Technologies of Personal Development of Subject Genetic Orientation for Vocational Education Ognev A.S., Likhacheva E.V. Balance

INNOVATIVE TECHNOLOGIES IN PERSONAL DEVELOPMENT Amir Abdulhussein Hashim, E.P. Komarova

The article discusses innovative technologies for the development of personality, which are focused on achieving professional and personal potential

Keywords: innovative technologies, personal development, professional and personal potential

The analysis of the stated topic determines, first of all, the need to identify innovative technologies, and then answer the question of what innovative educational technologies initiate the professional development of the individual (students).

The basic (key) is the definition of technology as a set of knowledge about the methods and means of carrying out any processes, as well as the psychological and pedagogical literature, educational practice themselves use various concepts: educational, pedagogical, psychological technologies of training, education and development, personality-oriented and developing technology. The relationship between these concepts is not clearly differentiated. The most general, meaning-forming concept is the concept of "educational technology" - a set of methods, techniques, exercises, procedures that ensure productive interaction between the subjects of the educational process and aimed at achieving the planned result. Since we are talking about the subjects of activity, both trainees and teachers are treated equally. The types of activity can be training and education, as well as activities to change the personality, the development of its structural components: orientation, education, experience, cognitive abilities, socially and professionally important qualities, psychophysical properties.

Innovations in education are innovations, innovations that provide a new educational effect. Criteria

educational innovations are the following indicators:

novelty - the presence of a new feature or a new combination of features known in education;

Usefulness - the presence of a positive educational effect;

Reproducibility - the possibility of obtaining a positive result by any competent teacher.

Based on these starting points, innovative educational technologies can be defined as follows: it is an ordered set of actions, operations and procedures aimed at personal development, instrumentally ensuring the achievement of a diagnosable and predictable result in professional and pedagogical situations,

forming an integration unity of forms and

Amir Abdulhussein Hashim - VSTU, postgraduate student, e-mail: [email protected]

Komarova Emilia Pavlovna - VSTU, Dr. Ped. sciences, professor, e-mail: [email protected]

teaching methods in the interaction of students and teachers in the process of developing an individual style of activity.

This definition highlights the important points of innovative technologies for vocational education:

Target setting for personal development;

Integration unity of forms, methods and means of education;

Facilitative interaction between students and teachers;

Individual style of pedagogical activity.

Innovative technologies are focused on achieving the following goals:

Actualization of the professional and personal potential of subjects of education;

Development of a professionally mobile personality;

Building individual educational routes for trainees;

Formation of project culture;

Ensuring facilitative interaction of subjects of professional education.

To determine the structure and composition of innovative technologies for professional development, it is necessary to clarify what we mean by professional development. This is a change in the psyche in the process of mastering and performing educational, professional, professional and labor activities.

Depending on the prevailing forms of implementation of these types of activities, three models of specialist education can be distinguished:

Adaptation model - focused on training specialists to perform specific professional functions. It is implemented at the reproductive level mainly by traditional, well-established cognitive and activity-oriented educational technologies;

A model of professional mobility focused on the training of "universal" specialists capable of performing a wide range of socio-professional functions. It is implemented at the heuristic level, mainly by context-based competence educational technologies;

A model of personal and professional self-development aimed at the development of value-semantic activity, which determines the alternativeness and variability of individual educational routes in the developing professional educational space. It is implemented at the creative level mainly by personally developing educational technologies.

Obviously, all three models of vocational training initiate the professional development of the individual, and are implemented by a wide range of educational technologies. All their diversity can be ordered as follows:

Systematization technologies and

visualized presentation of knowledge - involves the definition of diverse connections and relationships between the studied objects and phenomena, their ordering on the basis of similarity / difference, a visual representation of the structural and functional relationships of relationships in the form of diagrams, tables, drawings, animation, symbolic models. This group of technologies includes situational analysis, work with diagrams, technological maps, systematization of literature, graphic modeling, etc.

Information and communication technologies - training based on the use of electronic means: computer, visual means, hypertexts, hypermedia. These tools mediate the impact of teachers and students, provide an interactive dialogue, the ability to individualize the learning process, access to information channels and networks. Information and communication technologies include: distance learning, training programs, multimedia technologies, etc.

Developmental learning technologies

focused on updating

professional and personal potential,

socio-professional development of the individual, the formation of meta-professional

didactic units: generalized knowledge, skills, competencies, competencies,

ensuring subject-subject interaction of all participants in the professional and educational process. These include developmental diagnostics, development and creativity trainings, project method, analysis of non-standard situations, etc.

■ Context-based learning technologies simulate real social and professional activities to the maximum extent.

The main unit of the content of contextual learning is the problematic situation in educational and professional, quasi-professional and real professional activities. Contextual learning technologies include subject seminars-discussions, group laboratory and practical classes, analysis of specific production situations, etc.

Self-regulating teaching is aimed at developing the ability of students to independently acquire competencies in self-government, organization, reflection and self-control. Development of trainee competencies through

Voronezh State Technical University

self-regulated teaching is carried out on the basis of the analysis of professional activity. This educational technology includes dialogue methods, the case-study method, positional discussions, reflective games, etc.

Technologies of socio-professional

education - a set of techniques, procedures and methods for solving the problems of the moral and professional development of a specialist in a professional school and in production. Education technologies imply a special educational environment, the organization of educational interactions between the subjects of joint activities and communication, the establishment of emotionally positive relationships. The socio-professional technologies of education include methods of persuasion, exercises, rewards and punishments, coercion, etc.

The forms and methods of implementing the above technologies are diverse: problematic lectures, lecture-discussions, diagnostic seminars-trainings, visualized workshops, workshops-conversations, interactive dialogue, programmed learning, preparation of abstracts, annotation of literature,

multimedia technologies, didactic diagnostics, organizational-thinking games, method of guiding tests, supervisory consultation, creative graduation or course projects, situation analysis, development and creativity trainings, corporate training, development of a rational proposal, exercises on simulators, role-playing games, programmed control, reflexive innovative seminar,

criteria-evaluative testing, etc.

When choosing innovative technologies for the professional development of an individual, one should be guided by the following requirements:

1. Technologies should promote amateur performance, self-development and self-actualization of educators.

2. Technologies should ensure the involvement of students in various types of design, creative and research activities.

3. Technologies should ensure group interaction of participants in the professional and educational process.

4. Technologies should ensure the formation of universal competencies, which are the basis of professional mobility of specialists.

5. Technology should facilitate the openness of training to the professional future of educators.

Literature

1. E.R. Zeer "Psychology of vocational education" Voronezh, 2003. - C 303 - 310.

INNOVATIVE TECHNOLOGIES IN THE PERSONALITY DEVELOPMENT Amir Hashim Abdulhusseyn, E.P. Komarova

The paper discusses the development of innovative technologies of personality development that focus on delivering professional and personal potential

Key words: innovative technology, personal development, professional personal potential

The existing models of student-centered pedagogy can be divided into three main groups: socio-pedagogical, subject-didactic, psychological.

Technology of student-centered learning The main principle of developing a student-centered learning system is the recognition of the student's individuality, the creation of the necessary and sufficient conditions for his development. INDIVIDUALITY is considered by us as a unique originality of each person who carries out his life activity as a subject of development throughout life. This originality is determined by a combination of traits and properties of the psyche, which is formed under the influence of various factors that provide the anatomical, physiological, mental organization of any person. Individuality is a generalized characteristic of a person’s characteristics, the stable manifestation of which, their effective implementation in the game, study, work, sports determines the individual style of activity. as personal education. The individuality of a person is formed on the basis of inherited natural inclinations in the process of education and at the same time - and this is the main thing for a person - in the course of self-development, self-knowledge, self-realization in various activities. In teaching, taking into account individuality means revealing the possibility of maximum development of each student, creating a socio-cultural situation of development based on the recognition of the uniqueness and uniqueness of the psychological characteristics of the student. But in order to work individually with each student, taking into account his psychological characteristics, it is necessary to build the entire educational process in a different way. The technologization of a student-centered educational process involves the special construction of an educational text, didactic material, methodological recommendations for its use, types of educational dialogue, forms of control over the student's personal development in the course of mastering knowledge. Only in the presence of didactic support that implements the principle of the subjectivity of education, we can talk about building a student-centered process. Let us briefly formulate the main requirements for the development of didactic support for a student-centered process:

educational material (the nature of its presentation) should ensure the identification of the content of the student's subjective experience, including the experience of his previous learning;

the presentation of knowledge in a textbook (by a teacher) should be aimed not only at expanding their volume, structuring, integrating, generalizing the subject content, but also at transforming the actual experience of each student;

in the course of training, it is necessary to constantly harmonize the student's experience with the scientific content of the knowledge being given;

active stimulation of the student for self-valuable educational activity should provide him with the opportunity for self-education, self-development, self-expression in the course of mastering knowledge;

educational material should be organized in such a way that the student has the opportunity to choose when performing tasks, solving problems;

it is necessary to encourage students to independently choose and use the most significant ways for them to study educational material;

when introducing knowledge about the methods of performing educational actions, it is necessary to single out general logical and specific subject methods of educational work, taking into account their functions in personal development;

it is necessary to ensure control and evaluation not only of the result, but mainly of the learning process, i.e. those transformations that the student carries out, assimilating the educational material;

the educational process should ensure the construction, implementation, reflection, evaluation of learning as a subjective activity. This requires the allocation of units of teaching, their description, use by the teacher in the classroom, in individual work (various forms of correction, tutoring).

It can be concluded that student-centered learning plays an important role in the education system. Modern education should be aimed at the development of a person's personality, the disclosure of his capabilities, talents, the formation of self-awareness, self-realization. The development of the student as a person (his socialization) goes not only through mastering normative activities, but also through constant enrichment, transformation of subjective experience, as an important source of his own development; teaching as a student's subjective activity, which ensures cognition (assimilation) should unfold as a process, be described in appropriate terms, reflecting its nature, psychological content; the main result of the teaching should be the formation of cognitive abilities on the basis of mastering the relevant knowledge and skills. Since in the process of such learning there is an active participation in self-valuable educational activities, the content and forms of which should provide the student with the possibility of self-education, self-development in the course of mastering knowledge.

27.Technologies for effective management of the learning process. Alternative technologies in a foreign school.

Having originated more than three decades ago in the United States, the term "pedagogical technology" quickly entered the lexicon of all developed countries. In foreign pedagogical literature, the concept of “pedagogical technology”, or “teaching technology”, was originally correlated with the idea of technization of the educational process, the supporters of which saw the widespread use of technical teaching aids as the main way to increase the effectiveness of the educational process. This interpretation continued until the 1970s. the last century. In the 70s. in pedagogy, the idea of complete controllability of the educational process was sufficiently formed, which soon led to the following setting in pedagogical practice: the solution of didactic problems is possible through the management of the educational process with precisely set goals, the achievement of which must be clearly described and defined. Accordingly, a new interpretation of the essence of pedagogical technology appears in many international publications: pedagogical technology is “not just research in the field of using technical teaching aids or computers; it is research to identify principles and develop methods for optimizing the educational process by analyzing the factors that increase educational efficiency, by designing and applying techniques and materials, and by evaluating the methods used ”(International Yearbook on Education and Training Technology, 1978/79. - - London - New York, 1978. It should be noted that at present in foreign literature there is both an initial understanding of the essence of pedagogical technology (pedagogical technology as the maximum use of TCO capabilities in teaching), and an understanding of pedagogical technology associated with the idea of process management learning (i.e. purposeful design of learning goals in accordance with the goals of designing the entire course of the learning process, checking and evaluating the effectiveness of selected forms, methods, means, assessing current results, corrective measures. Revealing the essence of pedagogical technology associated with id To control the learning process, the Japanese scientist T. Sakamoto wrote that pedagogical technology is the introduction of a systemic way of thinking into pedagogy, which can be otherwise called “systematization of education” or “systematization of classroom teaching”.

A systematic approach to learning as an essential characteristic of the concept of "pedagogical technology" is reflected in the UNESCO definition, according to which pedagogical technology is a systematic method of creating, applying and defining the entire process of teaching and mastering knowledge, taking into account technical and human resources and their interaction, which aims to optimize forms of education. In the domestic pedagogical literature, as many authors rightly point out, there are discrepancies in the understanding and use of the term "pedagogical technology".

