore, the differentiation of training at a certain stage is very useful. In this case, we are not talking about learning according to individual plans, but about differentiation as a didactic principle.

The circle is closed, because taking into account the individual differences of students can be understood as taking into account the basic properties of the student's personality. Thus, student-centered learning is, by definition, differentiated learning. In the pedagogical literature, the concepts of "internal" and "external" differentiation are distinguished. Internal differentiation is understood as such an organization of the educational process, in which the individual characteristics of students are taken into account in the conditions of organizing educational activities in the classroom. In this case, understanding the differentiation of learning is very similar to the concept of individualization of learning. With external differentiation, students of different levels of learning are specially combined into study groups. Thus,

with internal differentiation, i.e. in the classroom, student-centered learning is achieved, for example, through such pedagogical technologies as collaborative learning and the project method, due to the variety of techniques provided for within their framework. With external differentiation, students, according to some individual characteristics, are combined into study groups that differ from one another. In didactics, differentiation is distinguished by abilities (by general abilities; by particular abilities; by inability); according to the projected profession; by interest.

Differentiation according to general abilities occurs on the basis of taking into account the general level of learning, the development of students, individual features of mental development - memory, thinking, cognitive activity. The remaining individual differences of students are taken into account when organizing internal differentiation in the classroom through appropriate learning technologies.

Differentiation according to private abilities provides for differences in students' abilities for certain subjects: some students are more successful in humanitarian subjects, others in the exact sciences; some are historical, others are biological, and so on.

A differentiated approach to learning can be implemented using modern information technologies and multimedia projects. The teacher formulates the theme of the project, taking into account the individual interests and capabilities of the student, encouraging him to creative work. In this case, the student has the opportunity to realize his creative potential, independently choosing the form of presentation of the material, the method and sequence of its presentation. At the same time, the student's efforts to master this material and its creative application are taken as the criterion for evaluating the student's activity.

Computer simulation of the experiment allows each student to complete the task at a pace convenient for him, to change the conditions of the experiment in his own way, to explore the process independently of other students. It also contributes to the development of research skills, encourages a creative search for patterns in any process or phenomenon.

Computer testing, like any testing, also makes it possible to individualize and differentiate tasks through multi-level questions. In addition, tests on the computer allow you to return to unresolved issues and do "work on the mistakes."

Computer-assisted testing is also much more attractive to the student than traditional

traditional control work or test. Firstly, the student is not directly connected with the teacher, he communicates primarily with the machine. Secondly, tests can also be presented in a playful way. If the answer is wrong, you can hear a funny sound or see a disapproving shake of the head of some funny hero. And if the test is successfully passed, the student will be awarded a virtual laurel wreath, fanfares will sound in his honor and fireworks will flash in the sky. Naturally, such testing will not cause stress or negative emotions.

information and communication technologies. ITCs have taken a strong place in the process of teaching a foreign language. Practice shows that they have many advantages over traditional teaching methods. Among them are the individualization of education, the intensification of independent work of students and the increase in cognitive activity.

A computer is a learning tool that enhances and expands the possibilities of its learning activity. Using a computer in the classroom, you can achieve the assimilation of more material, organize independent work and effective control. Which corresponds to the main goals of teaching English: the formation and development of a communicative culture and teaching practical knowledge of the language.

ICTs offer profitable options for presenting creative ideas and, of course, add new ones. Texts and dialogues can be typed and processed electronically, exercises can be added to them, saving time on their creation, audio cassettes can be conveniently replaced with electronic video films, and colorful illustrations can be easily turned into authored presentations. This allows you to: train various types of speech activity, combine them in different combinations, form linguistic abilities, create communicative situations and automate language and speech actions.

Multimedia resources provide invaluable assistance in the preparation of didactic material, presentations and the classes themselves.

Students use ICT for project assignments and written work. By completing written projects on various topics, students can submit them on electronic media, as well as send them to the teacher by e-mail or leave a message on the teacher's personal page on the Internet.

It should be noted that any finished task requires processing or refinement depending on the level of knowledge and skills of students. Compiling Tests

and control work, the use of ICT tools can greatly diversify the types of tasks and options.

Internet - unlimited opportunities for learning English. To do this, you can use almost all the possibilities of the network: e-mail, conversation on the network, search engines, reference directories, access to information resources, publications, video conferences, teleconferences.

The introduction of ICT in the process of teaching a foreign language has a positive effect on motivation. Students get the opportunity to apply their knowledge and skills in new environments. Many computer programs enable students to learn with passion, i.e. playing. The process of mastering the material is much faster and easier. The next important factor is the successful use of the individual form of work. For example, in such a complex section of language learning as grammar, not all students easily learn the rules and structures. The computer makes it possible for everyone to work individually on this or that grammatical material under the guidance of a teacher or without him. In this case, independent work of students takes place. Internet technologies make the educational process more open to new ideas and sources of knowledge. Electronic publications of articles and presentations are possible. The Internet makes education and self-education exciting and attractive for both students and teachers.

Of course, it cannot be argued that the use of ICT will help solve all problems in teaching a foreign language, but it is an effective remedy against monotony.

Information technologies make it possible to radically change the organization of the learning process of students, shaping their systemic thinking; use computers to individualize the educational process and turn to fundamentally new cognitive means.

The use of modern information technologies expands the scope of the educational process, increases its practical orientation. The motivation of students in the educational process increases, and conditions are created for their successful self-realization in the future.

technical training aids (tSO). Technical teaching aids are the equipment and technical devices used in the educational process for the transmission and storage of educational information, monitoring the progress of its assimilation, the formation of knowledge, speech skills and abilities. If the ABCO system is individual, i.e. created for

work with a specific educational complex, and is designed for a certain contingent of students, then the TCO system is largely universal and suitable for use in various forms and types of education. The specificity of TCO lies in its ability to serve such forms of training and control that cannot be carried out without special equipment.

The current stage in the development of technology is characterized by the transition to the creation of multifunctional educational complexes and computer-based automated training systems. Such complexes and systems have universal didactic possibilities; they allow to conduct training in an interactive mode, taking into account the individual capabilities of the trainees, to provide distance learning using modern technologies.

With regard to teaching the language, TCO is usually divided into the following groups of means: sound, lighting, sound and lighting, programmed learning tools.

Table 1 gives an idea of ​​the modern TCO system. one.

table 1 technical training aids

Sound engineering Light engineering Sound and lighting engineering Means of programmed learning

Tape recorder Overhead projector; Film projector; A computer;

cassette; Filmoscope; Hardware CD-ROM;

Player (Walkman); epiprojector; for home laptop;

Radio; Camera; cinema; Micro-

Player Digital VCR; a computer.

records, camera; Video camera;

CDs Kodoscope; TV set;

(CD, CD-ROM); Portable Electronic

radio tape recorder; text translator

Mobile scanner (scan- (Language

telephone; rubbing handle Teacher);

Voice recorder. C-Rep). DVD player.

Audiovisual teaching aids (AvSO).

Audiovisual teaching aids are aids designed for visual, auditory or visual-auditory perception of the information contained in them. Taking into account the channel of information receipt, AVSO is usually subdivided into auditory (phonograms), visual (videograms), visual-auditory (videophonograms).

The listed teaching aids can be educational, i.e. contain methodically processed material, specially designed for language acquisition (educational filmstrips, films, computer programs, etc.), and non-educational, involved as educational materials, but initially they are not

miss. In the classroom, natural media are also used, which are included in the educational process (for example, television programs).