Monodidactic technologies are used very rarely. Usually, the educational process is built in such a way that some polydidactic technology is constructed that combines and integrates a number of elements of various monotechnologies based on some priority original author's idea. It is essential that the combined didactic technology may have qualities that are superior to the qualities of each of its constituent technologies. Usually, the combined technology is called according to the idea (monotechnology) that characterizes the main modernization, makes the greatest contribution to the achievement of learning goals. In the direction of modernization of the traditional system, the following groups of technologies can be distinguished: a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, priority of personal relationships, individual approach, non-rigid democratic management and a bright humanistic orientation of the content. b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on abstracts of reference signals V.F. Shatalova, communicative learning E.I. Passova, and others. c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V.V. Firsov, N.P. Guzik), learning individualization technologies (A.S. Granitskaya, I. Unt, V.D. Shadrikov), prospective-anticipatory learning using reference schemes under commented control (S.N. Lysenkova), group and collective methods of teaching (I.D. Pervin, V.K. Dyachenko), computer (information) technologies, etc. d) Pedagogical technologies based on methodological improvement and didactic reconstruction educational material: enlargement of didactic units (UDE) P.M. Erdnieva, technology "Dialogue of cultures" B.C. Bibler and S.Yu. Kurganov, the system "Ecology and Dialectics" L.V. Tarasova, the technology for implementing the theory of the stage-by-stage formation of mental actions by M.B. Volovich, and others. e) Natural, using the methods of folk pedagogy, based on the natural processes of the child's development; training according to L.N. Tolstoy, literacy education according to A. Kushnir, M. Montessori technology, etc. M. Lobka. g) Finally, many of the existing systems of copyright schools are examples of complex polytechnologies (the most famous are A.N. Tubelsky’s “Self-Determination School”, I.F. Goncharov’s “Russian School”, E.A. Yamburg’s “School for All”, "School-Park" M. Balaban and others

28. Humanistic educational systems and technologies.

The educational system of the school can be authoritarian or humanistic. ^ Humanistic educational system- an educational system focused on the personality of the pupil, on the development of his abilities, on the creation of conditions for his self-development, self-realization in an atmosphere of security and pedagogical support. The researchers identified the signs of humanistic educational systems: the presence of a holistic image of their own school shared and accepted by both adults and children, an idea of its past, present and future, its place in the world around it, its specific features; eventful nature in the organization of the life of children and adults, the integration of educational influences through their inclusion in collective creative affairs; the formation of a healthy lifestyle of an educational institution, in which order, positive values, a major tone, the dynamism of the alternation of various life phases (eventfulness and everyday life, holidays and everyday life) prevail; pedagogically expedient organization of the internal environment of the educational institution - subject-aesthetic, spatial, spiritual, the use of educational opportunities of the external (natural, social, architectural) environment and participation in its pedagogization; implementation of the protective function of the school in relation to the personality of each student and teacher, the transformation of the school into a kind of community, the life of which is built on the basis of humanistic values. The educational system of the school is created by the efforts of all participants in the pedagogical process: teachers, students, parents, scientists, production representatives, sponsors, etc.

An important aspect of the problem of educational systems is the idea of creating a single educational space, that is, the purposeful development of the environment by the school. This makes the school an "open" educational system. Environmental approach in the theory of educational systems, it is defined as a set of theoretical provisions and actions with the environment, turning it into a means of controlling the processes of formation and development of the child's personality (M.B. Chernova). Each educational system finds its own connection with the surrounding social and natural environment, expanding the range of possibilities for educational influence on the individual. An effective educational system can become the center of education in school and society. The process of formation and functioning of the educational system occurs due to targeted management actions for its development. Management activities are impossible without studying and evaluating the effectiveness of the educational system.

29. School management and management of educational work. Direction of development of innovative activity in education.

. Intra-school control is a type of activity of school leaders together with representatives of public organizations to establish the compliance of the system of educational work of the school with national requirements and school development plans. Control is conveniently carried out using diagnostic tools.

To assess the progress of the school in its development, the following indicators are usually evaluated:

1. Innovative activities of the school: updating the content of education (knowledge of the updated basic and additional components, training and education programs); updating the methods and forms of work (reflexive methods of mastering programs, the modular and cycloblock system of organizing UVP; the predominance of group and individual forms of organizing cognitive activity over general classroom ones); a combination of introspection, self-control with self-assessment and assessment of a partner in joint cognitive activity.

2. The method of organizing the educational process (UEP): self-government, cooperation of teachers, students, parents in achieving the goals of education, upbringing and development; joint planning and organization of the activities of the teacher and student as equal partners; high level of motivation of participants in the pedagogical process; comfortable material-spatial and psychological-pedagogical environment for all participants in the integral pedagogical process; the right to choose the content of the profile, forms of education for students.

3. The effectiveness of the UVP, the correspondence of the final results to the planned ones: a high positive level of upbringing and learning of students (above 75%) (well-readness and deep knowledge of any field of science, attitude towards social norms and law, attitude towards beauty, attitude towards oneself).

Along with constant intra-school control (self-control), in order to ensure a unified state basic level of knowledge, skills, and the level of upbringing of schoolchildren, state control of school activities is also carried out. This control is exercised by the educational authorities. The object of their inspection (examination) is the managerial activity of school leaders, and not the work of the teacher. Control over the quality of the teacher's work, the quality of students' knowledge, their upbringing is carried out and evaluated by the intra-school department of the pedagogical process.

Pedagogical experience - this is a practice that contains elements of creative search, novelty, originality, this is the high skill of a teacher, i.e. such work that gives the best pedagogical result.

Pedagogical innovation - purposeful pedagogical activity based on understanding one's own pedagogical experience by comparing and studying, changing and developing the educational process in order to achieve better results, gain new knowledge, and introduce other pedagogical practices. innovation, innovation, aimed at transforming existing forms and methods of education, creating new goals and means of their implementation.

The main thing difference innovative education from the traditional one is to create conditions for the development of the full potential of the individual, so that the pupil is ready for any, even unforeseen future, and is able to adapt to new situations.

Sources the emergence of innovative processes in the practice of an educational institution are:

1) teacher's intuition;

2) experience born in this school;

3) pedagogical experience of other schools;

4) regulatory documents;

5) the opinion of the consumer of educational services;

6) the needs of the teaching staff to work in a new way, etc.

Innovations act as a way to solve problems that arise in non-standard situations of functioning and development of educational processes.

Types of innovations:

According to the technology of education;

According to the form of organization of the educational process;

In pedagogical practice, the following stages of innovation development are distinguished:

Formation of ideas, development of ways of implementation.

Approbation - testing of what was invented; confirmation of pluses and correction.

Distribution of new practice.

obsolescence of innovation.

Difficulty in evaluating innovation : innovation processes are programmed for the future, and are evaluated in the present, i.e. what is not presented, what is not yet there, is evaluated.

Innovative pedagogical experience -innovations in pedagogical activity, changes in the content and technology of training and education, with the aim of increasing their effectiveness.

30. Pedagogical profession and its features. Leaders in the teaching profession.

The nature of the teaching profession. The pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world. The main content of the teaching profession is relationships with people. In the teaching profession, the leading task is to understand social goals and direct the efforts of other people towards their achievement. The peculiarity of training and education as an activity for social management is that it has, as it were, a double object of labor. On the one hand, its main content is relationships with people: if the leader (and the teacher is such) does not develop proper relations with those people whom he leads or whom he convinces, then the most important thing in his activity is missing. On the other hand, professions of this type always require a person to have special knowledge, skills and abilities in any area (depending on who or what he manages). The teacher, like any other leader, must know well and represent the activities of the students, the development process of which he leads. Thus, the teaching profession requires double training - human science and special.

The peculiarity of the teaching profession lies in the fact that by its nature it has a humanistic, collective and creative character. The humanistic function of the teaching profession. Two social functions have historically been assigned to the teaching profession - adaptive and humanistic ("human-forming"). The adaptive function is associated with the adaptation of the student, pupil to the specific requirements of the modern socio-cultural situation, and the humanistic function is associated with the development of his personality, creative individuality. The work of a teacher always contains a humanistic, universal principle. Its conscious promotion to the fore, the desire to serve the future characterized progressive educators of all times. So, a well-known teacher and figure in the field of education of the middle of the XIX century. Friedrich Adolf Wilhelm Diesterweg, who was called the teacher of German teachers, put forward the universal goal of education: serving truth, goodness, beauty. "In every individual, in every nation, a way of thinking called humanity should be brought up: this is the desire for noble universal human goals." In the realization of this goal, he believed, a special role belongs to the teacher, who is a living instructive example for the student. His personality wins him respect, spiritual strength and spiritual influence. The value of the school is equal to the value of the teacher. The history of the teaching profession shows that the struggle of advanced teachers to free its humanistic, social mission from the pressure of class domination, formalism and bureaucracy, and the conservative professional way of life adds drama to the fate of the teacher. This struggle becomes more intense as the social role of the teacher in society becomes more complex. The purely adaptive orientation of the teacher's activity has an extremely negative effect on the teacher himself, as he gradually loses his independence of thinking, subordinates his abilities to official and unofficial prescriptions, ultimately losing his individuality. The more the teacher subordinates his activity to the formation of the student's personality, adapted to specific needs, the less he acts as a humanist and moral mentor. And vice versa, even in the conditions of an inhumane class society, the desire of progressive teachers to oppose the world of violence and lies with human care and kindness inevitably echoes in the hearts of the pupils. The collective nature of pedagogical activity. If in other professions of the "person-to-person" group, the result, as a rule, is the product of the activity of one person - a representative of the profession (for example, a salesman, doctor, librarian, etc.), then in the teaching profession it is very difficult to isolate the contribution of each teacher, family and other sources of influences into a qualitative transformation of the subject of activity - the pupil. With the realization of the natural strengthening of collectivist principles in the teaching profession, the concept of the total subject of pedagogical activity is increasingly coming into use. The collective subject in a broad sense is understood as the teaching staff of a school or other educational institution, and in a narrower sense, the circle of those teachers who are directly related to a group of students or an individual student. Certain features of the collective are manifested primarily in the mood of its members, their performance, mental and physical well-being. This phenomenon is called the psychological climate of the team. The creative nature of the teacher's work. Pedagogical activity, like any other, has not only a quantitative measure, but also qualitative characteristics. The content and organization of the teacher's work can be correctly assessed only by determining the level of his creative attitude to his activities. The level of creativity in the activities of the teacher reflects the extent to which he uses his abilities to achieve the goals. The creative nature of pedagogical activity is therefore its most important feature. But unlike creativity in other areas (science, technology, art), the teacher's creativity does not aim to create a socially valuable new, original, since its product is always the development of the individual. Of course, a creatively working teacher, and even more so an innovative teacher, creates his own pedagogical system, but it is only a means to obtain the best result under given conditions. The creative potential of a teacher's personality is formed on the basis of his accumulated social experience, psychological, pedagogical and subject knowledge, new ideas, skills and abilities that allow him to find and apply original solutions, innovative forms and methods and thereby improve the performance of his professional functions. Only an erudite and specially trained teacher, based on a deep analysis of emerging situations and awareness of the essence of the problem through creative imagination and a thought experiment, is able to find new, original ways and means of solving it. But experience convinces us that creativity comes only then and only to those who have a conscientious attitude to work, constantly striving to improve their professional qualifications, replenish knowledge and study the experience of the best schools and teachers. The area of manifestation of pedagogical creativity is determined by the structure of the main components of pedagogical activity and covers almost all of its aspects: planning, organization, implementation and analysis of results. In modern scientific literature, pedagogical creativity is understood as a process of solving pedagogical problems in changing circumstances. Turning to the solution of an innumerable set of typical and non-standard tasks, the teacher, like any researcher, builds his activity in accordance with the general rules of heuristic search: analysis of the pedagogical situation; designing the result in accordance with the initial data; an analysis of the available means necessary to test the assumption and achieve the desired result; evaluation of the received data; formulation of new tasks. However, the creative nature of pedagogical activity cannot be reduced only to solving pedagogical problems, because cognitive, emotional-volitional and motivational-need components of the personality are manifested in unity in creative activity. Nevertheless, the solution of specially selected tasks aimed at developing any structural components of creative thinking (goal setting, analysis that requires overcoming barriers, attitudes, stereotypes, enumeration of options, classification and evaluation, etc.) is the main factor and the most important condition development of the creative potential of the teacher's personality. The experience of creative activity does not introduce fundamentally new knowledge and skills into the content of teacher training. But this does not mean that creativity cannot be taught. It is possible - while ensuring the constant intellectual activity of future teachers and specific creative cognitive motivation, which acts as a regulatory factor in the processes of solving pedagogical problems. These can be tasks to transfer knowledge and skills to a new situation, to identify new problems in familiar (typical) situations, to identify new functions, methods and techniques, to combine new methods of activity from known ones, etc. Exercises in analysis also contribute to this. pedagogical facts and phenomena, highlighting their components, identifying the rational foundations of certain decisions and recommendations. Often the sphere of manifestation of creativity of a teacher is involuntarily narrowed down, reducing it to a non-standard, original solution of pedagogical problems. Meanwhile, the teacher's creativity is no less manifested in solving communicative problems, which act as a kind of background and basis for pedagogical activity. V. A. Kan-Kalik, highlighting, along with the logical and pedagogical aspect of the creative activity of the teacher, the subjective-emotional one, specifies in detail the communication skills, especially manifested in solving situational problems. Among these skills, first of all, one should include the ability to manage one’s mental and emotional state, to act in a public setting (to assess the situation of communication, to attract the attention of an audience or individual students, using a variety of techniques, etc.), etc. A creative personality is also distinguished by a special combination of personal and business qualities that characterize her creativity. E. S. Gromov and V. A. Molyako name seven signs of creativity: originality, heuristic, fantasy, activity, concentration, clarity, sensitivity. The teacher-creator also has such qualities as initiative, independence, the ability to overcome the inertia of thinking, a sense of the truly new and the desire to learn it, purposefulness, the breadth of associations, observation, and developed professional memory. Each teacher continues the work of his predecessors, but the teacher-creator sees wider and much further. Each teacher in one way or another transforms the pedagogical reality, but only the teacher-creator actively fights for cardinal transformations and is himself a clear example in this matter.

For the successful functioning of the pedagogical system, a carefully thought-out "debugging" of all its components is needed. Any modern pedagogical technology is a synthesis of the achievements of pedagogical science and practice, a combination of traditional elements of past experience and what is born of social progress, humanization and democratization of society.

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"Personally-developing pedagogical technologies"

Peregudova Ekaterina Eduardovna

Saint Petersburg

2015

The concept of "learning technology" today is not generally accepted in traditional pedagogy. In UNESCO documents, learning technology is seen as a systematic method of creating, applying and defining the entire process of teaching and learning, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

On the one hand, learning technology is a set of methods and means of processing, presenting, changing and presenting educational information, on the other hand, it is the science of how a teacher influences students in the learning process using the necessary technical or information means. In teaching technology, the content, methods and means of teaching are interconnected and interdependent. The pedagogical skill of the teacher is to select the right content, apply the best methods and means of teaching in accordance with the program and the educational objectives set. Learning technology is a system category, the structural components of which are:

the learning objectives;

ü means of pedagogical interaction;

ü organization of the educational process;

ü student, teacher;

the result of activity.

The sources of pedagogical technology are the achievements of pedagogical, psychological and social sciences, advanced pedagogical experience, folk pedagogy, all the best that has been accumulated in domestic and foreign pedagogy of past years.

The same technology in the hands of different performers may look different each time: here the presence of the personal component of the master, the characteristics of the contingent of students, their general mood and psychological climate in the classroom is inevitable. The results achieved by different teachers using the same technology will be different, but close to a certain average index characterizing the technology in question. That is, pedagogical technology is mediated by personality traits, but is not determined by them.

The concept of "pedagogical technology" is broader than the concept of "teaching methods". Technology answers the question - how best to achieve the goals of exposure, management of this process. The technology is aimed at the consistent implementation in practice of a pre-planned learning process.

The design of pedagogical technology involves the choice of the optimal system of pedagogical technologies for specific conditions. It requires the study of individual characteristics of the individual and the selection of activities that are adequate to the age stage of development of students and their level of preparedness.

Classification of pedagogical technologies

In the pedagogical literature, several classifications of pedagogical technologies are presented - V. G. Gulchevskaya, V. T. Fomenko, T. I. Shamova and T. M. Davydenko. In the most generalized form, all technologies known in pedagogical science and practice were systematized by G. K. Selevko. Below is a brief description of the classification groups, compiled by the author of the system.

By level of applicationgeneral pedagogical, particular methodological (subject) and local (modular) technologies are distinguished.

On a philosophical basis:materialistic and idealistic, dialectical and metaphysical, scientific (scientist) and religious, humanistic and inhumane, anthroposophical and theosophical, pragmatic and existentialist, free education and coercion, and other varieties.

According to the leading factor of mental development:biogenic, sociogenic, psychogenic idealistic technologies. Today it is generally accepted that personality is the result of the combined influence of biogenic, sociogenic and psychogenic factors, but a particular technology can take into account or rely on any of them, consider it the main one.

In principle, there are no such monotechnologies that would use only one single factor, method, principle - pedagogical technology is always complex. However, due to its emphasis on one or another side of the learning process, the technology becomes characteristic and gets its name.

According to the scientific concept of learning experiencestand out: associative-reflex, behavioral, gestalt technologies, interiorization, developing. We can also mention the less common technologies of neurolinguistic programming and suggestive ones.

By orientation to personal structures:information technologies (formation of school knowledge, abilities, skills in subjects - ZUN); operating (formation of ways of mental actions - COURT); emotional-artistic and emotional-moral (formation of the sphere of aesthetic and moral relations - SEN), technologies of self-development (formation of self-governing mechanisms of personality - SUM); heuristic (development of creative abilities) and income (formation of an effective-practical sphere - SDP).

By the nature of the content and structuretechnologies are called: teaching and educating, secular and religious, general educational and professionally oriented, humanitarian and technocratic, various industry, private subject, as well as monotechnologies, complex (polytechnologies) and penetrating technologies.

In monotechnologies, the entire educational process is built on any one priority, dominant idea, concept, in complex ones it is combined from elements of various monotechnologies. Technologies, the elements of which are most often included in other technologies and play the role of catalysts, activators for them, are called penetrating.

By type of organization and management of cognitive activityV. P. Bespalko proposed such a classification of pedagogical systems (technologies). The interaction of a teacher with a student (management) can be open (uncontrolled and uncorrectable activity of students), cyclic (with control, self-control and mutual control), scattered (frontal) or directed (individual) and, finally, manual (verbal) or automated (with the help of teaching aids). The combination of these features determines the following types of technologies (according to V. P. Bespalko - didactic systems):

ü classical lecture training (control - open, scattered, manual);

ü training with the help of audiovisual technical means (open-loop, scattered, automated);

ü system "consultant" (open, directed, manual);

ü training with the help of a textbook (open, directed, automated) - independent work;

ü the system of "small groups" (cyclic, scattered, manual) - group, differentiated ways of teaching;

ü computer training (cyclic, dispersed, automated);

ü "tutor" system (cyclic, directed, manual) ~ individual training;

ü "software training" (cyclic, directed, automated), for which there is a pre-compiled program.

ü In practice, various combinations of these "monodidactic" systems are usually used, the most common of which are:

ü the traditional classical class-lesson system of Ya. A. Comenius, which is a combination of a lecture method of presentation and independent work with a book (didachography);

ü modern traditional education using didachography in combination with technical means;

ü group and differentiated ways of teaching, when the teacher has the opportunity to exchange information with the whole group, as well as pay attention to individual students as a tutor;

ü programmed learning based on adaptive program control with partial use of all other types.

A fundamentally important aspect in pedagogical technology isthe position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

a) Authoritarian technologiesin which the teacher is the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

b) A high degree of inattention to the personality of the child is distinguisheddidactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of education over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

in) Person-Centered Technologiesput the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potential. The child's personality in this technology is not only a subject, but a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Thus, personality-oriented technologies are characterized by anthropocentrism, humanistic and psychotherapeutic orientation and are aimed at the versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, humane-personal technologies, technologies of cooperation and technologies of free education stand out as independent areas.

G) Humane-personal technologiesdiffer primarily in their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They, rejecting coercion, "profess" the ideas of all-round respect and love for the child, optimistic faith in his creative forces.

e) Technologies of cooperationrealize democracy, equality, partnership in the subjective relations of the teacher and the child. The teacher and students jointly develop goals, the content of the lesson, give assessments, being in a state of cooperation, co-creation.

e) Technologies of free educationfocus on giving the child freedom of choice and independence in a greater or lesser area of his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

g) Esoteric technologiesbased on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The method, method, means of teaching determine the names of many existing technologies: dogmatic, reproductive, explanatory and illustrative, programmed learning, problem-based learning, developmental learning, self-developing learning, dialogic, communicative, gaming, creative, etc.

mass (traditional) school technology, designed for the average student;
advanced level technologies (in-depth study of subjects, gymnasium, lyceum, special education, etc.);
technologies of compensatory education (pedagogical correction, support, leveling, etc.);
various victimological technologies (surdo-, ortho-, tiflo-, oligophrenopedagogy);
technologies for working with deviant (difficult and gifted) children within the framework of a mass school.

And, finally, the names of a large class of modern technologies are determined by the content of those upgrades and modifications to which the existing traditional system is subjected.

In the direction of modernizationTraditional system can be divided into the following groups of technologies.

a) Pedagogical technologies based on the humanization and democratization of pedagogical relations. These are technologies with a procedural orientation, the priority of personal relationships, an individual approach, non-rigid democratic management and a bright humanistic orientation of the content. These include the pedagogy of cooperation, the humane-personal technology of Sh. A. Amonashvili, the system of teaching literature as a subject that forms a person, E. N. Ilyina, and others.

b) Pedagogical technologies based on the activation and intensification of students' activities. Examples: game technologies, problem-based learning, learning technology based on V. F. Shatalov’s notes of reference signals, communicative learning by E. I. Passova, etc.

c) Pedagogical technologies based on the effectiveness of the organization and management of the learning process. Examples: programmed learning, differentiated learning technologies (V. V. Firsov, N. P. Guzik), individualized learning technologies (A. S. Granitskaya, I. Unt, V. D. Shadrikov), perspective-anticipatory learning using reference schemes under commented control (S. N. Lysenkova), group and collective methods of learning (I. D. Pervin, V. K. Dyachenko), computer (information) technologies, etc.

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

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

f) Alternative: R. Steiner's Waldorf pedagogy, free labor technology S: Frenet, A. M. Lobk's technology of probabilistic education.

g) Finally, many of the existing systems of copyright schools are examples of complex polytechnologies (the most famous are A.N. Tubelsky’s “School of Self-Determination”, I.F. Goncharov’s “Russian School”, E.A. "School-Park" by M. Balaban and others).

Technology that involves the construction of the educational process on a conceptual basis

The conceptual framework assumes:

Isolation of a single basis;

Isolation of cross-cutting ideas of the course;

Isolation of interdisciplinary ideas.

Technology that involves the construction of the educational process on a large-block basis

This technology is an alternative to those technologies that focus on the consistent construction of learning. The latter is well illustrated by such an example as the consistent study of personal, definite-personal, generalized-personal, indefinitely-personal, impersonal sentences in the course of the Russian language. It is carried out over a number of lessons. Since a pattern can be seen between sentences - an increase in certainty, this allows all sentences to be studied in one lesson, which will give better results.

Large-block technology (scientific development of N. Erdniev and V. Shatalov) involves a number of didactically interesting techniques; for example, combining several rules, definitions, characteristics in one definition, one characteristic, which increases their information capacity.

This technology has its own requirements for the use of visual aids in teaching. We are talking about saving in time and space associative schemes, drawings, diagrams. This (symmetry, semi-symmetry, asymmetry) is the basis for the widespread reference signals. Combining the material into very large blocks (instead of 80-100 training topics - 7-8 blocks) can lead to a new organizational structure of the educational process. Instead of a lesson, a school day (biological, literary) can become the main organizational unit. It creates the possibility of a deeper immersion of students in the subject being studied. Four lessons, for example, literature for 30 minutes. M. Shchetinin repeats subject weeks three or four times during the academic year.

Technology that involves the construction of the educational process on a proactive basis

Classical didactics is focused on learning from the known to the unknown: go forward, so to speak, looking back. The new didactics, without denying the path of movement from the known to the unknown, at the same time substantiates the principle of the teacher's cross activity, on the line of which there are anticipatory tasks, anticipatory observations and anticipatory experiments as varieties of anticipatory tasks set out with elements of anticipation. All of the above is called lead; it contributes to the effective preparation of students for the perception of new material, activates their cognitive activity, increases the motivation for learning, and performs other pedagogical functions.

The idea of anticipation, which was the basis of S. Lysenkova's training, S. Soloveichik called ingenious. Unlike the two-line logical structure of the lesson, which is typical for large-block learning, the advanced technology has a three-line lesson structure. The lesson, built on an advanced basis, includes both studied and passed, and future material. A new system of concepts for didactics is emerging, revealing the essence of lead: the frequency of lead, the length or distance of lead (near lead - within the lesson, medium - within the system of lessons, far - within the curriculum, intersubject lead).

A capable and experienced teacher sees the future, knows not only his subject, feels with some sixth sense how his students are set, strives to work according to a proactive system.

Technology that involves the construction of the educational process on a problem basis

Personal development pedagogical technologies

Common explanatory and reproductive technologies are not able to ensure the development and self-development of students. They can give an increment of knowledge, skills, but not an increment of development. To ensure development, it is necessary to introduce the educational process "into the zone of proximal development" (L. Vygotsky, L. Zankov). This is what problem-based learning is about. It presupposes the presence of a special, internally contradictory, problematic content; but for learning to become problematic, this is not enough.

Problems with an objective necessity should arise in the minds of students through a problem situation.

Problem technology involves the disclosure of the method that will lead to problem knowledge. Therefore, the student must leave the lesson with a problem.

Let us only pay attention to the fact that the logical structure of the problematic lesson is not linear (one-, two-, three-linear), but more complex - a spiral, "curvilinear" form. The logic of the educational process is manifested very visibly here. If at the beginning of the lesson, suppose, a problem is posed, and the subsequent course of the lesson will be aimed at solving the problem, then the teacher and students will periodically have to return to the beginning of the lesson, to how the problem was posed.

A technology that involves the construction of the educational process on a situational, primarily on a game basis

There is too big a gap between academic and practical activities that imitate reality and thereby help to fit the educational process into the context of the real life of children.

Technology that involves the construction of the educational process on a dialogue basis

Dialogue, as you know, is opposed by the teacher's monologue, which is still widespread. The value of the dialogue is that the teacher's question evokes in students not only and not so much an answer as, in turn, a question. Teacher and students act as equals. The meaning of the dialogue, therefore, is that subject-subject relations are realized in the lesson not only in the familiar, but also in the moral and ethical sphere.

A technology that involves the construction of the educational process on a reciprocal basis.