AVSOs are an effective source of improving the quality of education due to the brightness, expressiveness and information saturation of visual and auditory images that recreate communication situations and introduce the country of the language being studied. At the same time, the didactic principle of visibility, the possibility of individualizing learning and, at the same time, the mass character in the coverage of students (for example, when watching TV and movies) are successfully implemented in the classroom. The motivational side of learning is increasing, and the systematic use of ABSO makes it possible to compensate for the lack of a language environment at all stages of classes. Table 1 gives an idea of ​​modern AVSO. 2.

table 2 Audiovisual teaching aids

Phonograms Videograms Videophonograms

Gramophone recorder Magnet recorder Radio broadcasts Natural: objects, actions. Artistic and visual: educational drawings, reproductions from works of painting, slides, filmstrips, photographs, geographical maps. Graphic: tables, diagrams. Movies Videos TV shows Computer programs

pedagogical technologies based on the intensification of students' activities

Game technologies. Games in general, and role-playing games in particular, are a powerful educational tool. In humanistic pedagogy, we are interested in role-playing and business games of a problem orientation, i.e. such educational games that allow, through dramatization, the plot, to play possible ways to solve problems, get out of problematic situations that have arisen. This allows you to delve deeper into the problem, to pass it "through yourself", i.e. through a character whose role the student assumes.

The task of business games is to model professional situations. And this activity is extremely important. Many experts note that young people, graduates of prestigious universities, sometimes get lost when faced with the need to solve professional problems in non-standard situations.

This is true for role-playing games as well. You can read about the national holidays of Great Britain, but there is a completely different perception and understanding of the national characteristics of the inhabitants of this country, if you try to play such a holiday, prepare it and take part in it, comparing

it with similar domestic holidays. You can get acquainted with the education system in the UK, USA, Germany, France, but it’s quite another thing to try to “live” at least one day in such a school, feeling, albeit not fully, the features of another educational system, another culture, comparing it with ours, and reflect on the merits and demerits of both systems. In other words, problem-oriented role-playing and business games allow you to get deeper into the essence of the problem, on a personal level, to “live” this problem situation in your character and search for a way out of it.

Role-playing is understood as different types of role-playing activities: from reading by roles, dramatization, dramatization, simulation to the actual role-playing game (D.B. Elkonin, G.A. Kitaigorodskaya, R.S. Alpatova, E.I. Matetskaya, K. Livingstone). Role play should not be confused with play activities. Role play in education is always educational in nature, it has a certain didactic purpose, it assumes a certain deployment scenario, although it can change during its implementation in accordance with the nature of the relationship of the characters, their vision of the problem. The role-playing game also differs from traditional educational (didactic) games, which also have a didactic task, but do not provide for dramatization. Role-playing games can be based on fictional situations (for example, fabulous, fantastic) or quite real, reflecting real events. If the game has a problem orientation, i.e. contains also a certain problem that needs to be resolved, this allows students to gain a deeper knowledge of the phenomenon under study.

A business game is a means of developing creative thinking, including professional one; imitation of specific economic objects and processes; imitation of the activities of managers and specialists, employees and consumers; achievement of a certain cognitive goal; fulfillment of the rules of interaction within the framework of the assigned game role. According to A.A. Verbitsky, a business game allows you to streamline the knowledge, skills, acquired at all previous stages of learning, and combine them in your mind into an integral dynamic system.

Any game necessarily involves the own activity of its participants. That is, in the game a person acts not so much on a task, but on his own, since he imagines the situation that has arisen and, once in it, tries to find a way out of it. The game is a significant action for its participants. It is only important to correctly place the accents. In a role-playing and business game of a problem orientation, an indispensable condition is the reliance on the knowledge available

facts, experience in this subject area and related areas. The participants in the game cannot rely only on their own intuition and imagination, they must demonstrate their erudition in this matter and build the activities of their character accordingly. In activities, they must demonstrate knowledge of the context of the problem.

The educational meaning of any educational game and game methods lies in the formation and further improvement of the skills and abilities necessary in real conditions, and in the right to make mistakes. In a game situation, mistakes are allowed. They are not punishable in the usual sense and can even become an interesting new twist in the game situation. This applies to both role-playing and business games. For this reason, they are used as a teaching method to warn future specialists and ordinary people against possible mistakes in their professional activities, life situations, to teach them how to competently look for a way out of any problem situations.

In conclusion, we emphasize once again that role-playing and business games of a problem-oriented nature are very productive, which is expressed in imitation, modeling of socially significant relations between game participants, in the ability to apply knowledge, creativity, and practical skills in various fields in simulated situations. This is an effective tool for developing critical and creative thinking.

technology of communicative teaching of foreign culture. Communication-based learning is the essence of all intensive foreign language teaching technologies. The intensive technology was developed by the Bulgarian scientist G. Lozanov and gave rise to a number of practical options in our country (intensive courses by G. Doli, A.G. Gorn, etc.).

In higher education, the theory and practice of communicative intensive teaching of a foreign language was developed by G.A. Kitaygorodskaya.

Conceptual positions of this technology can be reduced to the following.

1. A foreign language, unlike other subjects, is both a goal and a means of learning.

2. Language is a means of communication, identification, socialization and familiarization of the individual with cultural values.

3. Mastering a foreign language is different from mastering a native:

ways of mastering;

Density of information in communication;

The inclusion of the language in the subject-communicative activity;

A set of implemented functions;

Correlation with the sensitive period of speech development.

The main participants in the learning process are the student and the teacher. Relations between them are based on cooperation and equal speech partnership.

In the learning process, almost everything depends on the exercises. In the exercise, like the sun in a drop of water, the whole concept of learning is reflected. In communicative training, all exercises should be speech in nature, i.e. communication exercises. E.I. Passov builds 2 series of exercises: conditional speech and speech.

Conditional speech exercises are exercises specially organized for the formation of a skill. They are characterized by the same type of repetition of lexical units, continuity in time.

Speech exercises - retelling the text in your own words, describing a picture, a series of pictures, faces, objects, commenting.

Problem learning. The technology of problem-based learning is not new: it became widespread in the 1920s and 1930s in Soviet and foreign schools. Problem-based learning is based on the theoretical principles of the American philosopher, psychologist and educator J. Dewey (1859-1952), who founded an experimental school in Chicago in 1894, in which the curriculum was replaced by play and work activities. Classes in reading, counting, writing were carried out only in connection with the needs - instincts that arose spontaneously in children, as they matured physiologically. Dewey identified four instincts for learning: social, construction, artistic expression, research.

To satisfy these instincts, the child was provided with the following sources of knowledge as sources of knowledge: the word, works of art, technical devices, children were involved in the game and practical activities - work.

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

Problem situations can be different in terms of the content of the unknown, in terms of the level of problematicness, in terms of the type of information mismatch, and in other methodological features (Fig. 1).

Problematic methods are methods based on the creation of problem situations, active cognitive activity of students, which consists in finding and solving complex issues that require

actualization of knowledge, analysis, the ability to see a phenomenon, a law behind individual facts.

In the modern theory of problem-based learning, two types of problem situations are distinguished: psychological and pedagogical. The first concerns the activities of students, the second represents the organization of the educational process.

A pedagogical problem situation is created with the help of activating actions, questions of the teacher, emphasizing the novelty, importance, beauty and other distinctive qualities of the object of knowledge. The creation of a psychological problem situation is purely individual. Neither too difficult nor too easy cognitive task creates a problem situation for students. Problem situations can be created at all stages of the learning process: during explanation, consolidation, control.

The technological scheme of problem-based learning (setting and resolving a problem situation) is shown in fig. 2.

The teacher creates a problem situation, directs students to solve it, organizes

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

Options for problem-based learning are search and research methods, in which students conduct an independent search and study of problems, creatively apply and acquire knowledge.

modular training. The main goal of a foreign language course is to prepare a widely erudite specialist by means of a foreign language, who, in the learning process, acts not so much as an independent discipline, but as a subject subordinate to major disciplines, which is a medium of special knowledge in the implementation of an educational professional program, opening up pain before students.

Problem situation

X - activity object

X - mode of operation

By level of problem

X - activity execution condition

1 - arising regardless of techniques

called and

permitted

teacher

3 - called by the teacher, resolved by the student

4 - self-formation of the problem and solution

By type of information mismatch

surprises [conflict| [ offers | rebuttals [inconsistencies | ¡uncertainty!