These are collective learning methods, which will be discussed in more detail below.

Technologies built on an algorithmic basis (M. Landa).

Technologies built on a programmed basis (V. Bespalko).

All this "fan" of technologies can open up and take shape in the hands of an experienced teacher, because the conditions for their applicability depend on many factors; In addition, technologies are closely interconnected.

Next, the technologies most commonly used at the first stage of training will be considered. Their range is determined by the age characteristics of the child, the nature of his thinking and perception, the level of general development.

Overview of pedagogical technologies

The best person is the one who lives mainly by his own thoughts and other people's feelings, the worst is the one who lives by other people's thoughts and his own feelings.

L. N. Tolstoy

Traditional pedagogical technology

The term "traditional education" means, first of all, the class-lesson organization of education that developed in the 17th century. on the principles of didactics formulated by Ya. A. Comenius, and still prevailing in the schools of the world.

Distinctive features of the traditional classroom technology are the following:

Students of approximately the same age and level of training make up a class that retains a largely constant composition for the entire period of schooling;

The class works according to a single annual plan and program according to the schedule. As a result, children must come to school at the same time of the year and at predetermined hours of the day;

The main unit of classes is the lesson;

The lesson, as a rule, is devoted to one subject, topic, due to which the students of the class work on the same material;

The work of students in the lesson is led by the teacher: he evaluates the results of study in his subject, the level of learning of each student individually, and at the end of the school year decides to transfer students to the next class;

Educational books (textbooks) are mainly used for homework.

The school year, school day, lesson schedule, school holidays, breaks, or, more precisely, breaks between lessons are attributes of the class-lesson system.

In Soviet pedagogy, learning objectives were formulated as follows:

Formation of a knowledge system, mastering the basics of science;

Formation of the foundations of the scientific worldview;

Comprehensive and harmonious development of each student;

Education of ideologically convinced fighters for communism, for the bright future of all mankind;

Education of conscious and highly educated people capable of both physical and mental labor.

Thus, by its nature, the goal of learning technologies (TO) is the education of a person with given properties.

In the modern mass Russian school, the goals have changed somewhat - ideologization has been excluded, the slogan of comprehensive harmonious development has been removed, there have been changes in the nature of moral education, but the paradigm of presenting the goal in the form of a set of planned qualities (training standards) has remained the same.

The mass school with traditional technology is still a "school of knowledge", retains the primacy of individual awareness over its culture, the predominance of the rational-logical side of cognition over the sensory-emotional side.

Conceptual positions.

The conceptual basis of TO is formed by the principles of pedagogy, formulated by Ya. A. Komensky:

Scientific (false knowledge cannot be, there can only be incomplete);

Natural conformity (learning is determined by development, not forced);

Consistency and systematicity (sequential linear logic of the process, from particular to general);

Accessibility (from known to unknown, from easy to difficult, assimilation of ready-made ZUN);

Strength (repetition is the mother of learning);

Consciousness and activity (know the task set by the teacher and be active in executing commands);

Visibility (attracting various senses to perception);

Connection of theory with practice (a certain part of the educational process is devoted to the application of knowledge);

Accounting for age and individual characteristics.

Education is the process of transferring knowledge, skills, social experience from older generations to the younger. This holistic process includes goals, content, methods and means.

Content Features.

The content of education in the traditional mass school was formed back in the years of Soviet power (it was determined by the tasks of the industrialization of the country, the pursuit of the level of education of technically developed capitalist countries, the general role of scientific and technological progress) and is still technocratic to this day. Knowledge is addressed mainly to the rational beginning of the personality, and not to its spirituality, morality. - 75% of school subjects are aimed at developing the left hemisphere, only 3% are allocated to aesthetic subjects, and very little attention was paid to spiritual education in the Soviet school.

The traditional system remains uniform, non-variable, despite the declaration of freedom of choice and variability. Planning of training content is centralized. Basic curricula are based on uniform standards for the country. Academic disciplines (basics of sciences) define "corridors" within which (and only within) the right to move is given to the child.

Education has overwhelming priority over education. Educational and educational subjects are not interconnected. Club forms of work occupy 3% of the academic ones in the amount of funding. In educational work, the pedagogy of events and the negativism of educational influences flourish.

Features of the technique.

Traditional technology is primarily an authoritarian pedagogy of requirements, teaching is very weakly connected with the inner life of the student, with his diverse requests and needs, there are no conditions for the disclosure of individual abilities, creative manifestations of the personality.

The authoritarianism of the learning process is manifested in: the regulation of activities, the coercion of learning procedures ("the school rapes the individual"); centralization of control; targeting the average student ("school kills talents").

The position of the student: the student is a subordinate object of teaching influences, the student "should", the student is not yet a full-fledged personality, an unspiritual "cog".

The position of the teacher: the teacher is the commander, the only initiative person, the judge ("always right"); the elder (parent) teaches; "with an object for children", "striking arrows" style.

Knowledge acquisition methods are based on:

Communication of ready-made knowledge;

learning by example;

Inductive logic from particular to general;

mechanical memory;

verbal presentation;

Reproductive reproduction.

The learning process as an activity in TO is characterized by a lack of independence, weak motivation of the student's educational work.

As part of the child's learning activities:

There is no independent goal-setting, the teacher sets the learning goals;

Planning of activities is carried out from the outside, imposed on the student against his will;

The final analysis and evaluation of the child's activities are not carried out by him, but by the teacher, another adult.

Under these conditions, the stage of achieving educational goals turns into work "under pressure" with all its negative consequences (alienation of the child from school, education of laziness, deceit, conformism - "school disfigures the personality").

Evaluation of students' activities. Traditional pedagogy has developed criteria for a quantitative five-point assessment of students' knowledge, skills and abilities in academic subjects; evaluation requirements: individual character, differentiated approach, systematic monitoring and evaluation, comprehensiveness, variety of forms, unity of requirements, objectivity, motivation, publicity.

However, the school practice of TO reveals the negative aspects of the traditional grading system.

Quantitative assessment - a mark - often becomes a means of coercion, an instrument of the teacher's power over the student, psychological and social pressure on the student.

The mark as a result of cognitive activity is often identified with the personality as a whole, sorts students into "good" and "bad".

The names "three" student, "losers" cause a feeling of inferiority, humiliation, or lead to indifference, indifference to learning. The student, according to his mediocre or satisfactory grades, first makes a conclusion about the inferiority of his knowledge, abilities, and then his personality (I-concept).

There is a problem of two in particular. It is an untransferable assessment, the basis of repetition and dropout, that is, it largely decides the fate of the individual, and in general represents a big social problem. .

The traditional technologies also include the lecture-seminar-test system (form) of education: first, the educational material is presented to the class by the lecture method, and then it is worked out (assimilated, applied) at seminars, practical and laboratory classes, and the results of assimilation are checked in the form of tests.

Technologies of student-centered education

A fundamentally important point for understanding the essence of pedagogical technology is to determine the position of the child in the educational process, the attitude of adults towards the child. There are several types of technology here.

Authoritarian technologies, in which the teacher is the sole subject of the educational process, and the student is only an "object", a "cog". They are distinguished by the rigid organization of school life, the suppression of the initiative and independence of students, the use of demands and coercion.

A high degree of inattention to the personality of the child is distinguished by didactic technologies, in which the subject-object relations of the teacher and the student also dominate, the priority of teaching over education, and didactic means are considered the most important factors in the formation of personality. Didactocentric technologies in a number of sources are called technocratic; however, the latter term, unlike the former, refers more to the nature of the content than to the style of the pedagogical relationship.

Personally-oriented technologies put the personality of the child at the center of the entire school educational system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. The personality of the child in this technology is not only a subject, but also a priority subject; it is the goal of the educational system, and not a means to achieve some abstract goal (which is the case in authoritarian and didactocentric technologies). Such technologies are also called anthropocentric.

Immediately, we note the inaccuracy of the term "personality-oriented education". It is more correct to say "individual-oriented education", because all pedagogical technologies are personality-oriented, as they are set as the goal of developing and improving the child's personality. However, following the established tradition, from now on we will also call individually-oriented those oe y ia personality-oriented.

Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy. The focus of the teacher's attention is on the unique integral personality of the child, striving for the maximum realization of his abilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in various life situations. In contrast to the formalized transfer of knowledge and social norms to the pupil in traditional technologies, here the achievement by the individual of the above qualities is proclaimed the main goal of education and upbringing.

Person-centered technologies are characterized by:

Anthropocentric;

humanistic essence;

Psychotherapeutic orientation;

They set the goal of versatile, free and creative development of the child.

Within the framework of personality-oriented technologies, independent areas are:

Humane-personal technologies;

Technologies of cooperation;

Technologies of free education;

Esoteric technologies.

Humane-personal technologies are distinguished primarily by their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of respect and love for the child, an optimistic faith in his creative powers, rejecting coercion.

Technologies of cooperation realize democracy, equality, partnership in the subject-subject relations of the teacher and the child. The teacher and students jointly develop goals, content, give assessments, being in a state of cooperation, co-creation.

Technologies of free education focus on giving the child freedom of choice and independence in a greater or lesser sphere of his life. Making a choice, the child realizes the position of the subject in the best way, going to the result from internal motivation, and not from external influence.

Esoteric technologies are based on the doctrine of esoteric ("unconscious", subconscious) knowledge - the Truth and the paths leading to it. The pedagogical process is not a message, not communication, but an introduction to the Truth. In the esoteric paradigm, the person himself (the child) becomes the center of information interaction with the Universe.

The origins of the development of personality-oriented pedagogical technology are contained in the provisions of the dialogue concept of Bakhtin-Bibler's culture, where it substantiates the idea of the universality of dialogue as the basis of human consciousness. "Dialogical relations ... this is an almost universal phenomenon that permeates all human speech and all relations and manifestations of human life, in general, everything that has meaning and meaning ... Where consciousness begins, dialogue begins" (V. S. Bibler).

In traditional didactic systems, the basis of any pedagogical technology is explanation, and in student-centered education, understanding and mutual understanding. V. S. Bibler explains the difference between these two phenomena as follows: when explaining - only one consciousness, one subject, a monologue; in understanding - two subjects, two consciousnesses, mutual understanding, dialogue. Explanation is always a top-down view, always edification. Understanding is communication, cooperation, equality in mutual understanding.

The fundamental idea is to move from explanation to understanding, from monologue to dialogue, from social control to development, from management to self-government. The main orientation of the teacher is not on the knowledge of the "subject", but on communication, mutual understanding with students, on their "liberation" (K. N. Wentzel) for creativity. Creativity, research search are the main way for a child to exist in the space of personality-oriented education. But the spiritual, physical, intellectual capabilities of children are still too small to independently cope with the creative tasks of education and life problems. The child needs pedagogical help and support.

These are the key words in the characteristics of student-centered education technologies.

Support expresses the essence of the humanistic position of the teacher in relation to children. This is a response to the natural trust of children who seek help and protection from a teacher, this is an understanding of their defenselessness, and an awareness of their own responsibility for children's life, health, emotional well-being, and development. Support is based on three principles of Sh. Amonashvili's activity:

love a child;

Humanize the environment in which he lives;

Live your childhood in your child.

In order to support the child, V. A. Sukhomlinsky believed, the teacher must retain the feeling of childhood; develop the ability to understand the child and everything that happens to him; be wise with the actions of children; to believe that the child is mistaken, and does not violate with intent; protect the child not to think badly, unfairly about him, and, most importantly, not to break the child's individuality, but to correct and direct its development, remembering that the child is in a state of self-knowledge, self-affirmation, self-education.

The peculiarity of the paradigm of the goals of personality-oriented technologies lies in the focus on the properties of the personality, its formation and development not by someone else's order, but in accordance with natural abilities. The content of education is the environment in which the formation and development of the child's personality takes place. It is characterized by a humanistic orientation, appeal to a person, humanistic norms and ideals.

Child support technology

Personal orientation technologies try to find methods and means of training and education that correspond to the individual characteristics of each child: they use psychodiagnostic methods, change the relationship and organization of children's activities, use a variety of teaching aids (including technical ones), and adjust the content of education. The most complete technologies for individual support have been developed in foreign studies on humanistic psychology. K. Rogers considers the main task of the teacher to help the child in his personal growth. Pedagogy, in his opinion, is akin to therapy: it should always return the child to his physical and mental health. K. Rogers argues that the teacher can create the right atmosphere for individual development in the classroom if he is guided by the following provisions:

Throughout the educational process, the teacher must demonstrate to the children his full confidence in them;

The teacher should help students in the formation and clarification of the goals and objectives facing both the class as a whole and each student individually;

The teacher must proceed from the fact that children have an intrinsic motivation to learn;

The teacher should be a source of diverse experience for students, to whom you can always turn for help;

It is important that he act in this role for each student;

The teacher must develop the ability to feel the national mood of the group and accept it;

The teacher must be an active participant in group interaction;

He should openly express his feelings in class;

Should strive to achieve empathy, allowing you to understand the feelings and experiences of each student;

The teacher must know himself and his abilities well.

Academician of the Russian Academy of Education E. V. Bondarevskaya identifies a number of essential requirements for the technology of student-centered education:

Dialogical,

activity-creative nature,

Support for the individual development of the child,

Providing him with the necessary space of freedom for making independent decisions, creativity, choosing the content and methods of learning and behavior.