According to methodological features

[unintentional]

problem

frontal

experiment

problematic

exposition

heuristic conversation

mental

problem

experiment

problem solving

problematic

demonstrations

problematic

research and laboratory work

game problem situations

Fig 1. Classification of problem situations

Fig 2. Technological scheme of problem-based learning

opportunities for getting acquainted with foreign experience in the field of the chosen specialty.

The content of classes using modular learning technology consists of a system of modules. The module allows a student involved in a common activity to consistently, in parts, produce conscious interaction in the area of ​​common goals. Thanks to the module, the student doses the content, understands what information is being discussed and for what purpose. The goals of interacting subjects can be based on two points: either on the structure of the topic (elements, norms of connections, functions, properties), or on the method of study (methods, algorithms by which the system works). The module serves as an invariant means of active organization of content and implementation of information exchange. It guarantees to a high degree the satisfaction of the needs that a person has at the moment. The main purpose of the module is to develop thinking, human consciousness.

A module is a complete, completely autonomous course, which includes training in both individual and all types of speech activity, depending on the goals and objectives that need to be implemented in the process of passing the material. With the complete independence of a separate module course, it is, nevertheless, dependent on other modules and integrated into the general course of a foreign language.

The main condition for the functioning of each module is the provision of its program and didactic material, consisting of the following main components: a set of relevant authentic texts/training manual; student's workbook; minimum dictionary; didactic materials for working with TCO, computer databases and Internet resources; educational and methodical multimedia developments for independent work of students. The latter type of educational literature will undoubtedly become increasingly important due to the lack of classroom hours and the resulting need and importance for students to master the methodology of self-education. And the construction of educational and methodological development for independent work of students in the form of materials for working on a computer opens up wide opportunities for both independent work in a computer class and for distance learning, which, as practice shows, is becoming more widespread. The transfer of the material of the entire module to magnetic media would solve many problems currently facing the departments of foreign languages, and, above all, the problem of a lack of qualified teaching staff.

The modular system of teaching a foreign language has a number of advantages. It “joins” all levels of education and reduces the gap between the high requirements for the level of foreign language proficiency of a graduate of a non-linguistic university that have arisen in recent years due to objective reasons and the limited number of teaching hours allocated to a foreign language by educational professional programs. It is unified and can be used by various departments of foreign languages ​​at any faculty and department: the module can be compressed or expanded depending on the clock grid. The system is mobile and even at the present stage it makes it possible to carry out different forms of student training - from the level of international standard in groups of referent-translators to teaching students a new language from scratch, since the linguistic and extralinguistic content of the same module may differ in volume and degree of difficulty. At the same time, unified requirements are imposed on the material of the module course, uniform forms of student reporting, the goals and objectives that are carried out and solved in the process of passing the module are standardized. In view of the logical sequence and continuity of all stages of language training, the modular nature of training contributes to the systematic mastery of linguistic material, the expansion of background (linguo-cultural, professional, cultural, etc.) knowledge of students, the improvement of skills and abilities in the main types of speech activity. And, finally, the choice and formulation of a module by a certain teacher leads to the specialization of this teacher, the delimitation of areas and responsibilities, to the transition from the category of a “multi-station”, using the methods and didactic material of other authors, to the category of a “single subject”, the creator of his own course, program and curriculum. literature, the result of which - with a responsible approach to solving this problem - can only be an increase in the level of teaching a foreign language.

The modular nature of education makes it possible to determine the integration links between the modules of a foreign language and the modules of special disciplinary cycles, to identify, on the basis of this, a possible combination of these educational areas and to conduct "binary" lessons and even entire cycles of classes. The modular approach perfectly combines traditional and non-traditional methods of teaching foreign languages, meeting the requirements that are usually made by didactics for teaching a foreign language in a non-linguistic - artificial - environment.

In our opinion, it is expedient to use complex, integrative use in the educational process for mastering intercultural communication of all the above teaching technologies.

In modern education, more and more emphasis is placed on working with information. It is important for students to be able to independently extract additional material, critically comprehend the information received, be able to draw conclusions, argue them, having the necessary facts, and solve emerging problems. Working with information in a foreign language, especially if you take into account the opportunities that the global Internet opens up, becomes very relevant. Thus, in the process of acquiring intellectual skills, the teacher's help will be in the selection and use in his practice of technologies that are focused specifically on such activities.

LITERATURE

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6. Shchukin A.N. Teaching foreign languages: theory and practice. - M., 2005.

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The article presents ways to apply modern educational technologies in the educational process of the university. As an example, working materials were used for conducting classes in the disciplines "Philosophy" and "Foreign Language" with students of Tomsk Polytechnic University. The authors describe in detail the experience of using such educational technologies as the "Intelligence Map", the "6 Thinking Hats" method and the "case study" method. A turn to the individuality of the student can have a decisive influence, since the problem of understanding captures not only the text with which the main work takes place within the framework of the educational process at the university, but also turns out to be a way of comprehending the author (scientist), the reader (as self-knowledge through the prism of new knowledge) and the whole human reality. It is concluded that the use of such technologies in practice makes it possible to speed up the learning process, activate the creative abilities of students through the visualization of information, as well as evaluate the work of the group qualitatively and objectively, which helps to avoid conflict situations associated with critical remarks.

case study.

"6 Thinking Hats"

"mind map"

educational technologies

innovation

research university

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5. Pankova N.M. Criteria for the quality of higher education [Electronic resource] / N.M. Pankova // Bulletin of Science of Siberia. - 2012. - No. 1 (2). - Series 8. Social Sciences. – Electron. Dan. - [B.m.], 2015. - URL: http://sjs.tpu.ru/journal/article/view/228 - (date of access: 11.09.2015).

6. Pankova N.M. Methods of organizing the creative process and activating creative thinking at the university // Bulletin of the Tomsk Polytechnic University. - 2008. - No. 6. - T. 313. - S. 136-140.

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In the 21st century, a new model of a university is being formed in the modern educational space - an innovative research university, which creates conditions for training specialists competent in solving a wide range of issues. Modern specialists should be prepared both for solving the problems posed earlier and for setting new tasks and options for their solution. The very formation of an innovative research university is an innovative process focused on obtaining new knowledge and new technologies.

Since the innovative model of the university is an updated version of the classical university, the methods of the new model must also be updated. As such an update, it is permissible to discuss the use of teaching methods in the educational process that would be focused on stimulating the creative abilities of the student.

It is impossible to limit the understanding of a person in the process of cognition only to the role of the cognizing subject. Based on the already constructed concepts of cognition, it can be argued that the schemes of social life, considering a person not as an individual, but as an abstract subject of the cognition process, came to serious contradictions, because. man and his desire for transformation disappear from the cognitive process.

The turn to individuality can have a decisive influence in the process of education, since the problem of understanding captures not only the text, but also turns out to be a way of comprehending the author (scientist), reader (as self-knowledge through the prism of new knowledge) and all human reality.

In order to create a successful educational activity, there is a need for personal interest as a teacher, so that students understand the material as best as possible, and a meaningful desire of students to understand new things.

As you know, the human intellect tends by its nature to self-preservation. When another intellect with an already established system of value orientations and beliefs enters into communication with us, at the initial stage we try to resist the influence exerted on us from the outside. It's a natural process to resist someone else's idea. The system of views formed on the basis of our own life experience has already been tested and forms our worldview position, which is not at all easy to give up. The intellect resists, but by changing the attitude to new knowledge, we can say that the interlocutor is ready to perceive other people's thoughts. He is not yet convinced by us, but already on his way to it.

In the educational process, we often encounter similar problems. The use of modern educational technologies in the educational process can help us increase the motivation of students, which will allow us to perceive new knowledge not as alien and implanted from the outside, and therefore unacceptable, but as independently received and experienced, and therefore understandable, and as a result used.

A significant number of educational technologies are used in a modern university. To implement the cognitive and creative activity of a student in the educational process within the model of an innovative type of research university, it is necessary to use new generation educational technologies that make it possible to improve the quality of education, use study time more efficiently and provide the educational needs of each student in accordance with his individual characteristics - memory cards (intelligence), case method (case study), portfolio method, etc.

Innovative pedagogical technologies can be presented as an interconnected didactic system. In our work, we propose to discuss the possibility of using the "Intelligence Map" technology (from the English mind map - intelligence map), the "6 Thinking Hats" method (from the English. Six Thinking Hats) and the "case study" method (from the English. Case method/case-study - method of specific situations/situational analysis method) successfully used in the educational process in the courses "Philosophy" and "Foreign Language", aimed at students of Tomsk Polytechnic University (hereinafter referred to as TPU).

"Intelligence Map" and "Six Thinking Hats"

Let's consider the possibilities of using the "Intelligence Maps" technology proposed by the American scientist and businessman T. Buzan (Tony Buzan) and the "Six hats of thinking" method (six hats of experts) by E. de Bono on the example of a seminar on the topic "Ancient Philosophy". So, the target group is 2nd year students of all TPU specialties, who often do not have research skills and knowledge within the framework of the Philosophy course. On average, there are 15-20 people in a group.

At the beginning of the lesson, you should discuss with students the specifics of the discipline, the features of the proposed educational technology and the strategy for conducting the lesson, as well as the assessment system. Discussion of the specifics of the task takes approximately 10-15 minutes. The beginning of the lesson sets a certain framework for future work and motivates students.

The Mind Map method is based on the theory of radiant thinking, the central idea of ​​which can be represented as follows: “What happens in the brain when a person chews a juicy pear, enjoys the scent of flowers, listens to music, watches the flow of water in a stream, hugs a loved one or just remembering the experience? Every bit of information that enters the brain - every sensation, memory or thought (including every word, number, taste, smell, line, color, rhythmic beat, note, tactile sensation from touching an object) - can be represented as a central spherical an object from which tens, hundreds, thousands and millions of "hooks" diverge. Each "hook" is an association, and each association, in turn, has an almost infinite number of connections to other associations. The number of used associations can be considered what is called memory, i.e. a database or an archive... As a result of using this multi-channel system for processing and storing information, the brain at any time contains "information maps", the complexity of which would be the envy of the best cartographers of all times, if they were able to see these cards.

It should be noted that the Mind Map method can be used in educational activities to develop interest in the subject. Many problems associated with the process of perception and memorization of new information by students can be solved using information visualization technology, when instead of a linear arrangement of text in a student abstract, we create, using our own creative abilities, a color information project that allows us to make new information observable. This is what allows you to implement the method "Intelligence Maps". Visualization of information allows us not only to better remember information that is new to us (to transfer it from short-term to long-term memory), but also to speed up the learning process, as the creative abilities of students will be involved.

Students should be divided into 2 groups (7-10 people each). Representatives of the first group will draw up a project on the topic "Naturphilosophy", the second - on the topic "Philosophy of Plato and Aristotle". Each group is presented with material for constructing a memory card (paper, felt-tip pens, colored stickers, etc.). Organizational work should take no more than 5 minutes.

Further, students perform a creative project in a group, fix the main features of the direction, basic principles, features of the philosophical concepts of representatives of natural philosophy (for the first group) and the philosophy of Plato and Aristotle (for the second group). The main topic (task) is located in the center of a sheet of A4 / A3 white paper, from which ideas of secondary importance diverge in different directions, in which the details of the main topic are revealed. On the “rays” on top, a key word or phrase is written in block letters, which should serve as a guide for the narrator, suggest a certain memory within the framework of the topic under discussion. Each sub-question is preferably highlighted in color, supplemented with pictures or color objects that attract attention. This activity takes approximately 20 minutes.

The next stage - the defense of the creative project of the first group with the presentation of the "map" to the rest of the students - takes about 10 minutes.

It is more interesting and effective to discuss the results of the work using the “Six Hats of Thinking” technology by E. de Bono.

Students are given 6 colored paper hats. Each hat has a specific role:

• An expert in a green hat speaks about the presence of a creative component in the work of the group presenting their project, about the originality of the work;
• The expert in the yellow hat notes the positive aspects of the work, namely, what can be praised for the work of the group indicates successful finds;
• An expert in a red hat highlights the emotional component of the work, draws attention to the level of activity of participation of all representatives of the group in the presentation of the project, how much they empathized with the problems discussed and worried about the common cause;
• An expert in a white hat demonstrates a neutral position, gives an objective and impartial assessment of the work of the group, indicates the reliability of the information. This role can be played by a teacher.
• An expert in a black hat points out the shortcomings of the work, its weaknesses, mistakes made, which should be corrected and avoided in the future;
• An expert in a blue hat sums up the work, analyzes and summarizes the assessments of his fellow experts, evaluates the work of the group in terms of the completeness and quality of the task.

The Six Thinking Hats method helps you solve the difficult questions that arise when you need to objectively evaluate the work of another person. Evaluation of work in six areas allows the student to distance himself from personality-colored experiences to an objective analysis of the work done in accordance with the chosen role of an expert. In addition, in our opinion, such a "division of labor" in the assessment of work allows you to avoid conflicts, since the expert gives an assessment not on his own behalf, but on behalf of his character.

Discussion of the work by experts takes approximately 5-10 minutes. Then the whole procedure is repeated for the second group. Members of the group that has already submitted its project become experts.

An obligatory element, in our opinion, is the so-called "Unpacking" - summarizing the work with clarification of the results obtained, which allows us to analyze the work, taking an "external" position in relation to the described activity. Unpacking can be submitted within 10 minutes. Creative projects can be further placed in the student's educational portfolio as a result of the work done.

Case study method

Let us consider the possibilities of the "Case Study" method, first used by teachers at the Harvard Business School back in 1924 in the United States, using the example of the final lesson on the topic "Testing goods on animals" (from the English. Testing goods on animals) within the framework of the studied topic "Science and Technology". The target audience is a group of 10-12 1st year students of various specialties of TPU, studying under the program of Elite Technical Education at Tomsk Polytechnic University (ETO TPU) on the course "Professional English for Academic Mobility". By the time of this lesson, students have already mastered the vocabulary on a given topic and basic grammatical structures. This lesson is general and final. However, the specificity of the subject content makes it possible to use this case when learning a foreign language in other educational programs.

The case study method is a learning technology that uses a real economic, social or business situation that contains a problem. Students must explore the given situation, understand the essence of the problem, propose possible solutions to the problem and choose the best from them. A feature of this technology is a collective analysis of the problem based on the proposed materials (case). In the process of analysis, students' knowledge is updated through independent work with texts and their involvement in joint activities. In Russia, this method has been widely used since the late 90s, but more often for solving business cases.

In the educational process, it is customary to use the following types of cases:

• practical, which reflect situations from real life;
• teaching, the main purpose of which is education;
• research, which are focused on conducting research work.

In the case study technology, work on a problem situation is carried out in 3 stages:

1. Immersion in joint activities.

The main task of this stage is to form motivation for joint activities. Prepare material (case) for assignments. On average, the immersion stage takes 15-20 minutes of classroom time, depending on the preparedness of the students. At this stage, the teacher reads the text on the topic of the lesson, voices the topic of the lesson, names the technology, describes the stages of working with the case, distributes students into groups. The division into groups is carried out at the discretion of the teacher, both in an arbitrary and mandatory manner, i.e. students can independently choose a “role”, in this example it is a randomly selected image of a character, whose opinion the students will present further. So the teacher suggests 5 groups: Scientists (scientists), Animals (animals), Greenpeace (representatives of organizations that protect the interests of animals), Consumers (consumers who approve animal testing), Companies (representatives of manufacturing companies). From the experience of applying this method, we can conclude that there is not enough time to conduct a lesson using case study technology. Therefore, the immersion stage must be carried out in advance, thereby providing an opportunity for students to prepare and form their attitude to the proposed case.