According to E. V. Bondarevskaya, a teacher who needs a student-centered school must meet the following requirements:

have a value attitude to the child, culture, creativity;
to show a humane pedagogical position;
take care of the ecology of childhood, the preservation of the mental and physical health of children;
be able to create and constantly enrich the cultural-informational and subject-developing educational environment;
be able to work with the content of training, giving it a personal-semantic orientation;
own a variety of pedagogical technologies, is able to give them a personal developmental orientation;
take care of the development and support of the individuality of each child.

Finally, the question remains open so far - what are the means of supporting the child in learning? The teaching staff of the Rostov secondary school No. 77 (laboratory school of the Russian Academy of Education), as a result of a thorough discussion, differentiated the means of supporting the child into 2 groups.

The first group of means provides general pedagogical support to all students and creates the necessary tone of goodwill, mutual understanding and cooperation for this. This is an attentive, friendly attitude of the teacher to students, trust in them, involvement in lesson planning, creating situations of mutual learning, the use of activity content, games, various forms of dramatization, creative work, a positive assessment of achievements, dialogic communication, etc.

The second group of funds is aimed at individual-personal support and involves diagnosing individual development, education, upbringing, identifying personal problems of children, tracking the development processes of each child. In this case, the dosing of pedagogical assistance, based on knowledge and understanding of the physical (corporeal) and spiritual nature of the child, the circumstances of his life and fate, is of great importance. Features of the soul and character, language and behavior, as well as the pace of educational work characteristic of him. Teachers attach a special role in individual support to situations of success, creating conditions for self-realization of the individual, raising the student's status, and the importance of his personal "contributions" to solving common problems.

Cooperation Pedagogy

The pedagogy of cooperation is one of the most comprehensive pedagogical generalizations of the 1980s, which brought to life numerous innovative processes in education. The name of this technology was given by a group of innovative teachers, whose generalized experience combined the best traditions of the Russian school (K. D. Ushinsky, N. P. Pirogov, L. N. Tolstoy), the school of the Soviet period (S. T. Shatsky, V A. Sukhomlinsky, A. S. Makarenko) and foreign teachers (J. J. Rousseau, J. Korchak, K. Rogers, E. Bern) in the field of psychological and pedagogical practice and science.

As a holistic technology, the pedagogy of cooperation has not yet been embodied in a specific model, it does not have a normative-executive toolkit; her ideas entered into almost all modern pedagogical technologies, formed the basis of the "Concept of Secondary Education in the Russian Federation". Therefore, the pedagogy of cooperation should be considered as a special type of "penetrating" technology, which is the embodiment of new pedagogical thinking, a source of progressive ideas and, to one degree or another, is included in many modern pedagogical technologies as their integral part.

Cooperation pedagogy has the following classification characteristics:

By the level of application - general pedagogical technology;

On a philosophical basis - humanistic;

According to the main factor of development - complex biosocio- and psychogenic;

According to the concept of assimilation: associative-reflex step-by-step internalization;

By orientation to personal structures - comprehensively harmonious;

By the nature of the content: teaching + educational, secular, humanistic, general education, penetrating;

By type of management: system of small groups;

By organizational forms: academic + club, individual + group, differentiated;

According to the approach to the child: humane-personal, subject-subjective;

According to the prevailing method: problem-search, creative, dialogic, game;

Transition from pedagogy of requirement to pedagogy of relations;

Humane and personal approach to the child;

Unity of education and upbringing.

In the "Concept of secondary education in the Russian Federation" cooperation is interpreted as the idea of joint developmental activities of adults and children, sealed by mutual understanding, penetration into each other's spiritual world, joint analysis of the course and results of this activity. As a system of relations, cooperation is multifaceted; but the most important place in it is occupied by the teacher-student relationship. In the concept of cooperation, the student is presented as the subject of his educational activity. Therefore, two subjects of one process must act together; none of them should be above the other.

Within the framework of the team, cooperation relations are established between teachers, administration, student and teacher organizations; the principle of cooperation extends to all types of relations between students, teachers and leaders with the surrounding social environment (parents, families, public and labor organizations).

There are four areas in the pedagogy of cooperation:

Humane-personal approach to the child. The development of the whole integral set of personality qualities is placed at the center of the school educational system.

The goal of the school is to awaken, to bring to life inner forces and opportunities, to use them for a more complete and free development of the individual. The humane-personal approach combines the following ideas:

ü a new look at the personality as the goal of education, the personal orientation of the educational process;

ü humanization and democratization of pedagogical relations;

ü rejection of direct coercion as a method that does not give results in modern conditions;

ü a new interpretation of the individual approach;

ü the formation of a positive self-concept, i.e., a system of conscious and unconscious ideas of a person about himself, on the basis of which he builds his behavior.

Didactic activating and developing complex. New fundamental approaches and trends are opening up in resolving the questions of "what" and "how" to teach children; the content of education is seen as a means of personal development, and not as a self-sufficient goal of the school; training is conducted on generalized knowledge, skills and ways of thinking; integration, variability; positive stimulation is used.

The improvement of the methods and forms of the educational process is revealed in a number of didactic ideas used in the author's systems of innovative teachers: reference signals by V. F. Shatalov, in the idea of free choice by R. Steiner, ahead of S. N. Lysenkova, in the idea of large blocks by P. M. Erdniev, in the intellectual background of the class of V. A. Sukhomlinsky, personality development according to L. V. Zankov, in the creative and performing abilities of I. P. Volkov, in the zone of proximal development of L. S. Vygotsky, etc.

The concept of education. The conceptual provisions of the pedagogy of cooperation reflect the most important trends according to which education is developing in a modern school:

transformation of the school of Knowledge into the school of Education;
placing the student's personality at the center of the entire educational system;
humanistic orientation of education, formation of universal values;
development of the child's creative abilities;
revival of Russian national and cultural traditions;
combination of individual and collective education;
setting a difficult goal.

The ideology and technology of cooperation pedagogy determine the content of education.

Pedagogization of the environment. The pedagogy of cooperation puts the school in a leading, responsible position in relation to other institutions of education, the activities of which must be considered and organized from the standpoint of pedagogical expediency. The most important social institutions that shape the growing personality are the school, the family and the social environment. The results are determined by the joint action of all three sources of education. Therefore, the ideas of competent management, cooperation with parents, and influence on public and state institutions for the protection of childhood are put forward.

Humane-personal technology Sh. A. Amonashvili

Give yourself to children!

Sh. A. Amonashvili

Academician of the Russian Academy of Education Shalva Amonashvili developed and implemented the pedagogy of cooperation in his experimental school. A peculiar result of his pedagogical activity is the "School of Life" technology.

The target orientations of Sh. A. Amonashvili's technology are defined as follows:

Contributing to the formation, development and education of a noble person in a child by revealing his personal qualities;

Ennoblement of the soul and heart of the child;

Development and formation of cognitive forces of the child;

Providing conditions for an expanded and in-depth volume of knowledge and skills;

The ideal of education is self-education.

Main conceptual provisions:

All provisions of the personal approach of pedagogy of cooperation.
The child as a phenomenon carries within itself the line of life that he must serve.
The child is the highest creation of Nature and Cosmos and bears their features - power and infinity.
The holistic psyche of a child includes three passions: a passion for development, for growing up, for freedom.

The most important skills and abilities and the disciplines or lessons corresponding to them: cognitive reading; writing and speech activity; linguistic flair; mathematical imagination; comprehension of high mathematical concepts; comprehension of the beautiful, planning activities; courage and endurance; communication: foreign language speech, chess; spiritual life, comprehension of the beauty of everything around.

The listed knowledge and skills are formed with the help of a special content of methods and methodological techniques, including:

humanism: the art of love for children, children's happiness, freedom of choice, the joy of knowledge;
individual approach: study of personality, development of abilities, deepening into oneself, pedagogy of success;
mastery of communication: the law of reciprocity, publicity, his majesty "Question", the atmosphere of romance;
reserves of family pedagogy, parental Saturdays, gerontology, cult of parents;
educational activities: quasi-reading and quasi-writing, methods of materialization of the processes of reading and writing, literary creativity of children.

A special role in the technology of Sh. A. Amonashvili is played by the evaluation of the child's activities. The use of marks is very limited, for marks are "crutches of lame pedagogy"; instead of quantitative assessment - qualitative assessment: characteristics, package of results, training in introspection, self-assessment.

The lesson is the leading form of children's life (and not just the learning process), absorbing the entire spontaneous and organized life of children (the lesson is creativity, the lesson is play).

Gaming technologies

Origin and socio-pedagogical significance of the game

Attempts to unravel the "mystery" of the origin of the game have been made by scientists from various scientific fields for more than one hundred years. The range of answers offered about the origins of the game is very wide.

The problem of the game, according to one of the concepts, arose as a component of the problem of free time and leisure of people due to many trends in the religious socio-economic and cultural development of society. In the ancient world, games were the focus of social life, they were given religious and political significance. The ancient Greeks believed that the gods patronize the players, and therefore F. Schiller, for example, argued that the ancient games are divine and can serve as an ideal for any subsequent types of human leisure. In ancient China, festive games were opened by the emperor and participated in them himself.

In Soviet times, the preservation and development of the traditions of the gaming culture of the people, which were very deformed by the totalitarian regime, began with the practice of summer country camps that kept the gaming wealth of society.

In world pedagogy, a game is considered as any competition or competition between players whose actions are limited by certain conditions (rules) and are aimed at achieving a specific goal (winning, winning, prize).

First of all, it should be taken into account that the game as a means of communication, learning and accumulation of life experience is a complex socio-cultural phenomenon.

The complexity is determined by the variety of forms of the game, the ways of participation of partners in them and the algorithms of the game. The sociocultural nature of the game is obvious, which makes it an indispensable element of learning. During the game:

The rules of behavior and the role of the social group of the class (minimodels of society) are mastered, then transferred to the "big life";

The possibilities of the groups themselves, collectives - analogues of enterprises, firms, various types of economic and social institutions in miniature are considered;

The skills of joint collective activity are acquired, the individual characteristics of students necessary to achieve the set gaming goals are worked out;

Cultural traditions are accumulating, brought into the game by participants, teachers, attracted by additional means - visual aids, textbooks, computer technologies.

game theory

The game is one of the wonderful phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily enchanting and attracting to itself as a vital phenomenon, the game turned out to be a very serious and difficult problem for scientific thought.

In domestic pedagogy and psychology, the problem of play activity was developed by K. D. Ushinsky, P. P. Blonsky, S. L. Rubinstein, D. B. Elkonin. Various researchers and thinkers abroad pile one game theory on top of another - K. Gross, F. Schillep, G. Spencer, K. Buhler, 3. Freud, J. Piaget and others. "Each of them seems to reflect one of the manifestations of a multifaceted phenomenon game, and none, apparently, does not cover its true essence.

The theory of K. Gross is especially famous. He sees the essence of the game in that it serves as a preparation for serious further activity; in the game, a person, exercising, improves his abilities. The main advantage of this theory, which has gained particular popularity, is that it links play with development and seeks its meaning in the role that it plays in development. The main drawback is that this theory indicates only the "meaning" of the game, and not its source, does not reveal the reasons that cause the game, the motives that encourage the game. The explanation of the game, proceeding from the result to which it leads, which is transformed into the goal to which it is directed, takes on Gross a purely teleological character, teleology in it eliminates causality. And since Gross is trying to point out the sources of play, he, explaining the games of man in the same way as the games of animals, erroneously reduces them entirely to a biological factor, to instinct. In revealing the significance of play for development, Gross's theory is essentially ahistorical.

In the game theory formulated by G. Spencer, who in turn developed the idea of F. Schiller, the source of the game is seen in an excess of forces: excess forces that are not used up in life, in work, find their way out in the game. But the presence of a reserve of unexpended forces cannot explain the direction in which they are spent, why they are poured into the game, and not into some other activity; besides, a tired person also plays, passing to the game as to rest.

The interpretation of the game as an expenditure or realization of the accumulated forces, according to S. L. Rubinshtein, is formalist, since it takes the dynamic aspect of the game in isolation from its content. That is why such a theory is not able to explain the game.

In an effort to reveal the motives of the game, K. Buhler put forward the theory of functional pleasure (that is, pleasure from the action itself, regardless of the result) as the main motive for the game. The theory of play as an activity generated by pleasure is a particular expression of the hedonistic theory of activity, that is, the theory that considers that human activity is generated by the principle of pleasure or enjoyment. The motives of human activity are as diverse as the activity itself; one or another emotional coloring is only a reflection and a derivative side of real, genuine motivation. Like the dynamic theory of Schiller-Spencer, the hedonistic theory loses sight of the real content of the action, which contains its true motive, reflected in one or another emotionally effective coloring. Recognizing functional pleasure, or the pleasure of functioning, as the determining factor for play, this theory sees in play only the functional function of the organism. This understanding of the game is, in fact, unsatisfactory, because it could only apply to the earliest "functional" games and inevitably excludes higher forms of it.