2. Organization of joint activities.

The main task of this stage is to organize joint activities to solve the identified problem. To acquaint students with the content of the "case". Analysis, diagnosis of the problem and search for ways to solve it in the process of discussion with other participants in joint activities in organized groups or individually. The teacher writes down the questions on the board, which the representatives of the groups must answer at the end of the lesson. In order to fix the answers, it is possible to use whatman paper.

Setting the goal of the work: To form a common opinion on the conduct of tests on animals.

To achieve this goal, the teacher provides each group with an individual package with materials on the topic of the lesson to form their opinion. In this case, these are articles from newspapers and scientific journals, information about manufacturing enterprises downloaded from Internet resources, etc.

Group work. group conversation

3. Analysis and reflection of joint activities.

The main task of this stage is to make decisions on the problem in the process of discussion in the classroom.

Discussion of group responses.

On the basis of the table and the students' presentations, a general conclusion is made about (not) testing animals.

Organization of students' reflection on their activities in the classroom based on questions:

• What types of work have you been involved in?
• How interesting was the presented material for you personally?
• What new did you learn?
• Were the goals and objectives of the lesson achieved?

In order to successfully complete the case and achieve the set goals, the teacher needs to prepare in advance a package of materials, individual for each group of participants.

The use of the case study method ensures interest in a given problem, forms the right professional skills, provides training for a specialist who is able to think competently and make optimal decisions, and helps to solve educational problems with high efficiency. This method can be used in various educational programs.

An important feature of modern education is its continuous improvement. In the context of the transition to new generation standards in the educational process of the university, there is an urgent need to use modern educational technologies. Scientific and technological progress, the informatization of society require students to master special qualities in the modern educational process. The labor market needs such specialists who are able to analyze the problems and situations that arise in professional activities, who are able to offer solutions to these problems. A person must be multifaceted, capable of introspection, self-assessment and self-development. Therefore, it is necessary to use such teaching methods that would contribute to the development of creative, communication and analytical skills, as well as intensify the educational process, making it more productive and interesting for the students themselves.

The use of modern teaching methods ensures interest in a given problem, forms the right professional skills, provides training for a specialist who is able to think competently and make optimal decisions, and helps to solve educational problems with high efficiency. These methods can be used in various educational programs.

Reviewers:

Sokolova I.Yu., Doctor of Pedagogy, Professor, Professor of the Department of Pedagogy of Postgraduate Education of the Institute of Theory of Education of the Federal State Budgetary Educational Institution of Higher Professional Education "Tomsk State Pedagogical University", Tomsk;

Kornienko A.A., Doctor of Philosophy, Professor of the Department of History and Philosophy of Science and Technology, Institute of Social and Humanitarian Technologies, National Research Tomsk Polytechnic University, Tomsk.

E. de Bono (Edward de Bono) - head of the Center for the study of thinking at the University of Oxford, a specialist in the field of creative thinking

Bibliographic link

Pankova N.M., Kabanova N.N. MODERN EDUCATIONAL TECHNOLOGIES AT THE UNIVERSITY // Modern problems of science and education. - 2015. - No. 2-3.;
URL: http://science-education.ru/ru/article/view?id=23746 (date of access: 11/25/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

The use of innovative technologies in the educational process of the university is currently an extremely important and necessary element of the learning process. This also applies to the training of qualified lawyers by the university.

Under innovative technologies in the educational process of the university, we mean the use, application of new methods and techniques of interaction between teachers and students, ensuring the effective achievement of results in educational activities.

Among the innovative teaching methods at the university should be highlighted: the use of computer technology; use of interactive learning; project activity; conducting training practical classes; modeling of professional activity in the educational process; game simulation; use of health-saving education technologies; application of telecommunication technologies, etc.

The task of innovative development of the education system is provided for in a number of regulatory legal acts of the Russian Federation.

For example, in the Strategy for Innovative Development of the Russian Federation for the period up to 2020, approved by Decree of the Government of the Russian Federation dated December 8, 2011 No. 2227-r, one of the main tasks of innovative development in the field of education is to create conditions for the formation of citizens of such competencies of innovative activity as : ability and readiness for continuous education, continuous improvement, retraining and self-training, professional mobility, striving for something new; ability for critical thinking; ability and willingness to take reasonable risks, creativity and entrepreneurship, ability to work independently, readiness to work in a team and in a highly competitive environment; knowledge of foreign languages, which implies the ability for free everyday, business and professional communication. At the same time, the education system at all stages in terms of content and in terms of methods and technologies of training (teaching) should be focused on the formation and development of skills and competencies necessary for innovative activity.

In the Fundamentals of the State Youth Policy of the Russian Federation for the period up to 2025, approved by the Decree of the Government of the Russian Federation dated November 29, 2014 No. 2403-r, one of the priority tasks of the state youth policy is the task of developing educational work with youth, innovative educational and educational technologies, as well as creation of conditions for self-education of youth.

The need to form a flexible and diversified system of vocational education that meets the requirements of the labor market and the needs of an innovative economy, both in terms of educational programs and in terms of the conditions and material and technical equipment of the learning process, is provided for in the forecast for the long-term socio-economic development of the Russian Federation for the period up to 2030, developed by the Ministry of Economic Development of the Russian Federation.

Decree of the Government of the Russian Federation dated May 23, 2015 No. 497 approved the Federal Target Program for the Development of Education for 2016-2020, the purpose of which is to create conditions for the effective development of Russian education, aimed at ensuring the availability of quality education that meets the requirements of modern innovative socially oriented development of the Russian Federation , and one of the tasks is the creation and dissemination of structural and technological innovations in higher education.

Thus, the development and application of innovative technologies in the educational process of the university is a task of paramount importance, the significance of which is confirmed at the legislative level, which makes it relevant to study and master innovative educational technologies by each participant in the educational process, and first of all by the teacher.

Innovative educational technologies must be used by an educational organization. The leader who carries out such work will be among the leaders in his field. After all, the application of each new knowledge helps to maintain the competitiveness of the organization among other educational organizations.

Most managers consider it important to improve the skills of their employees, considering training as a means of self-improvement, self-education of the employee. So, according to the "Andersen model" - self-learning is considered through the concept "any knowledge is based on the conceptual apparatus".

The activity of any educational organization involves moving forward, towards development, otherwise its self-destruction will follow. To do this, the organization determines the objectives of its activities: operational and strategic. From the current state, the organization must move forward towards the prospects of its development, using various innovative technologies. Any pedagogical technology should include an element of personality development. Each goal, each innovative technology should be filled with comprehension of activity, which will allow innovative pedagogical technologies to be applied most effectively.

For example, V.P. Bespalko believes that “... modern technologies in education are considered as a means by which a new educational paradigm can be implemented. Trends in the development of educational technologies are directly related to the humanization of education, which contributes to self-actualization and self-realization of the individual.

In modern conditions in higher education, there is an urgent task of updating the content and methods of teaching through the active use of the results and technologies of scientific research in the educational process, increasing the efficiency of independent creative work of students, developing cognitive activity, creative abilities, creating a situation of success, organizing counter efforts of the teacher and students."

For a learning organization, the following stages of development can be distinguished:

1) convincing people of the need for change (it is necessary to overcome the inertia of thinking);

2) a breakthrough in knowledge (any new knowledge will be a breakthrough in thinking);

3) a breakthrough in thinking is one of the goals of the educational process.

In the activities of an educational organization, a multilevel consciousness becomes important, through which, using emotional methods, it is necessary to formulate a vision of the situation that will allow assessing the collective work, and participation in the final result is extremely important in the work of the organization.

At present, a person strives for such work that would be strong, stable and active for him. An important condition for an employee, including for a teacher and a student, will be his competitiveness, i.e. the ability to teach yourself to learn faster and better than competitors. A teacher, a student must have competence - a motivated ability to perform the assigned work.

In the process of learning, a person develops a system for applying new knowledge, the implementation of which in practice will allow him to become a special personality. If a person is not capable of work, or does not want to work, then there are the following ways to train him:

1) single-loop training (certain adaptation);

2) two-loop training (training in the elements of self-development and self-improvement);

3) deuterium learning (a person is not only able to master the technology, he becomes a generator of further development).