Finally, the Freudian theories of the game see in it the realization of desires repressed from life, since the game often plays out and experiences that which cannot be realized in life. Adler's understanding of the game comes from the fact that the game manifests the inferiority of the subject, fleeing from life, with which he is unable to cope. Thus, the circle closes: from the manifestation of creative activity, embodying the beauty and charm of life, the game turns into a dump for what is ousted from life; from a product and factor of development, it becomes an expression of insufficiency and inferiority; from a preparation for life, it turns into an escape from it.

L. S. Vygotsky and his students consider that the initial, determining factor in the game is that a person, when playing, creates an imaginary situation for himself instead of a real one and acts in it, performing a certain role, in accordance with the transferable meanings that he attaches to surrounding objects.

The transition of action into an imaginary situation is indeed characteristic of the development of specific forms of play. However, the creation of an imaginary situation and the transfer of meanings cannot be taken as the basis for understanding the game.

The main disadvantages of this interpretation are:

It focuses on the structure of the game situation without revealing the sources of the game. The transfer of meanings, the transition to an imaginary situation is not the source of the game. The attempt to interpret the transition from a real situation to an imaginary one as the source of the game could only be understood as an echo of the psychoanalytic theory of the game.

The interpretation of the game situation as resulting from the transfer of meaning, and even more so the attempt to deduce the game from the need to play with meanings, is purely intellectualistic.

By transforming the fact of acting in an imaginary (imaginary) situation, although essential for high forms of play, into the initial and therefore obligatory for any game, Vygotsky’s theory arbitrarily excludes from it those early forms of play in which the child does not create any imaginary situations. To the exclusion of such early forms of play, this theory makes it impossible to describe play in its development. D. N. Uznadze sees in play the result of a trend of action functions that have already matured and have not yet been used in real life. Again, as in the theory of the game of excess forces, the game appears as a plus, not as a minus. It is presented as a product of development, which, moreover, is ahead of the needs of practical life. This is fine, but a serious flaw in the theory lies in the fact that it considers play as actions from within matured functions, as a function of the organism, and not as an activity that is born in relationships with the outside world. The game thus turns into a formal activity, not connected with the real content with which it is somehow externally filled. Such an explanation of the "essence" of the game cannot explain the real game in its concrete manifestations.

Game as a learning method

The value of the game cannot be exhausted and assessed by entertainment and recreational opportunities. Its phenomenon lies in the fact that, being entertainment, recreation, it is able to grow into education, creativity, therapy, a model of the type of human relations and manifestations in work.

The game as a method of teaching, transferring the experience of older generations to younger people has been used since antiquity. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. In a modern school that relies on the activation and intensification of the educational process, gaming activities are used in the following cases:

As independent technologies for mastering a concept, topic, and even a section of a subject;

As an element of a more general technology;

As a lesson or part of it (introduction, control);

As a technology for extracurricular activities.

The concept of "game pedagogical technologies" includes a rather extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - clearly learning and the corresponding pedagogical result, which can be explicitly justified and are characterized by an educational and cognitive orientation. The game form of classes is created in the classroom with the help of game techniques and situations that act as a means of inducing, stimulating learning activities.

The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas:

the didactic goal is set for students in the form of a game task;
educational activity is subject to the rules of the game;
teaching material is used. as its means;
an element of competition is introduced into the educational activity, which translates the didactic task into a game one;
successful completion of the didactic task is associated with the game result.

Play is a school of professional and family life, a school of human relations. But it differs from an ordinary school in that a person, learning during the game, does not suspect that he is learning something. In an ordinary school, it is not difficult to indicate the source of knowledge. This is a teacher - a teaching person. The learning process can be conducted in the form of a monologue (the teacher explains, the student listens) and in the form of a dialogue (either the student asks the teacher a question if he does not understand something and is able to fix his understanding, or the teacher questions the students for the purpose of control). There is no easily identifiable source of knowledge in the game, no person to be trained. The learning process develops in the language of action, all participants in the game learn and learn as a result of active contacts with each other. Game learning is unobtrusive. The game is mostly voluntary and desirable.

The place and role of game technology in the educational process, the combination of game elements and scientists largely depend on the teacher's understanding of the functions of pedagogical games. The function of the game is its various usefulness. Each type of game has its own usefulness. Let us highlight the most important functions of the game as a pedagogical phenomenon of culture.

Sociocultural purpose of the game. The game is the strongest means of socialization of the child, which includes both socially controlled processes of their purposeful impact on the formation of the personality, the assimilation of knowledge, spiritual values and norms inherent in society or a group of peers, and spontaneous processes that affect the formation of a person. The socio-cultural purpose of the game can mean the synthesis of a person's assimilation of the wealth of culture, the potential for education and the formation of him as a person, allowing him to function as a full member of the team.

The function of international communication. I. Kant considered humanity to be the most communicative. Games are national and at the same time international, international, universal. Games make it possible to simulate different life situations, seek a way out of conflicts without resorting to aggression, teach a variety of emotions in the perception of everything that exists in life.

The function of self-realization of a person in the game. This is one of the main features of the game. For a person, the game is important as a sphere of self-realization as a person. It is in this regard that the process of the game itself is important to him, and not its result, competitiveness or the achievement of any goal. The game process is a space of self-realization. Human practice is constantly introduced into the game situation in order to reveal possible or even existing problems in a person and simulate their removal.

Communication game. A game is a communicative activity, although it is specific according to purely game rules.

It introduces the student into the real context of the most complex human relationships. Any gaming society is a team that acts in relation to each player as an organization and a communicative beginning that has many communicative links. If the game is a form of communication between people, then outside the contacts of interaction, mutual understanding, mutual concessions, there can be no game between them.

Diagnostic function of the game. Diagnosis - the ability to recognize, the process of making a diagnosis. The game is predictive; it is more diagnostic than any other human activity, firstly, because the individual behaves in the game at the maximum of manifestations (intelligence, creativity); secondly, the game itself is a special "field of self-expression".

The therapeutic function of the game. The game can and should be used to overcome various difficulties that a person has in behavior, in communicating with others, in teaching. Assessing the therapeutic value of play techniques, D. B. Elkonin wrote that the effect of play therapy is determined by the practice of new social relations that a child receives in role play. It is the practice of the new real relationships in which role-play puts the child both with adults and with peers, relationships of freedom and cooperation instead of coercion and aggression, that ultimately leads to a therapeutic effect.

Correction function in the game. Psychological correction in the game occurs naturally if all students have learned the rules and plot of the game, if each participant in the game knows well not only his role, but also the role of his partners, if the process and purpose of the game unite them. Correctional games can help students with deviant behavior, help them cope with experiences that prevent them from normal well-being and communication with peers in a group.

Entertaining function of the game. Entertainment is an attraction to different, varied things. The entertaining function of the game is associated with the creation of a certain comfort, favorable atmosphere, spiritual joy as protective mechanisms, i.e., stabilization of the individual, realization of the levels of her claims. Entertainment in games - search The game has a magic that can give writing fantasy leading to entertainment.

Game motives and organization of games

Game forms of learning, like no other technology, contribute to the use of various methods of motivation:

Communication motives:

Students, jointly solving problems, participating in the game, learn to communicate, take into account the opinion of their comrades.

When solving collective problems, different abilities of students are used; children in practical activities by experience realize the usefulness of quick-thinking, and critically evaluating, and carefully working, and prudent, and risky companions.

Joint emotional experiences during the game contribute to the strengthening of interpersonal relationships.

moral motives. In the game, each student can express himself, his knowledge, skills, his character, strong-willed qualities, his attitude to activities, to people.

Cognitive motives:

Each game has a close result (the end of the game), stimulates the student to achieve the goal (victory) and realize the way to achieve the goal (you need to know more than others).

In the game, teams or individual students are initially equal (there are no honors and threes, there are players). The result depends on the player himself, his level of preparedness, abilities, endurance, skill, character.

The impersonal learning process in the game acquires personal meanings. Students try on social masks, immerse themselves in the historical environment and feel like they are part of the historical process being studied.

The situation of success creates a favorable emotional background for the development of cognitive interest. Failure is perceived not as a personal defeat, but a defeat in the game and stimulates cognitive activity (revenge).

Competitiveness - an integral part of the game - is attractive to children. The pleasure received from the game creates a comfortable state in the lessons and increases the desire to study the subject.

There is always a certain mystery in the game - an unreceived answer, which activates the student's mental activity, pushes him to search for an answer.

In game activity, in the process of achieving a common goal, mental activity is activated. Thought is looking for a way out, it is aimed at solving cognitive problems. The management of many games is necessary to activate the process of self-education of the child. From our point of view, a number of the following points should be attributed to the pedagogical approaches to the organization of children's games.

Game selection. The choice of a game, first of all, depends on what the child is like, what he needs, what educational tasks require their resolution. If the game is collective, you need to know well? what is the composition of the players, their intellectual development, physical fitness, age characteristics, interests, levels of communication and compatibility, etc. The choice of the game depends on the time it is played, climatic conditions, length of time, daylight hours and month game accessories, from the specific situation in the children's team. The goal of the game is outside the game situation, and the result of the game can be expressed in the form of external objects and all kinds of products (models, models, toys, constructors, dolls, etc.), "products" of artistic creativity, new knowledge. In the game, the substitution of motives is natural: children act in games out of a desire to have fun, and the result can be constructive. The game is able to act as a means of obtaining something, although the source of its activity is the tasks voluntarily taken on by the person, game creativity and the spirit of competition. In games, the child fulfills the goals of several levels, interconnected.

The first goal is to enjoy the process of the game itself. This goal reflects the attitude that determines the readiness for any activity, if it brings joy.

The goal of the second level is functional, it is associated with the implementation of the rules of the game, playing out plots, roles.

The goal of the third level reflects the creative tasks of the game - to unravel, guess, unravel, achieve results, etc.

Game offer for children. The main task in the proposal of the game is to arouse interest in it, in such a formulation of the question, when the goals of education and the desires of the child coincide. Game techniques of the proposal can be oral and written. Interest is caused by toys or items for the game that arouse the desire to play, game posters, game radio announcements, etc. The offer of the game includes an explanation of its rules and techniques. The explanation of the game is a very responsible moment. The game should be explained briefly and precisely, just before it starts. The explanation includes the name of the game, a story about its content and an explanation of the main and secondary rules, including the distinction between players, an explanation of the meaning of game accessories.

Equipment and equipment of the playing area, its architecture. The place of the game must correspond to its plot, content, be suitable in size for the number of players; be safe, hygienically normative, convenient for children; not have distractions (not be a place of passage for strangers, a place of other activities for adults and children). Any microcosm of the game in the yard - at school requires its own architectural and semantic solution. Under the architectural play area, we mean such a development that corresponds to the constructive foundations of children's games, has a game aesthetic plan that meets the requirements of the age of children, their desire for bright, immense, heroic, romantic, fabulous.

Breakdown into teams, groups, distribution of roles in the game. A play group is usually called a group of children created for playing games. As you know, there are games that do not require division into groups, and team games. Breaking down into a team requires adherence to ethics, taking into account attachments, sympathies, antipathies. The game practice of children has accumulated many democratic game-technical examples of the division into micro-teams of players, in particular, drawing lots, counting rhymes.

One of the crucial moments in children's games is the distribution of roles. They can be active or passive, major or minor. The distribution of children into roles in the game is a difficult and scrupulous business. The distribution should not depend on the sex of the child, age, physical characteristics. Many games are built on equality of roles. Some games require captains, drivers, i.e. team roles according to the plot of the game. Considering which role is especially useful for the child, the teacher uses the following techniques:

Assignment to a role directly by an adult;

Appointment to a role through a senior (captain, driver);

Selection for the role based on the results of gaming competitions (best project, costume, script);

Voluntary acceptance of the role by the child, at his request;

The order of the role in the game.

When distributing team roles, one should do so that the role helps the non-authoritative ones to strengthen their authority, the inactive ones to be active, the undisciplined ones to become organized children, those who have compromised themselves in some way, to regain the lost authority; for beginners and children who avoid the children's team - to prove themselves, to make friends with everyone.

In the game, it is necessary to ensure that arrogance does not appear, the excess of the power of command roles over secondary ones. Insubordination in the game can ruin the game. Care must be taken to ensure that the role has an action; a role without action is dead, the child will leave the game if he has nothing to do. You can not use negative roles in the game, they are acceptable only in humorous situations.

The development of the game situation. Development is understood as a change in the position of the players, the complication of the rules of the game, a change of scenery, emotional saturation of game actions. The participants in the game are socially active insofar as none of them fully knows all the ways and actions of performing their functional tasks in the game. This is the mechanism for providing interest and pleasure from the game.

Basic principles of game organization:

lack of coercion of any form when involving children in the game;
principle of game dynamics development;
the principle of maintaining a playful atmosphere (maintaining the real feelings of children);
the principle of the relationship between gaming and non-gaming activities; for teachers, it is important to transfer the main meaning of game actions to the real life experience of children;
principles of transition from simple games to complex game forms; the logic of the transition from simple games to complex games is associated with a gradual deepening of the diverse content of game tasks and rules - from the game state to game situations, from imitation to game initiative, from local games to complex games, from age-related games to ageless, "eternal ".

One thing is certain - the educational, educational value of intellectual games depends on the participation of teachers in them.