There are three basic approaches in educational technologies:

1) Prussian (strictly regulating);

2) French (more free approach);

3) modern approach (certain line of business).

According to G.K. Selevko, pedagogical (educational) technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results. The structure of pedagogical technology is considered by him in the system of three main interrelated components:

1) scientific: technology is a scientifically developed (developed) solution to a specific problem, based on the achievements of pedagogical theory and best practice;

2) formalized descriptive (descriptive): the technology is represented by a model, a description (verbal, textual, schematic) of goals, content, methods and means, algorithms of actions used to achieve the planned results;

3) procedural-activity: technology represents as the process of carrying out the activities of objects and subjects, their goal-setting, planning, organization, implementation of goals and analysis of results.

Consequently, pedagogical technology functions both as a science (a field of pedagogical theory), which investigates and designs the most rational ways of learning, and as a system of algorithms, methods and regulators of activity, and as a real process of training and education. It can be represented either by the whole complex of its aspects, or by a scientific development (project, concept), or by a description of an algorithm (program) of actions, or by a process actually implemented in practice.

As scientific studies have shown, the activities of teachers in the implementation of the pedagogical strategy for training lawyers consist in designing and implementing in practice technologies for teaching a specialist in higher education based on specific pedagogical learning concepts.

Currently, the university widely uses the basic concepts of education: associative-reflex, phased formation of mental actions, problem-activity, etc. Their requirements are manifested in the design of specific learning technologies and logically interconnected sequences of didactic cycles of training sessions.

The optimal construction of technology for teaching students at a university is achieved by answering the following questions: what to study? – how to study? - in what order? - in what form? - What training sessions?

The concept of associative-reflex learning includes the following provisions:

1) the process of assimilation of professional knowledge, their formation among students is nothing more than the formation in the minds of the future lawyer of a system of associations, starting with the simplest - reflexes. Hence, learning on the basis of this concept is the process of educating the student's conditioned reflexes and the system of reflex associations;

2) the mechanism of assimilation of knowledge and the formation of associative systems among students has the logic of "perception - comprehension - memorization - application in practice."

The main element of the mechanism of assimilation of knowledge by a student in the learning process is its comprehension.

Studies of the pedagogical practice of universities show that a future lawyer learns a specific amount of professional knowledge and skills are formed when a student and a teacher implement the following stages of the learning process in various classes: perception, comprehension, memorization and application in practice.

The highest form of development of education at the university based on the associative-reflex concept is problem-based learning. The conducted scientific researches have shown that in the technology of traditional education the stage of "comprehension" is expanded by sub-stages: creation of problem situations in the classroom, formation of students' interest in thoughtful intellectual activity, modeling of students' mental activity with a focus on creativity. To organize problem-based learning, new forms and methods of teaching students are being developed: intellectual warm-up, round table methods, organizational and mental games, etc.

The next concept of learning is the theory of the gradual formation of mental actions. The main provisions of the concept:

The process of assimilation of knowledge and the formation of skills occurs in the course of mastering a certain activity by a student (by performing specific actions, a lawyer gains knowledge about them);

The assimilation of knowledge and the formation of skills in students proceeds through the gradual transformation of "material" actions (external activity) into an internal (mental) plan;

Learning based on the theory of the gradual formation of mental actions does not consist in the preliminary memorization of knowledge by the student for their further application, but in the mastery of certain actions, during which professional knowledge is acquired by the future lawyer.

A study of the pedagogical theory and practice of training specialists at a university shows that this learning technology should include eight interrelated sequential didactic stages:

1) the initial stage, providing students with an understanding of the significance and necessity of the formation of specific professional actions, stable motivation for learning;

2) the key stage, at this stage, through the problematic presentation of the educational material, schemes of the indicative basis of the action are created, i.e. guidance systems on how to perform specific actions;

3) the stage of a materialized action performed by a student on the basis of specific samples of documents using layouts, models, diagrams, documents, while pronouncing each operation loudly, which ensures the formation of primary skills to present theoretical material, solve a typical problem according to a given algorithm;

4) the stage of external speech;

5) the stage of external speech “to oneself”;

6) stage of mental activity;

7) stage of final generalization;

8) the stage of monitoring the success of training.

Pedagogical learning technology based on the concept of the phased formation of mental actions is implemented in the educational process of the university through didactic cycles of classes, in which preference is given to practical exercises.

The weaknesses of this learning technology include: a low level of creative learning of students; excessive fragmentation of educational material, not every educational material lends itself to programming; the possibility of updating the content of knowledge in a particular specialty is reduced, etc.

On the basis of the problem-active concept of education, the design of pedagogical technology of education and didactic cycles of classes with future specialists is carried out.

This concept was created on the basis of two approaches to training specialists: problem-based and activity approach. The use of this teaching technology at the university is carried out through the implementation of specific didactic stages by teachers in the classroom. For example, the assimilation of the content and methods of practical activity by future specialists begins with introductory classes. Future professional activity appears to students as a general idea and description of the system of actions that they need to master. At this stage, the selection and construction of the content of classes should meet the following criteria: a general demonstration of the place and role of this content in the professional development of a specialist, and a demonstration of the practical significance of a solid assimilation of knowledge.

The next step should be teaching the reproductive strategy, developing students' reproductive knowledge, skills and abilities to perform specific activities. The content of training is characterized by the following criteria: limitation of the volume of educational material; its repeatability; modeling standard professional situations of the future profession. At this stage, teachers need to introduce productive classes. All the activities of teachers in the classes of productive learning of students should consist not so much in consolidating knowledge (this is a function of reproductive learning), but in constructing new knowledge and ways to solve complex social situations together with future specialists. The main stages of students' cognitive activity in the implementation of this strategy will be: perception and comprehension of the problem situation created by the teacher, identification of the contradiction underlying it, awareness of the essence of the difficulty; substantiation and design of a model of possible actions to resolve a problem situation; individual practical actions in accordance with the created model; analysis of the action taken, verification of the correctness of the solution to the problem; reflection of thinking in the course of the action.

At the same time, practical professional activity requires from specialists the complex application of the acquired knowledge from various academic disciplines, the formation of complex skills in their professional activity. To implement these requirements, teachers should introduce complex classes into the educational process that can ensure the formation of a system of knowledge and complex skills in students, as well as the development of active thinking and activity in them.

The current pedagogical practice of universities shows that the problem-activity learning technology is implemented through the following didactic cycles of training sessions using active and interactive teaching methods: multivariant professional games; interdisciplinary didactic cycles of training sessions, game complexes; professional trainings, role-playing games; case study; intellectual assault on the problem, etc.

In the modern pedagogical practice of law schools, new requirements have appeared for the introduction of interactive student learning in law schools. The psychological and pedagogical analysis of this training shows that interactive learning is a kind of problem-based learning for students. The main features of interactive learning of students are equal pedagogical interaction (pedagogical cooperation) between teachers and students in the classroom (interaction), a high level of student independence and the availability of work results for each student.

Interactive learning (English interact - interact; be in interaction, act, influence each other) is a joint problem-based learning through action. Collaboration of participants with the teacher and with each other. Participants interact, work in a team, the teacher helps them as an organizer.

Learning consists in solving practical problems that participants face or may face in their professional activities.

An important part of the training is the independent activity of the participants, the presence of a specific result of the work for each student. Recommendations on the use of interactive methods for organizing the learning activities of participants relate to the structure of the lesson and the technique of the teacher's work. The following stages of the interactive lesson can be distinguished:

1) formation of students' motivation;

2) coordination with students of the expected results;

3) providing students with the necessary professional information;

4) determination of the rules of interactive interaction during the lesson;

5) summarizing the lesson.

In the learning process, learning tools are used, which include:

Means given to the teacher and students (speech, facial expressions, gestures);

Educational literature;

Visual aids;

Software and methodological support for computer technologies;

Special equipment (simulators, audio classes).

The most effective teaching aids in the modern training of higher education specialists are computer-based educational and methodological complexes (AOS, electronic textbooks, etc.). It is promising to create a new type of training for specialists based on external information networks such as the Internet. For example, the training of specialists through distance education, i.e. by providing an educational complex with the help of a specialized information and educational environment based on computer learning tools (e-mail, e-mail teleconferences, electronic bulletin boards, electronic libraries, electronic textbooks, online teleconferences, electronic lectures, etc. ). Distance learning can compete with correspondence education for specialists and, in part, with part-time education.

Recently, universities have paid attention to didactic (instructive) support for the process of training specialists, the creation of educational and methodological complexes as a means of didactic support for modern training of higher education specialists. The educational and methodical complex is a broader concept than a collection of regulatory documents. It also includes the software that is intended for use in all types of classes (plans for seminars and practical classes, questions for an individual interview, a list of basic and additional literature, used didactic materials, teaching aids, etc.). Studies have shown that the educational and methodological complex is an effective means of didactic support for the process of training lawyers in higher education.

Among the innovative methods of teaching students used by universities, we can distinguish:

1) Goal - setting goals;

2) Realitu - examination of the current situation for reality;

3) Options – definition of the list of possibilities and strategy of actions;

4) Way / Will - intention, will.

The educational process uses such types of intensive technologies as an active educational lecture, a seminar, the “buzzing groups” technology, mind maps, a folder with incoming documents, an information labyrinth (basket method), etc.

A detailed analysis of the intensive interactive technologies used in the educational process is given in the work of A.P. Panfilova.

Situation analysis technologies for active learning include the following: situational analysis and its types, traditional analysis of specific situations (method of situational exercises, situational tasks; method of situational learning; method of case analysis; method of "incident"; method of analysis of critical incidents); the method of playing roles (staging); game design.

Among the innovative technologies, one can single out the technology of brainstorming (brainstorming): reverse brainstorming; shadow brainstorming; combined brainstorming; individual brainstorming; shuttle brainstorming; method "635"; brainstorming on the board; brainstorming in the style of "solo"; visual brainstorming; brainstorming in Japanese (K. Jay method), brainwriting.

Heuristic techniques for intensive generation of ideas are divided into: the method of morphological analysis; dismemberment technique; inversion method; nominal group method; program-role method; deadlock elimination technique; forced relationship method.

Comprehensive active learning technologies include: group discussions; Balint session; Master Class; creative workshop; assessment center.

In the learning process, the methods of educational discussion and group games are actively used. The discussion involves the development of the knowledge of each of the group members based on the knowledge of other participants. For example, A.G. Sanina considers the discussion as "the most important tool for the formation of one of the key competencies - communicative, and a properly conducted discussion, unlike a traditional lecture, allows you to see that each statement can be interpreted in different ways, that seemingly unchanged truth can be considered from different points of view without claiming that it is the only and objective.

The group game method is a simplified model of any aspect of life, such learning models give the result of individual and group freedom, they are actively used in the innovative educational process. So, according to P.V. Usanova, “business games make it possible to increase the efficiency of mastering the lecture material and diversify the portfolio of the teacher's seminars. This will allow us to better navigate and understand the essence of the ongoing processes in the future when carrying out professional activities.

An experimental study showed that the widespread introduction of various training sessions into the traditional pedagogical process of training lawyers in higher education improves the traditional didactic cycle of classes, for example, lectures - independent work - a game, independent work - lectures - a game; eliminates the uniformity of the didactic cycles of classes themselves; improves the quality of modern training of specialists in higher education.

In the federal state educational Standard of Higher Professional Education (FGOS) in the specialty 030900 - "Jurisprudence" there is no academic discipline "Introduction to the profession". Consequently, a professional portrait of a specialist is not formed purposefully and planned by students at the university. This academic discipline should be introduced into the educational process of training a lawyer.

The training of lawyers in higher education should be carried out through the implementation of such pedagogical techniques and methods that would contribute to the formation and development of students as professionally trained specialists.

It has been established that the introduction at the university of the pedagogical system of didactic design, experimentally tested in the study, ensures the formation of stable ideas about the future profession among students, increases their motivation to master their specialty, and develops specific types of professional activity in future specialists. And, as a result, it increases the level of preparedness of graduates for the performance of the chosen profession.

The training of lawyers is a complex and multifactorial process, the implementation of which requires the resolution of many problems, including: professional design of the didactic profile of a specialist; design and implementation of a multi-stage pedagogical process of specialist training; substantiation of the content of the strategies for its preparation in each semester of study; selection of pedagogical learning technologies for each strategy; designing new didactic cycles of classes and educational and methodological complexes, etc., and in this process, undoubtedly, an important place should be given to the use of innovative pedagogical technologies by the university.

Bibliography

1. Bespalko V.P. Pedagogy and progressive learning technologies. - M .: In-t prof. arr. RAO, 1995. - 336 p.

2. Sanina A.G. Organization of a tripartite discussion in the educational process based on the integration of science, education and business / method. allowance: Modern technologies of teaching at the university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011. S. 94-95.

3. Selevko G.K. Encyclopedia of educational technologies. In 2 vols. T.1. - M.: National education, 2005. S. 37-38.

4. Modern training of lawyers: bachelors, specialists and masters in Russian universities (experience in design and implementation): monograph / ed. ed. ON THE. Davydov. - Moscow: Prospekt, 2016. - 208 p.

5. Orinchuk V.A., Tuvatova V.E. The practice of applying innovative educational technologies in higher education / InvestRegion. - 2014. - No. 3. - S. 58-61.

6. Panfilova A.P. Innovative pedagogical technologies: Active learning: textbook. allowance for students. higher textbook institutions / A.P. Panfilov. - M .: Publishing Center "Academy", 2009. - 192 p.

7. Usanov P.V. The use of business games in the educational process / method. allowance: Modern technologies of teaching at the university (experience of the National Research University Higher School of Economics in St. Petersburg) / ed. M.A. Malysheva - St. Petersburg. 2011, p. 44.

Dunaeva T. Yu. Possibilities of modern educational technologies in the educational process of the university / T. Yu. Dunaeva, T. F. Kamaliev. // International Journal of Humanities and Natural Sciences. - 2018. - 3. - S. 68-70.

POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF THE UNIVERSITY

T.Yu. Dunaeva, cand. biol. Sciences, Associate Professor

T.F. Kamaliev, student

Kazan State Power Engineering University

(Russia, Kazan)

Annotation . The article deals with the role of information and social technologies in education, which provide universal computerization of students and teachers a fans and allow via with IT technologies to carry out optimization effe to active provision of educational servicesin the system of higher education.It is shown that the integration of information skills into curricula requires the cooperation of university administrations and teachers tocomputerization of learning at the university.

Keywords: higher education, forms of computerization of education, IT technol about gii, optimization of the provision of educational services.

In today's technological society t there is a growing understanding that the and The educational scheme for obtaining education (primarily school education) is outdated and needs to be replaced by a continuous about learning and lifelong learning. Lifelong learning is three types of education and training:

– formal education (universities, other educational institutions that award a certificate of education);

– spontaneous learning (during e daily life of a person, St. I related to his work, family or dos y ohm);

– informal learning(outside the school.

For new forms of education, presupposition a intends to intensively use new e o b educational technologies.

Various approaches to the definition of b educational technology can sum and rovat as a set of ways to real and curricula and curricula about gram, which is a system of forms, methods and teaching aids, both from baking to educational attainment th goals.

Information educational technologies arise when using and I eat information and computer technology. Educational b nuyu environment in which are carried out about b educational information technology oh gee, define yut computers working with it about netty:

– technical (computer and internet);

– software and hardware ( computer software);

– organization ation-methodical (ins t instructions for the implementation of the technical part of educational activities, organization education process).