The task for the teacher is:

rely on the achievements of the previous age;
strive to mobilize the potential of a particular age;
prepare the "ground" for the subsequent age, that is, focus not only on the present level, but also on the zone of proximal development of motives for learning activity.

A lesson conducted in a playful way requires certain rules.

Preliminary preparation. It is necessary to discuss the range of issues and the form of holding. Roles must be assigned in advance. This stimulates cognitive activity.

Mandatory attributes of the game: design, city map, crown for the king, appropriate rearrangement of furniture, which creates a novelty effect of surprise and will enhance the emotional background of the lesson.

Mandatory statement of the result of the game.

competent jury.

Game moments of a non-educational nature are required (sing a serenade, ride a horse, etc.) to switch attention and relieve stress.

The main thing is respect for the personality of the student, not to kill interest in work, but to strive to develop it, leaving no feeling of anxiety and uncertainty in one's abilities.

Confucius wrote, "Master and student grow together." Game forms of lessons allow both students and teachers to grow.

Developmental learning technologies

In the psychological and pedagogical literature of the last quarter of the XX century. many pedagogical approaches and principles are described, the implementation of which affects the effectiveness of training. Often, one of these principles attracted the attention of one or another pedagogical team, which made a lot of efforts to implement it. For example, in the schools of Tatarstan it was the individualization of education, and the schools of the Rostov region became famous throughout the country for "education without twos." The results of such one-sided passions in pedagogy are well known: "innovations" turned out to be "seasonal". Therefore, Z. I. Kalmykova quite rightly notes that the study of individual ways to increase the effectiveness of teaching, their impact on the level of mental development of students is necessary, but not enough. It is equally important to reveal the interconnection of these approaches and principles, to single out the main ones, to present them in the system.

The concept of "mental development" is used very widely, but there is no unequivocal answer to the question of what signs can be used to judge a person's mind, the level of his mental development. All domestic psychologists recognize that training plays a leading, determining role in mental development. This follows from the social nature of man: his mental development is determined by the socio-historical conditions in which he lives. From the first days of his life, under the influence of adults, the child begins to master the experience accumulated by previous generations, actively "appropriate" it, that is, makes it his personal property. In the process of mastering this experience, the mental development of the child takes place, the formation of his human abilities.

A striking confirmation of this are far from isolated cases in history (there are more than 30 of them described) when small children were brought up by animals. Such children learned the habits of the animals among which they lived (monkeys, sheep, wolves) and, in the form of their behavior, were closer to an animal than to a person. They ran on all fours, licked food with their tongues, tore meat with their teeth, howled, biting; were speechless. Once again in the human environment, such children, despite all the efforts of the adults around them, with great difficulty mastered only the elements of human speech and forms of behavior, and in their mental development usually approached mentally retarded children, although they were physically quite healthy and developed. In such children, the most favorable (sensitive) period for mastering speech and elementary forms of human behavior has already passed, other mental mechanisms have formed that correspond to the conditions in which they grew up.

Some differences among scientists arise on the question of what is the role of knowledge in mental development. For example, in the works of A. N. Leontiev, in fact, an equal sign is put between knowledge and mental development, since development, in his opinion, is completely determined by the nature of the generic experience "appropriated" by a person, acquired in those social conditions in which the child lives and develops. Other scientists (E. N. Kabanova-Meller, V. A. Krutetsky) do not deny the importance of knowledge, but do not make it absolute either. They believe that knowledge is a condition for mental development, but is not included in its structure. This is argued, in particular, by the fact that some people amaze with a large amount of knowledge they have accumulated, without being distinguished by high mental development. According to these authors, mental development does not include knowledge itself, but the ability of a person to acquire and apply it, to transfer existing knowledge to relatively new conditions.

3. I. Kalmykova offers the following definition. Mental development is a complex dynamic system of quantitative and qualitative changes that occur in a person’s intellectual activity due to his age and the enrichment of life experience in accordance with the socio-historical conditions in which he lives, and with the individual characteristics of his psyche.

Since the mastery of human experience is a decisive factor in mental development, knowledge should be considered as one of the components that make up the structure of mental development.

In accordance with this, poverty of knowledge that does not correspond to age may indicate a low level of mental development. However, mental development is evidenced not so much by the presence of knowledge as by the ability to operate with them, to apply them in practice. Knowledge acquired formally can be applied by a person only in identical cases, in a very narrow area, that is, they do not have an effective force. That is why a fund of effective knowledge should be considered a component of mental development, thereby emphasizing the conscious nature of their acquisition.

Along with the fund of effective knowledge, learning is included in the structure of mental development. Learning is a system of intellectual properties of a person, emerging qualities of the mind, on which the productivity of educational activity depends, other things being equal: the presence of an initial minimum of knowledge, positive motivation, etc.

The depth of the mind is manifested in the degree of significance of the signs that a person can abstract when mastering new material, and in the level of their generalization. This quality of thinking appears most clearly when discovering new knowledge for a person, moreover, such that cannot be obtained as a direct consequence of the logically justified application of already existing knowledge and methods of action.

The inertia of the mind manifests itself in the opposite way: in a tendency to a pattern, to a habitual course of thought, in the difficulty of switching from one system of actions to another.

The flexibility of thinking implies expedient variability that meets the changing conditions of the analyzed situations, and inertia, on the contrary, is associated with an unreasonable delay in what no longer meets the changed conditions.

In order to successfully acquire new knowledge and operate with it, it is important not only to single out the essential features required by the situation, but also, keeping in mind their entire set, act in accordance with these features, without succumbing to the "provocative" influence of random features that can lead to the right way and lead to wrong decisions. This manifests the stability of the mind, which allows a person to mentally solve problems, keeping in mind a number of their signs. This quality is very clearly manifested in solving classification problems, when it is necessary to divide the proposed set of objects (pictures, words) into groups according to several criteria.

Awareness of mental activity is the quality of the mind, which reveals itself in the ability to express in a word as its product, result - the essential features of a newly formed concept, patterns, etc., and those methods, techniques by which this result was obtained.

The independence of the mind is manifested in the active search for new knowledge, new ways of solving problems, in the special ease of perception of help where a person himself cannot find a solution, in taking into account mistakes. At a high level of manifestation of this quality of the mind, a person seeks not only the correct, but also the optimal solution, without external stimulation going beyond the immediate task. D. B. Bogoyavlenskaya called such a high level of thinking creativity.

The total quantitative indicator of learning can be the economy of thinking. It is measured by the amount of specific material, on the basis of the analysis of which a solution to the problem is achieved, the number of steps towards an independent solution or "portions" of help in which a solution can be achieved, or the time spent on the "discovery" of new knowledge. An approximate assessment of the economy of thinking, quite sufficient for the individualization of teaching, can be obtained by any teacher on the basis of a fairly simple collective experiment. Before it is carried out, it is necessary to find out whether each student has the minimum knowledge and skills that are necessary to understand the new material, and organize work with the class that would ensure the availability of this knowledge. The level of knowledge achieved by each student with a single explanation of the new material for all (and reliance on the necessary minimum of knowledge) serves as an indicator of the economy of thinking ("the pace of progress").

The main psychological principles of developmental education are:

Problematic learning;

Optimal development of various types of mental activity (from visual-effective, practical, visual-figurative, abstract, abstract-theoretical);

Individualization and differentiation of training;

Special formation of both algorithmic and heuristic methods of mental activity;

Special organization of anemic activity.

Under the influence of the growing demands on school education, Soviet psychologists began to study the "zone of proximal development" of children four decades ago. The task was set to find out what are the possibilities of children's thinking, if the content and teaching methods are changed in such a way that they activate the development of abstract, abstract-theoretical thinking. The experiments brilliantly confirmed the hypothesis that children are much more capable than previously thought. It turned out that first-graders can operate with abstract symbols, solve problems based on formulas, and master grammatical concepts.

Similar data were also obtained abroad. The well-known psychologist J. Bruner, carried away by the success of experiments, even formulated an extreme point of view, opposite to the previously prevailing ideas about the very limited capabilities of the intellect of children. He wrote that any child at any stage of his development has access to any knowledge with adequate methods of presenting it.

Of course, the possibilities of children are not unlimited. But studies have shown that with the appropriate organization of educational activities, they can be implemented to a greater extent than with the previously existing system of education. Thus, the team led by V. V. Davydov and D. B. Elkonin proved the possibility of forming elements of theoretical thinking already at primary school age, increasing its share in the cognitive activity of children, and moving from “abstract to concrete” in learning.

The solution of the problem often occurs intuitively, and in this process both practical and figurative thinking, which are directly related to sensory support, play an important role. The solution of the pedagogical problem in the verbal plan, on the basis of theoretical reasoning, should be carried out gradually, link by link. At the same time, it is impossible for a person to cover all the necessary links, which makes it difficult to establish the relationship between them. The inclusion of visual-figurative thinking in this process makes it possible to immediately, "at a glance" cover all the components included in the problem situation, and practical actions allow you to establish the relationship between them, reveal the dynamics of the phenomenon under study, and thereby facilitate the search for a solution.

The predominance of practical, figurative or conceptual types of mental activity is determined not only by the specifics of the problem being solved, but also by the individual characteristics of the children themselves. That is why one of the important principles of developmental education is the optimal (corresponding to the goals of education and the mental characteristics of the child) development of various types of mental activity: abstract-theoretical, and visual-figurative, and visual-effective, practical thinking.

Educational activity requires the possession of different methods of creating images, on different materials (based on descriptive text, drawings, paintings). Methods of educational work can have a different degree of complexity, which is associated with a different degree of their generalization. Mastering the methods of educational work serves as the basis on which educational skills and abilities are formed in children. Skill and technique are not identical to each other. If a student forms his skill without first mastering a rational technique, then he often masters the wrong skill. For example, a student has mastered the ability to point natural zones with a pointer on a map of natural zones and on various physical maps where the boundaries of zones are not marked. However, when mentally "imposing" boundaries, for example, the tundra, on a physical map, he does not use the landmarks on the map (mountain ranges, river mouths); instead, he constantly turns his head from the map of natural areas to the physical map and back, stopping the movement of the pointer. This student is a copyist. He mastered the skill based on irrational reception.

There is a system of teaching methods that contribute to the development of the personality of students:

Transferring learned techniques from a learning task to a new one;

Search for new methods of educational work;

Management of their educational activities;

Generalization techniques.

Long-term practice of developmental education has proved its validity and effectiveness. In our experience, we have implemented developmental education in a typical provincial school with a typical student population.

Radical changes were made to the curriculum for the 5th grade. First of all, physics was taken from the 7th grade program and "rejuvenated". The introduction of this course led to major changes in the content of mathematics and other natural disciplines. By the 8th grade, the course "Man and Cosmology" was prepared for this contingent as a regional discipline, and many sections of mathematics were strengthened. As a result, most of the graduates entered universities in the natural sciences and engineering.

In another case, at a school operating under the auspices of the Academy of Architecture and Arts, a geometry course was introduced from the 5th grade, and supplemented with an "architectural component". Three years later, the course "Architectural Geometry" was introduced in the same school already in the 1st grade. It is interesting that the students understood the unusualness of the curriculum, but were very proud of the school innovation and perfectly mastered the basics of geometry. After leaving school, the vast majority of them became students of the art and graphic faculty of the Pedagogical University, the Academy of Architecture and Arts and the local art school.

It should be emphasized that any pedagogical innovations, including developmental learning technologies, should be based on the results of preliminary psychological and pedagogical diagnostics, and the teacher must always be guided by the principle: "The main thing is to do no harm!"

Unfortunately, the technologies used in our education are generally closer to summarizing knowledge than to "intellectual development". And the transfer of the center of gravity from the first technologies to the second is an urgent task of education at all levels. Among other things, it will be a contribution to the improvement of society.

So, with the term "developmental education" we do not associate any specific systems of developmental education and understand it as an educational process in which, along with the transfer of specific knowledge, due attention is paid to the process of human intellectual development; such an educational process is aimed at the formation of knowledge in the form of a well-organized system

The development of developing learning technologies requires, first of all, the answer to two questions:

What is the system that should be "built" in the learning process?

How should the "construction" itself be carried out? The answers to the first question constitute the structural foundations of developmental learning and ultimately come down to the construction of a certain, let's call it rational, model of intelligence. They define the goals, the final image of what is to be created.

The answers to the second question are the technological foundations of developmental education, which determine how the educational process should be organized in order to most effectively obtain the desired result.

The use of innovative models of organization, content and technologies of the educational process in order to provide optimal conditions for the development and self-determination of the child's personality.