Educational technologies in higher education are understood as a system of science h scientific and engineering knowledge, as well as met about dov and funds that are used to create, collect, transfer, store and about b processing information in subject area you high school. Thus, the does not exist direct relationship between effe to the effectiveness of the implementation of training programs and the degree of integration in them, respectively t informationbut-communication technologies.

And information, communication and audiovisual technologies in a scoop nesses are subordinate solving the problem of creating a new educational environment where they are included into the educational process to implement new educational modes e l her.

Today, one of the characteristic features of b educational environment is possible well ness of students and teachers arr goodbye i to educational and methodical mother a llamas teaching multimedia m plexes of the entire university at any time I and at any point in space.

Application of computer programs digital media and the Internet on academic dissertation ciplins allowsuniversity teachernot only to diversify traditional forms of education,but also to solve the most h other tasks, for example, increase the motive tion and visibility in teaching, differentiation to cite the work of students when performing training tests. Use o information technology in class helps to make teaching more efficient and more efficient. How do you show practice, computer technology can beuse in various situ a tions at different stages:

- in the classroom The computer acts as a powerful demonstrator and ongoing means, providinga high level of visibility;

- about online testing - one from f knowledge control forms, skills and abilities. This form has a number of advantages creatures ( saving time when checking;

– objectivity in the assessment of knowledge, st a tistics of assimilation of material by individualstudent and the whole group/stream).

Modern higher education institutions e niya have internet connection in ram kah various state programs for the development of education. With the help of I n ternet technology teacher and st u denty can use Internet services that make learning easier and faster educational process .

In the educational process of a higher educational institution, the study of IT involves solving problems of several levels:

– introduction of new information tools and technology in education about the process;

– increasing the level of computer (information) training of participants in the educational process;

– system integration into education of information technologies, support and students of scientific research, learning processes and organizational management;

– construction and development of a unified a educational information space n stva.

In terms of technology, information and onno-educational environment is represented by the Moodle program –course management system (e-learning), also known as learning management system e learning or virtual learning environment . It is a web application that provides well ability to create websites for online learning. The program has been distributed and roko, also because it is free t Noah. Each teacher creates an element to throne resource of its discipline and ra h places in the program. Students can o t cover the course and study it at any time convenient for you.

Other educational available e source - with social networks - an interactive multi-user website.

You can use the resource didactically as:

– Bulletin board. Can use about being a teacher for official announcements and announcements of upcoming events y ty;

– organizing thematic groups for constant consulting and info R supportive support for all participantsiks of the educational process.

In addition to electronic educational resources (EER), there are EER, for example and measures, website of the Ministry of Education of the Russian Federation, portals "Diploma a.ru”, etc.

Thus, ICT is the new h opportunities in educational activities about where the main role is played by the teacher a tel, who by his personal qualities e should support interest st at dents during the course and prompt about higher forms of work.

Bibliographic list

1. Training duringthroughout life – is there such a concept in Russia?[Electronic resource]:https://lifelonglearningrussia.wordpress.com (date of access: 01.02.2018).

3. Sayfutdinova G.B.,Mironenko A.S. The possibility of using information and communication technologies and social networks in the independent work of university students // Problems of the modern pedagogical imageovation. Yalta, 2017. Issue. 54. Ch. 7. S. 183-188.

THE POSSIBILITIES OF MODERN EDUCATIONAL TECHNOLOGIES IN THE TRAINING PROCESS OF THE HIGHER EDUCATIONAL INSTITUTION

T.Yu. dunaeva, candidate of biological sciences, associate professor

T.F. Kamaliev, student

Kazan state power engineering university

(Russia, Kazan)

abstract. The article examines the role of information and social technologies in education that provide universal computerization of students and teachers and allows, with the help of IT technologies, to optimize the effective provision of educational services in the higher education system. It is shown that the integration of information skills into the curricula requires the coo p eration of the administration of universities and teachers to computerize the education in the university.

keywords: higher education, forms of computerization of education, IT technologies, optim i zation of educational services provision.

Implementation of educational technologies in universities

Remark 1

Currently, one of the urgent problems in the education system is to ensure the availability of higher education for all segments of the population. The solution to this problem was achieved through the introduction of educational technologies in the country's universities.

The introduction of educational technologies provides an opportunity to create a qualitatively new educational environment. One of the priority areas in this area is the introduction of modern electronic technologies into the educational process, namely distance learning.

From the point of view of pedagogy, distance learning technology is interesting as a system that allows you to use all modern technologies to the maximum and at the same time meet the necessary requirements for learning. The distance form of education is characterized by the flexibility of organizational forms, the ability to individualize the content of education, and, if necessary, intensify the process of learning and information exchange.

E-learning technologies are used in the following forms:

1. Full-time and part-time form. These forms of education contribute to the organization of independent work of students and constant monitoring of the educational process.
2. Extramural. When organizing the educational process, the use of information technology is one of the main forms of presenting educational material, which contributes to the development of practical work skills.

The introduction of modern technologies in the educational process of the university allows you to combine classroom and electronic forms of education. The combination of two forms of education is called blended learning, which ensures that the best features and qualities of electronic and classroom forms are used in the educational process.

The advantages of the classroom form of education are:

• ensuring social interaction, which is necessary for students not only to meet the need for communication, but also for the purpose of comprehensive development of the individual;
• teaching methods are familiar and understandable to students;
• such an educational space is being created within which each student has the opportunity not only to gain their knowledge, but also the experience of communication, establishing connections, dating, etc.

The main advantages of e-learning:

• allows you to independently choose and determine the pace, time and place of training;
• provides flexible schedules and training programs, the ability to create an individual training plan;
• makes it possible to update the content of educational content in a timely manner.

The introduction of modern computer educational technologies in the university contributes to the formation and development of the level of independence and students. The use of a computer allows you to resolve the existing crisis in education, which is associated with a shortage of teaching staff. Educational material can be presented in the form of audio and video lectures that students can view and listen to at a convenient time and, if necessary, several times. This is not possible with traditional teaching.

Another innovation that the use of a computer in education brings is interactivity, which allows the development of an active learning process. The active-activity process has a positive effect on the independent work of students in the search for and assimilation of new information.

Remark 2

Thus, the main type of educational technologies introduced into the educational process of universities are information and computer learning technologies.

Requirements for the introduction of educational technologies in the university

The introduction of computer technologies in the educational process of the university requires compliance with a number of requirements:

• availability of a good hardware and software basis;
• availability of necessary training for teachers;
• availability of developed electronic educational and methodological materials.

Much attention when introducing technologies into the educational process of the university concerns educational and methodological materials. It is necessary not only to replace book publications with electronic ones, but to expand the existing library fund “in depth”. That is, to supplement printed publications with electronic resources, primarily where the book does not have the opportunity to work. However, it is important to keep the main purpose of textbooks, books and manuals - the transfer of information. This is necessary, because in terms of convenience and breadth of application, book publications are still out of competition.

The availability of electronic resources and publications contributes to the provision of the educational process with the necessary materials. In addition, electronic resources greatly facilitate the systematization and search for the necessary information. Their use is quite wide - obtaining educational information, using it during practical tasks, conducting certifications, etc.

Innovative technologies for monitoring academic performance at a university

Modern educational technologies, in addition to optimizing and improving the efficiency of the educational process at the university, also contribute to the organization of continuous monitoring of the assimilation of knowledge and skills by students.

Monitoring the level of knowledge and skills, implemented through modern technologies, allows you to control the level of quality at all stages of education, and not just at the time of certification, as was the case with traditional education schemes.

Currently, modern technologies offer the following monitoring elements:

• academic activity
• frontier control;
• the results of practical tasks (term papers, laboratory work, individual tasks);
• final control.

Modern universities are successfully implementing a program for the development and implementation of electronic educational technologies in the educational process. The library of electronic educational and methodological complexes integrated into the distance learning system of universities is inseparably connected with the education quality control system embedded in them by providing an objective assessment of the results, since all types of activities are recorded, and the teacher evaluates only alienable results, the analysis of which can be available to the teacher , dean, curator, customer of training.