Material Description: the article is intended for primary school teachers and class teachers. This article describes the creation of conditions for the formation of a socially active personality, which combines high moral qualities, efficiency, creative individuality, the need to lead a healthy lifestyle, a humanistic attitude to the world.
Author: Shikina Tatyana Ivanovna
Place of employment: primary school teacher MBOU "Marine Secondary School" of the city district of Sudak, Republic of Crimea

Recently, the term "innovative pedagogical technologies" has become widely used.
Before considering the essential features of innovative pedagogical technologies, let's clarify the key concepts of "innovation" and "pedagogical technology".
The word innovation is of Latin origin and in translation means renewal, change, introduction of a new one. In the pedagogical interpretation, innovation means an innovation that improves the course and results of the educational process.
Researchers of the problems of pedagogical innovation (O. Arlamov, G. Burgin, V. Zhuravlev, V. Zagvyazinsky, N. Yusufbekova, A. Nichols, etc.) try to correlate the concepts of the new in pedagogy with such characteristics as useful, progressive, positive, modern , advanced.
V. Zagvyazinsky believes that what is new in pedagogy is not only ideas, approaches, methods, technologies that have not yet been put forward in such combinations or have not yet been used, but also that complex of elements or individual elements of the pedagogical process that carry a progressive beginning which makes it possible in the course of changing conditions and situations to effectively solve the task of upbringing and education.
Distinguish the concept of innovation, or a new way and innovation, innovation. Innovation is the means itself (a new method, methodology, technology, program, etc.), and innovation is the process of mastering it.
Some scientists (V Slastenin, L. Podimova) consider innovation to be a complex process of creating, distributing and using a new practical tool in the field of engineering, technology, pedagogy, and scientific research. Others deny that innovation cannot be reduced to the creation of means. Podlasy believes that innovations are ideas, and processes, and means, and results, taken as a qualitative improvement of the pedagogical system.
Disagreements in the interpretation of the concept are caused by the unequal vision of their authors of the essential core, as well as the radical nature of innovations. Some of them are convinced that innovations can only be considered as something new that results in cardinal changes in a certain system, while others include any, even minor, innovation in this category.
The basis and content of innovative educational processes is innovative activity, the essence of which is the renewal of the pedagogical process, the introduction of new formations into the traditional system. The desire to constantly optimize the educational process has led to the emergence of new and improvement of previously used pedagogical technologies of different levels and different target orientations.
Today, the concept of pedagogical technology has firmly entered the pedagogical lexicon. There are different views on the disclosure of this concept.
technology- this is a set of techniques that are used in any business, skill, art;
pedagogical technology- a set of means and methods for recreating theoretically substantiated processes of education and upbringing, which make it possible to successfully implement the tasks of education (V. Bezpalko);
pedagogical technology- a set of psychological and pedagogical settings that determine a special set of forms, methods, means, teaching methods, means of education; it is an organizational and methodological tool of the pedagogical process (B. Likhachev);
pedagogical technology- a system set and the order of functioning of all personal, instrumental and methodological means that are used to achieve an educational goal (G. Klarin);
pedagogical technology- this is a model of joint pedagogical activity, thought out in all details from the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for the student and teacher (V. Monakhov).
pedagogical technology is a systematic method of creating, applying, defining the entire process of teaching and mastering knowledge using a computer and human resources, the task of which is to optimize the forms of education.
A number of authors, in particular V. Kukushkin, believe that any pedagogical technology must meet certain basic methodological requirements (technological criteria).
Conceptuality. Each pedagogical technology should have an inherent reliance on a certain scientific concept, which contains a philosophical, psychological, didactic and socio-pedagogical justification for achieving an educational goal.
Consistency. Pedagogical technology should have all the features of the system: the logic of the process, the interconnection of all its parts, integrity.
Possibility of management. It provides for the possibility of diagnostic assignment, planning, designing the learning process, step-by-step diagnostics, variation by means and methods in order to correct the results.
Efficiency. Modern pedagogical technologies exist in competitive conditions and must be effective in terms of results and optimal in terms of costs, guaranteeing the achievement of a certain standard of education.
Reproducibility. The possibility of using (repetition, recreation) of pedagogical technology in other identical educational institutions, by other subjects.
Visualization (typical for individual technologies). It provides for the use of audiovisual and electronic technology, as well as the design and use of a variety of didactic materials and original visual aids.
One of the most important strategic tasks at the current stage of modernization of education is to ensure the quality of training specialists at the level of international standards. The solution to this task is possible subject to changes in pedagogical methods and the introduction of innovative learning technologies. This is what developmental and distance learning serve.
One of the first definitions of this concept is associated with the work of pioneers in the field of developmental education, primarily with the work of V.V. Davydova: “...development is a reproduction by an individual of historically established types of activity and their corresponding abilities, which is realized in the process of their appropriation. Thus, appropriation (it can be represented as a process of education and training in the broadest sense) is a universal form of human mental development.
A teacher who is capable and ready to carry out innovative activities at school can take place when he realizes himself as a professional, has a mindset for the creative perception of existing innovative experience and its necessary transformation. The Concept for the Modernization of Russian Education for the period up to 2020 sets an important task: to prepare the younger generation for life in a rapidly changing information society, in a world in which the process of emergence of new knowledge is accelerating, there is a constant need for new professions, for continuous professional development. And a key role in solving these problems is played by modern man's possession of ICT. In this regard, the teacher needs to prepare students for a variety of activities related to information processing, in particular, the development of informatization and ICT tools. In modern society, many will agree with me, it is easier to teach children than to educate. The process of education requires a more subtle approach to the child and it is a process of constant creativity. The activity of the class teacher is primarily aimed at working with students of the whole class. It forms the motivation for the teaching of each individual child, studying his age and individual characteristics for the development and stimulation of cognitive interests; through various forms and methods of individual work; creates favorable conditions for the development of citizenship, worldview culture, skills of creative work, creative individuality, successful entry of the child into society, the formation of a democratic culture in the system of class self-government. The basis for the development and upbringing of the child continues to be the fundamental knowledge that he receives in the course of the educational process. However, the education of a person should be focused not only on the assimilation of a certain amount of knowledge, but also on the development of independence, personal responsibility, creative abilities and human qualities that allow him to learn, act and work effectively in modern economic conditions. This is what the Concept for the Modernization of Russian Education directs us to, defining the priority of education in the process of achieving a new quality of education. Based on this, one of the priority areas of the educational process is to strengthen the role of the class teacher in the school. Education is one of the most important components of the educational process along with training. Complementing each other, education and upbringing serve a single goal: the holistic development of the student's personality. Teaching and upbringing are so closely related to each other that since informatization of educational and subject activities is underway, this cannot but affect the educational process. The class teacher should be at the epicenter of the innovative activity of the educational institution. Therefore, the class teacher is expected to work filled with both new content and new technologies for designing the educational process. Information and communication technologies play a huge role in solving educational problems. The widespread introduction of ICT in the educational process has made it possible to expand the arsenal of methodological techniques: it has become possible to create spectacular computer educational tools with elements of sound, video, and multimedia, which contributes to an increase in the efficiency of pedagogical work.
Today, one of the urgent tasks of Russian education is the development and creation of the most effective conditions for learning and development for each student as part of the educational process at school. This is due to the social need for creatively thinking individuals who strive for active independent activity, self-realization, competitive ability, ready to generate and implement new ideas in various fields of knowledge. At the same time, it is of particular importance to ensure the transition of the educational process of the school to a qualitatively new level that meets the state tasks of modernizing the educational environment in the space of the modern information society.
Learner-centered learning puts the originality of the child, his self-worth, the subjectivity of the learning process at the forefront. This is such a methodology for organizing the conditions for training and education, which involves the inclusion of self-personal functions or the demand for the subjective experience of each child. A student-centered approach in the conditions of developing education at school creates the prerequisites for the development of creative thinking of schoolchildren, stimulates students to search for original solutions to the tasks set in the learning process, and contributes to the successful self-realization of children in various types of educational and creative activities.

Valentina Kalinina
Student-Centered Technologies in a Developing Environment (Speech at the Teachers' Council)

Implemented in the subject-spatial developing environment, which meets the requirements of the content of the new BEP DO with the Federal State Educational Standard, which allows the child to show his own activity, to fully realize himself, his abilities and interests.

Organizing educational activities with children, I focus on personally- a oriented approach in communication, namely, I plan GCD, the joint activities of the educator and children so that it is not aimed at finding out what the child knows, but at how much developed his “power of mind”, inclinations and ability to reason, think critically, find the right solution, apply knowledge in practice. As a system of relations, cooperation is multifaceted, but the most important place in it is occupied by the relationship "teacher - child". In the concept of cooperation, the child is presented as the subject of his educational activity. Therefore, two subjects of one process must act together; none of them should be above the other.

Learner-Centered Technology- this is such an educational system where the child is the highest value and is placed at the center of the educational process. personally-oriented education is based on the well-known principles of humanistic pedagogy: intrinsic values personalities, respect for her, natural upbringing, kindness and affection as the main means.

They put at the center of the entire system of educational work of our children's garden:

Providing comfortable conditions in the family and preschool educational institution;

Conflict-free and safe conditions of its development;

Implementation of existing natural potentials.

Target student-centered technology -“to lay in the child the mechanisms of self-realization, self-development, adaptation, self-regulation, self-defense, self-education and others necessary for the formation of an original personal image»

Tasks :

The humanistic orientation of the content of the activities of the preschool educational institution;

Ensuring a comfortable, conflict-free and safe environment child personality development, realization of its natural potentials;

A priority personal relationships;

Individual approach to pupils.

Forms of organization of activities student-centered technology:

Games, activities, sports activities

Exercises, observations, experimental activities

Exercises, games, gymnastics, massage

Trainings, etudes, role-playing games

Functions personally-oriented education:

Humanitarian, the essence is to recognize the inherent value of a person and ensure his physical and moral health, awareness of the meaning of life and an active position in it, personal freedom and the possibility of maximizing one's own potential;

Culture-creative (culture-forming, aimed at preserving, transmitting, reproducing and development of culture by means of education;

Socialization, which involves ensuring the assimilation and reproduction by the individual of social experience, necessary and sufficient for a person to enter the life of society. The mechanism for the implementation of this function is reflection, preservation of individuality, creativity, as personal position in any activity and means of self-determination.

The position of the teacher in the conditions student-centered technology

An optimistic approach to the child and his future as a teacher's desire to see perspectives development of personal the potential of the child and the ability to stimulate him as much as possible development

Attitude towards the child as the subject of their own educational activities, as personalities capable of develop without compulsion, but voluntarily, at their own will and choice, and show their own activity

Reliance on personal meaning and interests(cognitive and social) every child in education, promoting their acquisition and development.

Peculiarities student-centered technology.

The focus is on a unique holistic growing person personality which strives for the maximum realization of its capabilities (self-actualization, is open to the perception of new experience, is capable of making a conscious and responsible choice in various life situations.

As part of student-centered technologies independent directions stand out:

1. Humane- personal technologies, distinguished by their humanistic essence, psychological and therapeutic orientation in helping a child with poor health, during the period of adaptation to the conditions of a preschool educational institution. This technology it is good to implement in new preschool institutions where there are rooms for psychological unloading - this is upholstered furniture, a lot of plants decorating the room, toys that promote individual games, equipment for individual lessons. Music and sports halls, aftercare rooms (after an illness, a room for environmental development preschool and productive activities, where children can choose an activity of interest. All this contributes to comprehensive respect and love for the child, faith in creative forces, there is no coercion. As a rule, in such preschool institutions, children are calm, compliant, not conflict

2. Technology cooperation implements the principle of democratization of preschool education, equality in relations between the teacher and the child, partnership in the system of relationships "Adult - Child". The teacher and children create conditions developing environment, make manuals, toys, gifts for the holidays. Jointly define a variety of creative activities (games, work, concerts, holidays, entertainment) . Pedagogical technology based on the humanization and democratization of pedagogical relations with a process orientation, priority personal relationships, individual approach, democratic management and a bright humanistic orientation of the content. This approach has an educational program "Birth to School". Essence technological educational process is constructed on the basis of given initial installations: social order (parents, society) educational guidelines, goals and content of education. These initial guidelines should concretize modern approaches to assessing the achievements of preschoolers, as well as create conditions for individual and differentiated tasks. Revealing pace development allows the teacher to support each child at his level development. So the specific technological approach is that the educational process should guarantee the achievement of the goals.

In accordance with this, in technological approach to learning stand out:

Setting goals and their maximum refinement (education and training with a focus on achieving results;

Preparation of teaching aids (demonstration and distribution) in accordance with the educational goals and objectives;

Assessment of the current preschooler development, correction of deviations, aimed at achieving goals;

Final evaluation of the result - level preschooler development. Person-Centered Technologies opposed to the authoritarian, impersonal and soulless approach to the child in the traditional technology - the atmosphere of love, care, cooperation, create conditions for creativity personalities.

All participants in the pedagogical process create conditions for subject- developing environment: they make manuals, toys, game attributes, gifts for the holidays. Together they define a variety of creative activities.

Person-Centered Technologies placed at the center of the entire system of education and upbringing child's personality, providing him with comfortable conditions in the institution in which he is located, conflict-free and safe conditions for her development, realization of available natural potentials. The personality of the child in this technology is not only a subject, but also the subject priority: it is the goal of the educational system, not means achieving any goal.

As a result of using personality - oriented technologies teachers have the opportunity to build an individual educational route for pupils.

Usage various forms of holding gives its positive results: fosters a tolerant attitude towards child's personality; forms the basis personal culture with the preservation of the individuality of the child; lining up teacher-child partnerships; increases the level of motivation of the child for educational activities

Result of use technology- becoming a child personalities. This involves solving the following tasks: development child's confidence in the world, feelings of joy. (mental health); formation of beginnings personalities(basis personal culture) ; development child's personality